FREE COPY NOT TO BE SOLD FREE COPY NOTTO BE SOLD FREE COPY NOTTO. Including Students . with Special Needs A Practical Guide for Classroom Teachers William D. Bursuck University of North Carolina at Greensboro O FREE COPY NOT TO BE SOLD FREE COPY NOT TO BE SOLD FREE COPY'NUTTU'BE SOLU ° c x 9 ° FREE COPY NOTTOBE SOLD FREE COPY NOT TO BE SOLD FREE COPY NOTTO BE SOLD FREE COPY N 3° se un (409 Sau aKInstructional AdaptationsMS. DIAZ WAS TEACHING Ihr fourth-grade lass howto write per- ‘centages for factions using this example LEARNER OBJECTIVES ‘After you read ths chapter, you wil be able to 2, Describe accommations you cn make for students whe do ae. nat have the press necessary to len new sil ron ete tee 2, Select and sequence instructional examples ta help students We paren or 3 cobs nsttion. eae 3, Accommodate naval errs by proving the direct Be ae ‘instruction pratce, and review neede to help them acute 0875 » 007; This review shoul be more Reavent following your intial presentation ofthe ate in and hen ean become les fequent a leaming is extalished, For example, instead RESEARCH of waiting unt January to review addition facts, Melis teacher could frst provide Nore review weekly then every other week and then every month, Thoma history teacher GRRORERASRMAER Could periodically review key concepts and information that Thomas may need 1 esearch shows hat many apply ner, ether through homework, an instructional game ot contest, or an activity Soers with eamingdt~ in costa class. 1 Thomas and Melissa were the only ones in theiclases in need bites ed dct” of review their teachers could accommodate them individually by giving them exca sation met funds lp before school or whe theres of the class was working ilependenty irre vata eS related concer is that indirect instructional proaches may be appropiate for Keay (en 208. some stadents but may nec be supplemented for others For example Felix and Bill Sone sans neds SSgament on vocabuan? (it ide aoa316 CHAPTERS Tonctol Mptine PROFESSIONAL EDGE Providing Differentiated Instruction in Reading he ea Shing iter ntti tha asety ff teaching a ating sates ae teeta fo meet the ange of rnc vert ny given csoon, Ace ing to Tombmon (20, p 9) Stutets hese neds an ‘eet by “pong mater nd ak st aed rts of ay, vaing dees of seeing. thoogh mul Sle istretinat groups, and wth tne vartons Nowhore the ree oda stron moe ‘ere han in Beoning readin. ese te ve tnt vit sbut 20-20 pace of studs segue ein ss Fei witout the ne fe extn spp, sate 9-30 percentage some ada apa. a abut 3 pe ent equi ere supper ty arf le 0 ed (Won, 1998).Busuck ana eseaqus (2004 implemented ‘ued ode of diferente bpning ead ie Strcton in grates 4-3 i Ue wrtan sete he mode, ad ergaly been implemented sce nt tl Sl (Oekion & fuck 199,203), Flre ate or {be vee ute shel onthe sate thi gee dng Were need of» dient soraach fo asin eating The pugse ofthe murs ose was to poe vein lees of stud suppor epesing on suet med Te ode shown ae 92 Tier 1s the stndard gener satin ring pro ‘gam bt with some teching stele bce of {he igh pete f sod othe the sco who were tugaling to ear to at These eaancenet in lade ay of the teaching metods deere i thie her sah a areal vamp seein a grate of ‘nosing aw sls, dct teacher intction, an the Povson may sppruntis or pctie a eu. The genera eduaton racing program was 260 ape to tate the ecg of oir mow ec an tense 2 ey resemenatn by the Nationa Rese Parl {@a00. The promann af eens niet teste ly monte using ermedum-ed meses fey fray til sch paneer, soe nod Ieenfeaton,pageeating fan, nd ang come prehension, Sons ho wee nat cen hy itercy Ss seconing othe senate continued ove i Sesion nett wet pve wih Tit 2 isnton we bin ania of nt dly pacts on sis cor tren th som edig Stes sng sal ae ups of 2 ater. he bose Sesion represented in er 2 of th mode nerve by the casuom techer a tin p= ‘reson sng ether oneta-oe esa gu me. tion Te pores of Te? stents ears a eg lary mmr. if ese starts conor to sw eens acqig belong rain Seis, they moved to ‘ov iter tations, "er 3 ns an tense strate ating soya Sige or aie ee acing arte (gaan ‘LBuner 202) the phoney aed Rend Maxey ea Fu characters ya xl designed non Sequence swell he exer ofl op or suse ean. Tr ncn wat ead an Sal goups by eter 3 Chapa I or sec edton teacher then nT 3 reve led oh general sretreuna vera vorerenaconateu sn iteuncrat te ueraa th SOEUR SUNT 9 SETTNS NT a well-written persuasive essay: He then asked the students to write a one-page pet= suasve essay for homework. Brenda handed in her essay the nex day although het Paper showed some potential, her topic sentence lake clr, her details were serch, and she forge to reject posible counterarguments, Brenda needed mre in- struction and guided practice on how to white a persuasive esay than Me. Dae had provided. He could have applied the INCLUDE srtegy,anicated Brenda’ probe Jems and provided guided practice by wrtng essays with the clas ui even the lower performers such as Brenda seemed comfortable performing the ek. He could aso fave had the stdents write a perisiv ey independently in class so that he could monitor their performance and sccommodte individual students using corrective feedback and more nsraction if neces Finally its imporean to remember that practice most effective when ic flows ie instruction; practice is never an adequate subsite for dre instruction. For ‘cape, Mr Hanesworth designs a boardgame in which tadens ge to move shelon an Me Asotin Ses with Sos Medinet? 315 chen ces whan tho mst of FIGURE 9.2 Multered Mode of DiferentatedReacng ‘estes nee vad wo ‘ding ais tat ere ‘ul frm, ler 3 ters Parcated tn many of he generat ‘hatin vealing ates, but cae a aan cordate hse ates ‘ith the ster Ter eting progam. Freiay ets sowed tat about ha Of the dens wee making adeaate Ter? Progessin Tet Another 2 peer eqied Boosters fr Por Responders oT | Air? beoe: nl stout 30 pect mauied na eransnnnecanemnstccecnad eat, mor nese ming proyam inlet . 5 (eruck ta, 200) Sin ote esearch (tenner, 200; Treen, 2000). ts Sat ound Chat apposite perart fhe tudes cotrcd ts soul tac Dsning eating eleven wth ‘er intucton, Tee sods moved t Tet “ir intacton was pve ya sped ection teacher and as cheered by sale istuctona ‘Fou om mre ten then ens pe goup,asaner feof hl suction, and mov extensive sald ‘topos chs let aco dcrnnaton ting {Gtanced& Uincamond, 1998) Toe res as showed that te ove pone ofthe tee sels a8 te State ean ttn grade? xen ives of perme he sae stat bef the model ws inpleested (Garnet, Dae, & Deon, 2005) Aso ofertas tha hires lp ne 2 and 3 fo tats evar ‘eon tht were ote a hb ir classmates i rer werent overepesented in Tr 2 and 3 nr {ernst spel education deceased in al the sel (Basck& Dames es) seve seca nats neruvenenascREWEE TS EEE A ifchey can answer dvion face problem. The problem that Bie stadents in is ss slldo noc understand the concep of division, For them, the hoard game practice a “iit likely to result in falure. Mr, Hanesworth can accommodate these learners in ‘Shmall group by proving additonal instrvcson on division for them while allowing the rest of the cls to play the board game independ. OF couse, later on, ME. Hlanesworth un reward the hard work the sal roupby allowing them to practice ask chy know sing game like format. you may rc how fo nape bi ls nsoacion Fri ke Cae in Puicecn ge S317 Inauticon, se SSRSIMRAENGE “Technology Notes feature on pages 318-319 inerodaces ways to ase technology to Assn stents with special noes with their writing. Stodens may also need aecom- tmodations when subjece-area content i presented the primary teaching focus a st ‘lens mone into the upper grades,316 CHAPTER inten pation rnabengmancamen ‘Applying INCLUDE to CASE IN PRACTICE a Basic Skills Lesson Ms. DesmanlovestolookantheIn- sey soled the problem, ach child 4, Convert the nuber sentence we temet or wha che cl “exch Iasamincenvechar pened inci, —__camputtion problem. fered Inon plan She und rey dy tw student collet nd 5, Sole she compotation problem, Teson yesterday onthe topeofath score popersandaiclerinswarded 6 Label the anor, sory problems (owen, d),anares forcoreanewrs Sudetsresive 7, Chek werk Inwbich he sods often struggle apie when thy rac ve ocr, sdinvhich abe ews Joking athena new chart posted Nat, Ms Dear hough sho For something diferent do, The Ma Denman haa group offour ares were se might need to make teacher who ed this tecbrigue seodentsin class who have wouble in ecommodations She conse he hime hate faded poste im-mathsrec ofthe stent have sade’ presill. Theo the et pctonher cla perfomance ast” leaning diablo bth ending dents ave eading problems br the Yeacon the sate highatle etn smth. Becae the cic Fach the try problems wold be ‘math Me Detonan Soced ory it. galt thee stdens re the same ce out ln innate the ned fo Ti this lon, the teacher ports sthoweofereyoe ete inthe ls, an acnmuadition sch types Ahly sory problem on igbar. The inseacioua madison ance” sate lowever, Mi. Dotan sbilurgted or example dvsioo,egured. Me Detman reviewed the thought the stats would ane ‘excimer Fm day today. The dans of hie cy tae ‘wohl asating the oy pro problem eed aloud Set thing in wheter ny acommoaions were Se ina sett they al ave Shemoming and tides ave wil nde She dened the flloing reading emnprehension problems ad Tunchimevosolvele The cldren seven demands: tad peionaly rugged pick he ep spec le folder containing correc operation whe they sled seumwersbeetoremecs probe 1 Read he probe. sry probe in hae The four lems, Chilirensreroqredoshow 2, [deny the operation need so dent aio dont now tet adh tho work Afr anh tre orfour solve the poem for example, ft and heir ompuationaacea- seodent go the bod mle the $4, ube rays inconsistent even hough dey problem. They lk sloulsbowehow 3. Wrtea mer sentence ‘ndesand the ences bend he CONNECTIONS Teacig prs seec Pls, acing the ate Fertatono new sis, ‘fod ection, Protea vi ae i Elements fee sion concept doce Inhagter Adaptations Inet aes an eo you Dove difeetate i Jow Can You Make Accommodations for Students with Special Needs When Teaching Subject-Area Content? The instruction of aeademic content ncoes areas such as history and sence. Thi in ssracion mainly involves the use of textbooks and leture-disansion formats but talso ‘an include other activites, such a videos, fn, and cooperative learning Although {concenten instruction generally asocaed with intron in secmday schools, ‘he information presented here is relevant for clementay teaches a el In thivsecson, you lear how you can adap your teaching and materials o help seadens with special feeds enn subject-area content Suategis for making accommodations ae ses for ‘crating bacground knowledge, onganiing conten nl tesching term ad concep. ‘swith base ls, you can provide accommodations for your stents with pil needson an Na Acme Swi ps Nut Ws ein Ses Cte? 347 ‘asc perio. Compeition “edt rtm wc nef he ses srg wih ‘Seti ote whig onde ‘tng the word poten wld ‘fe pba nade, oe dene aly le Spi Me Det ed Mion Me Deena enc eta he tie (Serer protien ered “beac ech dnb eon 2. Shethoe dat ii econ the fra eo towed bat bc nw poem ‘Sane tly ce Teed Des vee ht ct ig of ‘Sm aching ath rd Sing ot lod worse be fa ese ih pb tou mere tava acvoting Mu Dean ne ome he Soring cmenditons ore roe Ag chewed eninge work with them on i proving he carey of ir ath empation ale his ‘She wold allo shen tips tie Coren dif hise ye ‘ing shen se lees Me Detinan sb decided to prvie he sro wi vial dng eee thrgh he problem {Shing sep slong ih al gro {del parce Eau wed {he seneay propel: Prof ‘ta sl grog practice ‘ould inde ache al tae {Bink soos make he proble- ‘ohing sep more compo for the ens, Ao when aden ‘oe tthe board ose problems ‘tool in he ge goup, bons prin wood be sade 0 howe Sent paying elation Me Dean wos oe oly sty protest he tens were Publeof rng nependent. Tat (ray tey woul get ceded depen en practice awl tare op- ory ear scars ad exh them in fra pre atthe endo the weak. Fly Ms Denar would ‘point heuer with aria to ete cs as she wold ‘ome he bard and dw ce representing the prblem REFLECTIONS yo you nk Ms. Detian nae ‘arena acme oe fou stung tte ter han ‘arto mdieation? How te: etinan ue te INCLUDE stegy ‘ane or those tates? Howe ‘ect ad fei d you thine thet accommodate? Wr ru yp do eet you ware changing how you each the entire lass or by making more individualized adapeatins her one-one orn smal groupe. Sates for teaching science wo English-language ‘mats ate describe in the Specl Emphasis On. ..on page 320 cctivating Background Knowledge ve amount of background knowledge students have can greatly inuence whether Ragbg aplct-3 irean read ubjet mater wth understanding. Toluca, ead this it of words! und reese ales, wre making aly cones ‘continously vary draws relation “ ph # ‘als sarihles own ecwoen ‘fen corresponding poise table solid DIMENSIONS OFDIVERSITY ee flange com ‘Stel moe et or [Runt to aawon al Sen ucyoud roe stan ey encour now Informa, ey el iy ort mn leaning Geen oa, 1998).Supporting Student Journal Writing Using Word- Recognition and Speech- Synthesis Software 2 loge journal i a writen convertion Between the teacher nd each nil dent (Stator, Shy. Kree-Peyton, & Reed, 1988) inague journals can ane stents with spec ned fn 3 number of wa ou Tal an provi sucess wt nappy to practice tng withet the fea of Being continues carected Teacher spores to ‘ent journal entries can ae model goog ‘tng for students Diogu urs a0 motivate Stafens’weting by hing tam 3 Speci reason owe Atough Jounal can benefit stents with specs ees, robles with base sls an drt he outing Docs. legible hardwiting and evr speling probls an ener ster work unreadable, making impossible forte teacher t respond to enties. Dictation can aly bu hat aes lot of indi terion mere heh you tay beable to provide, h word processor ths spel hacer cn aso be sed, bt he speling er of sone Stems maybe to severe for a splchacer to hal Macht (1998) earn the ee ofthe eh ology 35 suport er students engaging In log or nals wth thes teachers Ne equppe the computers of ‘id gate Sudets wth special nee with speech thesis and wor-preditioncpabites. Speen syters Uansates words typed by stents Into speech, Speech Synthesis helps students rad ther teacher’ menage ‘lho hang toa for hel, alo lp stufets re ther onn mrtg, allowing tem to detet more sein ard grammatical eros than they weld spo by reading ies? Wat other pes of atte technology might el er wth hr weting? Aloe. Wort pecton programs help students “pret” words they ited to write Stents ype the it ety, Or fst few leters, ad then chose ram at of rei: ions instead of having to ype the we word Mod pe tin can hel students wth severe speling poles, For eamole. te prediction magn ea Porn por ts wors that students mos aly to type uleg ‘ase fowl ncingEnlh rma aut ‘ied words anda eamed kale othe tafe per ‘onal witng sles. Preons remade fam an alga betical wor is hat I vise on the scen. A sample sven cispay shown in gue 9. tudes ype the fist eter otro a wort, the wort automa sero the Fist ward beginning with tose ates, Str dents can then clk onthe word hey vat am test tense inthe story They can ao het the wor pr ounce by the speech snes efr selecting MacAthr (1998) fourd that the ue of speech ses and word practon programs get inproved Were you ale to rea all of them? Do you know the meanings ofall these words? Now read the folloning passage Ti che known rebstion beeen the variables consis of tbl fcoresponing ‘ales; the graph conse ony of the corresponding set felted post fe ‘aries are known to vary eoainsoush; one often draws 4 cure show the ‘Satin. (From Michulsn, 1985, ree in Laie, 11) Chances are ifyou were asked wo summarize what you jus reat, yu wood be unable to doso despite the fc that you probly answered ye when asked whether you could read and understand all he words inva, You may lack the background know fg necessary to understand this very tecnialparsaph, The knowledge sentsFIGURE 9.3 Pentiend Sofware lesares eee (eit \WeSaaeeaaaeseaad Seda Mes an Teg Seen Cte? 319 t ht ys the Ft lta of porous th word tt has cl {othe it wid ging wth hse etry Thoms bau to oll on te word eer eater the speling accuracy ad ety ofthe ural eres four of the Fie talents with severe wn probes tho ppated in the stay Honever stent poling erformance reverted t preous problematic vel when the sythesizer and word-peditionprogoms were taken 4 Ch SofortCnt lypsisin, vay Thi sows that progam su 2 the ones escribed are ae uefa ps or compensa sratgies but a not by themsaves rel in Improved independent ‘paling sil Such sls ned to be det and system- tical aught bring oa content-are eson soften 2 important for understanding athe quit of the tentnok o instructional presentation (Langer, 198% Pressley, 2000) Forstulens RESEARCH nora oundertand content mater they eet relate ite information they already know: {Gnlorunately teachers often fal to onsier background information. Stents with ‘Sasbliis ant sradenes who are at rsk may have two problems with background Sule of falsh-rguge Inowedge: They may simply ack the necesary knowledge, or they may know tei formation but be unable to recall ior relate 0 the new information being presented its show ta ming fate, begun and erences cn ed to ph ee of tase en USINGTHE PREP STRATEGY @ One teaching satgy for determining ow much Sagumert in stn Knowledge students already have about topic so that you ean decide how much feoman ea, 000,320 HAPTER» incurs Atos Special EMPHASIS On... Strategies for Tea ching Science sernabengrancem/edie to English-Language Learners ‘ou earned in Chapter 8 that thea ctl and ust divest of US. dasvom hat bee incesing and il continue to 6 so. Engtshlangaage learners (Els), or stents for whom Enishi ot he primany language, are an increasingly large proportion of this you. Fr eam, nthe 203-2004 eh yea 55 mie lan Eis attended Ameran public coos (Le 2004, a8 cited in Sort & enero, 205). Unfortunately, Els Sug in schoo (Sa & Bancos, 203), ad awh Isthis fact more evident tani scene hee information bout teaching Els can be an to ing (Wstion 2004). hl ELLs share he chats of having lined Enalshprofiteny is importante eae hat they ar 1 verse group Els come to your cence cassoom ith ded in stents native arguage allows then t bet ter follow what is ascssed, even Hf they dort know vey wed + Sched time for review a the end of each lston, pointing ot hey conepsané vocabulary while making onnectons to lesion objectives and sate stands This is essen, Beause ELLs may concent 9 tent on processing language ding instant ey ave unable to ery the most important infor ration expressed + Give feack to yur stents on i anguge wen cls. For example, model fr our tderts hay sien tists al about the experimental ing. Hae st ens ty to ae the guage oer when orally presenting thee ab report, an give then feedback on their performaceom no een or Stuttg SecA Conan? BR tackground information to present in las prior to a reading assignment i called the PReP (PreReading Plan) strategy (Langer, 1984). The PRP suategy bas tice RE nse steps www, RESOURCES ‘cata Ho a tel 1. re tet orfswon, and choose two tothe important conceps. For ex- prove etchae e Ea forascence son, Amin chose the coneep of photosynthesis andthe ae fp an 3.00 ey words el and og. Soa to 2. Condue sion with students. This process involves three Sources a geared espe- Fass in Dov | students ell you wht comes to mind when they hea the con Caly tue wk {ep This ge ya fe lnc at how much they already Know sbowthe opie. Seebonati. inPhas stn el you what made hem hin of er eposes in Pas 1 “Ths inforaton can ep you jue the depth of anor bass forth responses, {dita provides singboard for students to en hl responses in Phase InMr Ann cay be dconced in Phases and that to of he seen ise then though tat photoes had to do wis photography beense of he presence ofc the word, Thiscor provide n oppor wo bul on st. {Ens inowtege: Mr Amin explained tha os means ight and hatin pote apy. cmere asin ight sd combine with cere shes o Hn ‘ke pares He then tar plants tke a ih oo and wen he ight om ines ith cecal inthe plan, carbbydentes and angen are male. Ths rescaled photons Tn this ay Me Amin sel whe the den a ‘ealy knew totic them 2 concept ty dd not on In Phase 3, sade can toch response tae om the dst in Phase 2. 5. ale smden responses detemine dhe depth of ipo knowledge ofthe topic Daring tis Sep, fovea Tee whee alent are eaten he ek Ino tn oa etre on phoonyaes or wheter they Hs eed toe i iSrmaon: Detenining the reso your arden ith ene the demande {our inaracion an important par oFINCLUDE. In Mir Ans cas two {Ent continued o have trouble undesanding tha phoxosythess was something plane i with igh to make crys sndonyen. They needed more formation lore hey were ready to fed the caper. Me, Amin scone thee set showing them » wo sation of photosyndest ncang Concrete tampa weer cena oe wih he et of he as PREPARING ANTICIPATION GUIDES © Anson guides can eipsouasate Stent knowledge abou» parr epi and comsrot ridges to new norman by Sry Node abe peices (Redence, Moore, & Ricca, 200; en & Vires 2007 Repstion gues consist of see of statement, sone of snhich may not be try elated othe material thatthe stdeneis abou to read (Bars, Roe, & Rose, 2001) Bela tachi Shaanto nee Seas ren as saanane Ta Siherchal> Sete tm cme lenge x tppor dct they may aesdy hve about the subject. Tis proces caches et Ran the ineretand geste aren fr liening and reading. Providing qusionsor ae ater Stromens por reading ao a compeshenion forall sen, incading tone 99), once ou, Sittpecal needs seinpt sta ih Rn ld pe 3 orevample, Ms. Henry consrted an anticipation guide prior eaching anit 0H ims lds, en the ners peo, Her oncation guide cde he following stems et caenes Ae sau ee othe 1 person cannot fancion without the neous system. ‘toe gece od © The nerows system hele us sty and lean abou ne tings frees, lo ues, 1 There ae gaps between the nere els in our bois, ‘honener inthe hate 1 Nerve calls do ferent jbsin the bos. Lrgoge oer 1 Te central nervous system is aly one prt ofthe nervous tem. seven322 CHAPTER # Intuit \oaboopancam/iente wu, RESOURCES The TOU fest Enis te Spiers of ‘ther Langage) wet, att ‘garding the fstest- gram ‘hen: thse no come ‘rom on Ents spstng ecreons Aowance egies i ciate pro lang ep ster on aon Doe reference ps or soto be completa 1 Our brains do ao contol our reflex, 1 Persons cannot hold ther breath unt they die 1 Some people can swim without thinking abou it ‘When asng che anticipation guide, Ms. Henry needed to make an accommodation for several of her stent ith reading problems. After dtributing the guide, she met wit these seadets ina smal group and read each tem out lou clarifying ert such ‘Seemral ners not refs and nerve elle PROVIDING PLANNING THINK SHEETS @ Accivting background information| and bing bridges to curren knowledge is also of eancern to teachers when aking Sraentsto write. Some researcher recommend planning think sheets ofp writers facs on background information aswell som the audience and porpoe of a paper (Englert etal, 1988). For auience, sens ar asked to consider who wil read the paper. For purpose, students lary why they are weting the paper (or example 0 tell ' story to convey information, oto persue someone) Final students crate back {round knowledge and organize that knowledge by aking themselves questions uch, "Wit do know about dhe ope? low an I grupo abel my fate" (Englert etal, 1988). planing think sheet ora paper assignment might contin writen ies for sds o answer thefllowing questions (Raphael, Kirschner, & Eagle, 1986 1 Whatis my topic? f= Why do T want to write on this tic? f= Whatare wo things Taleady know that wil make ic easy to write this paper? 1 Who wil ead my paper? 1 Why will he reader be interested in his tonic? Seodents with special needs may need more teacher madeing ad guided practice be- fore being able to complete the chink sheets independent You can deliver these a= commodations using 1 sal teacher led group, Organizing Content Research shows tht many sade cling sues with yi eed hae if culty understanding import ess andthe inereavonhps income aes sah 5 scl sis and scence (Kame em, Carine Dizon, Sinmons Coyne, 2002; Caton, 195 These sant can Bnei om ihe we of spore or eal that ely hem dena and understand npr informaton. Ave dace in Chapter Sone form of sport st organize the curclrn acording big ideas athe hn isin lation Another om port to mak thse ess move event Student hough the me of advance nfo coe wor for apna pater, Soy gies and popcorn USING ADVANCE ORGANIZERS @ Advance organizers include information presented verbally andor vill hat makes content moce understandable by puting [within more genera framework. Thay are particularly effective for tudes with special needs who may have limited background knowledge and reading and listening comprehension sis Swanson & Deshler, 2003), Example of advance organiers ine ‘Se he following (Lenz, 1983) 1 denying major topics and activites * presenting an outline of content 1 providing background informationon an Nae Annan sh Spc Rens When echinacea? 328 1+ satng concepts and ideas tobe learned in dhe lesson 1 motivating stdents to lear by showing the relevance ofthe atiriy 1 seating the objecves o outcomes ofthe lesson EMPLOYING CUE WORDS FOR ORGANIZATIONAL PATTERNS @ Dig ideas nr often the central foes of an organizational patern of information. The most ‘common patterns of information include che dseripave list and dhe sequence of events {a time, companson/contrast, cxuse/efet, and problevsoluion (axendel, 200%; lis, 1996, Each ofthese patterns of information can be made mate conspicuous for students through che use of cue words. For example, cue words for ali, description, fr sequence might include ft, snd and bind ue words for comparison/eontast 7 ‘would be sin difirenon te ome band and on th ater bad: cue wor for eeseef-_tertaes (ci, 1990, fect might be crt effets Beene, and 8 Wat and eve words for problenvsoluson ‘would be prbiem, sion and rele, Coe words ae important for sadent with spe- ‘il nee many of whom have dificlyteling the difference between inporane and ‘asimportar information Hallahan ec al, 2005; Kame'emu et 2002), ‘Consider the flowing rwo pasa abou the formation of the wor pary system, which are taken rom evo diferent social tics textbooks. Tet (Ordinary People Formed a Polite Paty “The problem. Youre led how the pois ofthe Federal pary ofthe sresiby bina pepe did nox dey hl theoriary epi Sal mers Fado pay the Whiskey Ta, bc wea farmers who grew other rps dl na. ‘Ordinay people ha es gret del of ney when they od thei Bonds 0 Steclates Government okey wo being psd primary weahy pool re len and Seison es wore pando Lepordnary people fom puniog politi power. seios problem forthe ft few yearn or county oy ‘as that he part ofthe wey busines people Ignored the espe of one say pele acs seriows problem daring the Ss fw years fou ouneys ison? ‘The solution. Akhough Thomas Jefferson die like the idea of pli p then Jefferson llth inary poople needed to be brought together andor raed wo get the pbc power that would resin the government ding thing elp te ordinary person. Thomas Jeferson was 3 popula leader who iguered up the soppor of rest amber of sled workers, cha carpenters, Flaca, spd other rafsmen, 5 wel shopkeeper and sal fares "lferson began to organize polisel prey belo dhe Presidential election ‘of 18 Heft confident cats pola pay of ordinary people cold win lection becuse there were many more common people than wey business people The pita party of he ordinary people wanted to elect enough repre “caine to control Congres and to cle Thoms Jerson tobe President in the next President elecon in 1800. Tae ne politi party was called by ‘evel mimes the Democratic Republican the Repabicns, and so the Jt ‘Ersnian party. Dring the sleton campaign, the pola pry of he odnary People mai an ie of the unpopular Whiskey Tax and lo the enpopalar ign and Seton Acts In the lection of 100, the pry ofthe ordinary people tron and Thoma fron, who alo wrote he Declaration of Independence, be ome the hid Pretdne ofthe United Stats Also, enough legato fom the pny ofthe ondnay people were elected ro make thse legisators the new Join charge of Congres ‘Why was Thana fefeson important othe developnen of politi yar- vig inthe United State? (Caring, Cran, Haris, & Holebeck 198, p20)326 You can accommodate exe? The Constation si nothing about he pl parses that Washington ad warned aginst As ealy asthe presenti eleeon of 1792, howerer, seth "esemling vo major pate appeared Ameren plies. These partes ce ‘ered around Alundee Harton snd Thomas Jfieson Ris oft rowan sytem. In she lection of 1792, Washington was re-let loyunanimovs woe, Vice-President Jak Ades aso retlcted ut gas Strong opposition. He was opposed by George Clinton of New York cane hacked by Thomas Jeteson and his followers. ouon follower ci tobe ella Federals. The Federalist ary was strongest in New England an log the Alan seaboard I ined any ‘wealthy merchans, anufscturers ers, and church leer Joh Ads Fimself Federals, said that Feeralierepresened "teh he weary saute abe” "The opposition parry ms el by Thoms ffson Is members called ‘hemseies Republicans Although some wealthy people were Repabliciny most ofJefienon supporters were the owner of snl Ems or wage retin the rowing wns (Tn Cure, 182.212) Which pasage is easier to understand? Most teachers would sy the stone. The major heading specific. The relationship beeen Feder lesan and the for ‘nation ofthe Republican Pany is clear Thisrelstonship cast in the form ofa pro Jen/sluton framework the formation of the Republican Party was the solution to. problem involving the Federalist" eying to grab power fom the onary people This problen/solacon structure i clearly signaled by holdace headings. Notice, oo that ‘ach section inthe fist psig flowed bys question that helps stadens sort ou the min ides. Cleat, stents wll have an easier time acesing the content inthis txt Stl, students by helping to make some students may require more individualized acorn the key concepts more explicit tions, such a highlighting eve words, eacher modeling nd sided practice on how tose ce monde to camprehend i= using teaching strategies {eran ext strc described in this text such as study guides a ganizers. ‘The second pase contsns no explici signal ofthe re= lationship between Federals policies and the formation of id graphic the Republican Par eisao unclear why ordinary peopl so hated these polices, Stents reading thin passage are re ‘uitedo makes numberof inferences, which ny be difficult Fo srudents with special neds make. Reig dhe book is ‘obviously nota reasonable adaptation eres instead yo can accornmenate stents byrhelping to make the key concep more expliet using teaching strategies deseribed in chs text, soca tay guides and graphic ongunzers CONSTRUCTING STUDY GUIDES @ The general rrm study guide refers oo ‘tines, abstracts, or questions that emphasize important information in texts (Mee er & Meret, 2001). Stay guides are hepfl in improving comprehension for st dents wth special needs in conten-aea classrooms (Low, Ras, Jenkins, Piss & Benedts, 1985). For example atthe beginning ofthis chapter, Cel as having trouble picking out Le des inher America history tex, common probe for 8 dents aval educational esels She might benef fom study guide that cus sudents to important information by asking them questions aboot it. Procedures for cos structing stay guides are shown in the Professional Edge on page 325. A sample study guide fora ection ofa social studies tet on Truman’ Far Del shown in Figs treoPROFESSIONAL, EDGE How to Develop Study Guides uty gies Rly inprove the compeersion ofa tu ents eel hoe wth pel neds ho le Sr conent aes cantons, he folowing ses show you owt dealoy iy aude fom a contra tetook othnugh the ete bok an mark the ates you ott oer forthe tem those you do a Indicate the sequnce in wich you wl aon the ‘aves tht nt te on ta ome st Second tndea eth ad the mate nthe it cape vey Marthe porartvocbay fc and coneet ta ou et stent to enn, Cs 0 any material you do 4 Divi the cape ito Loge sections of 1.090 to 11500 word passages. (Te leath wl depend, of Coun. on om etaled he material Pow muh oF 9p dam pata) tei sentences hat expla te alo eas oF asin wean, eto cota thes {Spe Wet 5 setences per psge 4 ae thou ettce in reso thatthe mate in ne eds a the ot and 0 th x To coat gusto, ete leave ot 2 few wots i ‘ech uatece of change ech serene io 9 HS tion fer ample, the loving satent ws ent Feds importa na chaste on raul seater 12 pect les tac was psd py for le (Forte the mse ods of 19% This statement could be tue ta esto by eae as pat pay ele nts ae the ia ods 1985 ‘ou cold ala ching he statement question How i th ppl py fr he elif afer ‘he ase Naso 193? 1, ake» tanspatecy of sentences and/or questions is ge pe 9. Pape has fate soe, sng su pe. 10, Pepe an aver set for th tae 1. Seep a matic et to coe the ater in ‘hesty quite The te ol hare 20-15 ens, wth ‘ear geben foreach etn SUR; Fo ed id Pp Can atin by 1 Miveton ir sate Oey ina, pete eca ve naterrene ncn TENT FIGURE 9.4 Sample Seay Guide for rura’ Far Dsl vocanuiary Comsametie se pots hat ‘ame pasive examples of cosumabes a 6 10EAS A egtive example of» conmonale is ———__— ‘he problem ns that ter Mo War Ipc consals wet ted andthe cst of oo eT ria326 CHAPTER # tnrctond Aatone ma www RESOURCES ‘Te Edation Development on cag eo Hedi ond tensa p/m. ran, roi may es on komt meme ‘enced tescng ‘nth Spec need Sy Teachers sucess se oo guises 3a Pose af stun, rom view phe ges, Somtins cal concnt Ino orseman wen ake your eso malt {esr ad ae hei ‘erates th spec ts gm enta Seay guides cn be used with the ene clas or as an accomodation fr in vidual or small groups of students. Horton (1987 sggested the folowing ston ‘modifications you might want ty 1. Allow 203 inches of margin space in the study guide in which stents an take ‘notes. Draw verti line onde the margin leary Fr example in the study {uid in Figure 9, the answer tothe fist vocabulary question is "Consumables tre products tha cannot be wed over agin” You may want to ave students write this vocabulary word along with ts complete definition in the margin, Some st denes wih spec needs ind new words ease to understand i you fist ose the ‘overhead to discuss the definition along with a series of postive and negative ex amples. Speci suategies for preening new vocabulary are presented ltr in the chapter. 2, Prine page numbers nex tothe sentences inthe stay guide to show where to find the sing word inthe texcok.| 3. Prin the missing wor at he bottom of he page to serve a exes. 4. Leave out several words for more advanced students and fewer fr stents with special needs. For example in Figure 9 the ofc pare of the big en could be simplified 5 “The eff of srikes suchas the rar strike was thatthe stability ofthe American econony was threatened, and 4. Arrange for peer reaching stations pur stadens and have them take runs being ‘he teacher and the stent. 5. Use the study guide for homework assignments. Assign sents a passage inthe text and give them accompanying study guides (iter with oe witout the pages marked for easy reference). Have them complete the guides and study the nate Fal for homework. (6. Ask sudents to keep and organize their study guides from a mumber of pasages and to stay them they reve for uni or eo-ofserestr ts, Place reaing passages, study guides, and test on a compte. ‘Whenever possible, wrt the study guides reading evel chat is most of your seudents. Students wih reading and writing prob nay need to have the study uid read to them or may nee! wo respond to the questions orally 9. Us INCLUDE to decide whether to put related but more base information in the guide, For stadents with mote sigaican challenges, make a istractional ‘modification by changing the content oad so tat it remains related tothe topic athand buts more hase For example, Ms Hall ried hat Aka stent with 2 il inelleceal sail in her fourth-grade clas ienfy frais and vegetables that were high in ier, while the est ofthe elas responded to questions abr the biochemical processes involved when the body digests fer, When the stadents ere tested on the content covered in the guide, Al wis held responsible for ane swering his mor base questions, which covered conten that ha ben previously Specie on his IEP, Ofcourse, study guides ae nota substate for dite instruction, The amount of ieee instruction necessary varies with the dificuly ofthe mater In general st ‘ents need more help completing study guides for tet that asumse igh levels fs ‘dent background knowledge and in which key information needs tobe inferred 25 ‘opposed to being explicitly presented, The INCLUDE strategy can help you deter= mine whether more dre instruction needed and whether i needs to be delved 2 part of large or small-group instruction, CREATING GRAPHIC ORGANIZERS @ Another way tices cin elpsudents “organize content i to use graphie organizers. Ths sttegy gives stunts 4 vstlaw ano a Aecnmadetanerutrswis Sei es Whe Tecing Sie Ene? format to organize thee thoughts while loking for main ideas (Baxendell, 2003) Archer and Gleason (2008) suggest the following five guidelines for constucting ‘geoph organizers 1, Determine the crcl conten (for example vocabulary, concep, ideas, general- inntons, evens, details, fcs) that you wish wo teach your student, Heiping st ‘Gents focus te most ertal informations imporsne for several easons- Fs, “sues with special needs may ave woubleideauving the moscimporan n- formation ina oral eson or tetbook chapter. In most eases this wl be content “tres in your sate standards, Second, 3 ease fo student remembers tral main ieat than to remember many isolated details Tir,poting too much information on a graphic organize ean make it so visually complex that students may have trouble interpreting i 2. Organize the concepts into a concepe map, a typeof graphic organizer or visual representation that elects the srurure ofthe content, sch a stories, hier ‘hes (op-down and bottom-op),feutre analysis diagrams, compare/contrs, tnd timelines. Bees the purpose ofa graphic organizer isto clarify inerelae [onshipe among ideas and Information, you should keep ia pleas possible Figure 9.5 shows a completed comparison/oonzast concept map 4. Design a completed concep map. Completing the map before you tach with it ‘nurs that the information iclearand accurate and ean be presented to your ste ‘dene in iely manner 4. Create a partly completed concept map obe completed by students during n- struction. Having sdent il oe the mapas you present your Issn isan excel Tene way to keep them on task. Also, many students with special needs benefit rm ‘ialtisencoryapprosch;seing the information on che graphic, hearing i from the teacher, and wring it on the map helps them beter retain the information presented, 5. Create blank concepe map for students to use aa postreadng or review exercise. “This ructre fr review sexy for students tows ‘Once you have constructed graphic onganizers, you can use them as fllows (Carine cecal, 2008 1, Distribute parclly completed concept maps to your students 2. Project the map on a setcen using PowerPoint or an overhead projector, display- ing only those portions you wish students to auend o. Limiting the amount ofin- formacon you present atone time helps srodens with attention problems who have wouble focusing on more than one piece of information aa tne. FIGURE 9.5 ComparzonContrate Concept Map Senry Rate hneios an clans had dees sou nd Naive Aer the lant now the alone ned inca pees of Rate Americas te ls toe lant vexpace and net charge Clos use the an forte mm a A 327328 HAPTER # Inet gene somnabongman coment 2. Intra the information on the concept map, proceeding ina logical orden sts the relationships between the vocabulary, conepe events details fc and 44 Acnaturaljuncues, review conceps you have nealced You can do thy plac- ‘ng the blank map on the overhead and asking tudes questions about the ton enc. This review is esata for students who have difficulty laring large mounts of nfrmation atone ine, 5, Acthe end ofthe lesson, review the critcal content agsn sing the blank concept ‘map. Yau can also have students complet the blank maps for homework. These naps help students organize thee staying and alo help you id out what they hav learned, In mos cases, graphic organizers are halpl for your etre ase Sees with at tenon or linen problems may bene from the adlitional econtmodaons of kang ‘completed graphic explained to thm pie to ratracon for ae as an advance orgie size, and den completing blank organizer afer insoction wih the acer for exra practic and review The Casein Practice on pags 330-331 llsrates how one teacher {sess graphic ganze led ory map op er students beter compen par ‘eur sory Also, the Profesional Ege on pages 332-333 shows how graphic nga ‘esa be use enhance the teaching of higher evel peoblem-slving silage, Teaching Terms and Concepts Content area instrcton ix often characterized by large number of ew and/or tech= nical voeabalay words and concep. Students who have special needs or who are at kare likely to have difcly with the vocabulary and concept demands of any cone tenteates texte and protonation. For example onder the fllowingpavnge ot 8 (ener science tex ‘Thousands of years ago, Sandia was covered by thick ie set. The mass the ice freed the er deeper nt the denser mantle Then the eine ‘The mance has been slowly pushing the land upward sine then. This motion will consis als wate of tlane beeween the rs and man reached Sain. This state of balances elled ice Ge-som thse) Ramsey, Gail ‘MG, Plip, ¢ Watenaugh, 185), Alchough the erm ira is itiied for emphasis, ether technical terms and con eps suchas ru and mt also may pose a problem for stdent and equie special attention. These words may be particulary dfclt because sane ar ikl tobe Bie milar with thee noscientfi meanings, which are quite different fom thee techni= fal meanings (for example, mas a5 in church er sin read). You need to check student understanding and teach vocabulary directly f necessary, using one ofthe strategies covered in his section, MODELING EXAMPLES AND USING SYNONYMS AND DEFINITIONS @ ‘Carine and colleagues (2004) propose an approach to teaching terms and concep that ental thre related ways of teaching new vocabulary to sadent: modeling ex amples, synonyms, and definons. Although there some variation from metho 0 ‘method ll thee use che flowing Bie step: 1. Pick a range of both postive and negative exmplsto tach your new word: Ex ample selection ismost important A ringe of postive examples se oma sure Sealents ean apply the word ta varie of context or forts. Fr example you ae eaching your students the word mangle, you want them to wena recta ile whether tis big, small, empty, ot shad. "Terefore, when sowing stdents examples of eetangles, show ther big rectangles, smal rectangles erp rectan es and shaded rectangles. youare teaching our sent the wor hi, youwant chem o recognize a vehicle whether iis ca, oat, o bicycle, Wheres pos Juve example helpstadent eam the rage ofa word, native examples help them Aliseriainate the new word fem ether words tht maybe similar, For example, for teaching retongie oe gure soch as angle, ces and trapezoids ws negate ‘xample, For teaching bis, use ach, ahoase, and eve an exercise bike a8 ‘egatvecvample: General, you should tea Testi examples to teach 3 new ‘word and incude among them a east two negative examples 2, Ifyou ae teaching a word using a synonym, seudents mst already know the sy ‘nen Fo example, when teaching the word gen using the synonym huge Hirst take sure students know what buge means. Ifyou are teaching word using de finion, che definition should be stated simply and cel and should contin only ‘words for which tulens know the meaning, Consider the following deiniton of bie foe did grade Tibi: A method of eraneporation that ke person fom one location to snater This definition uses a numberof words sat thied graders might not know: In stead considera simpler definition tht younger stents can understand Vibe: Aa: jee that takes you 3, Tell sents the meaning ofthe words ther through modeling postive and ng ative examples or by preening positive and negative examples eng synonym 2 defnton. For example, i you wee teaching restngeby modeling postive and ‘negative examples, you might ty the felloring ax you pointed o your examples Tiss rectangle... This ea ectangle.... This is oa receangle This rectangle Ifyou were teaching eh using a definicon, you might sy A chile iam objet thi kes you rom place to place: What vehi iPoine sa pity of acne Thea et leis an bjt ha takes yo fe photo place Ir che,» Thine ahoat Ten a abject hae Flom plore wo place Aboot is vehi. This inachuie Achat ana jee uti down take you fom place to place. Tis vehicle ignores? 329 ose an rete ot ey cen ‘ning both names {nd nonmapls Pep male beara el?330 CHAPTER 9 Intra Apatins sortingean conten CASE IN PRACTICE. Teaching with Story Maps Story ape are phic onganiers tha provide ent wi via fideo underanding and eteling Sores, They ave bean shown fo help eons with special eed read sith beer campreenson (Carine al, 2004 Peson & Filing, 1091, Inthe soar tat lows, Ms, Batons asecond-rae teacher, ising te sry map in Figure 94, ‘oeach br saents the sory The nny Fal (Miranda & Gaerero, edo give ight What o you think 1980, Shebas demonsowed using the story ago be abo? thems fr aeck nom: so hers Ful; Mayet going w be shout ener efi with she forma ‘exper ih rst rok fceforberstdenson how owe Et Stybeitsaboursomething brent funy happening to someone wh at tari, Me Bare: Boye nd gil tday Me Rare Well bee we rea eve going to read sry ntled and ind on who can ell ne what The Bomy Fala Afrla ins nen ory eps FIGURE 9.6 Story Mop [characters Danke am a da —e ‘etng Problems Danks othe and ry chad fear Cara on her fara role to ae wheter slecerbecauee hey were dng hey aca peor in eenig a eterna mean hat i ae ACC en en i eaHow ao ae Aconnodtis Ss wh pcNede a hinStec Ae an? 334 ars: Wel ith map hat guides ‘sthoagh ory kindof ie aos Tema ell where we're ging shen wee diving a Me Barer: That ight, Darin. Novels roa he fet page a Bd ‘nth the en charcers inthis Story are and where he sory ees place When ou fod ot we "hem non our sary mape [She die trite lank try map each student] Hore Thon the soy bout Dora Rivers her ster se, her ‘eather Raton and er mom | and dad. kink Doras the mn Sac Me Baro: That igh, Hal {etal fil in the msn character 08 sry aes le? 15 had el be rose the writer don come ight. seed oy Lol hi take pace in iy Me arose Why da you tink so, Level Le: Becse it sounds te ita ghee and ci Me ars Good hiking, Lovell ‘When sores don come ot and sy thing, we have to Sure it by ‘hiking bard, and a what 08 id, Let all in te sing on oe ‘maps (They do Remember we sid Fst mek tha al re aves peal lem that ends be ave Ret che et for ge and doe wha he problem sere The sent read ‘he passage] What the problem? Hare: Wel, Dor ile brother sod se goo a the pre, Me Baro: Right Tat one pb lem. Wetec your map: Now, doesanyone eater problem? Ble: Tw Dre ade ila thaclooked ke og and everybody lab tbe Ms Broo: Esco wba wrong witha aa ht sk ike og Though ookd cue Ble Wel [hick wa bese Dora wise rom veryone beh Inthe picts inthe there were no ol hat eed he sim Ms Boro: ib, lic. etal pt hrc on ont imps They do Lath ea te nest Paes nd oot wt Doran ber ‘Dbnderboter andi {ave Doe go up o ber fies shoals te wheter she cold ‘coher bother ad sie, Me eras: Do youth thi willie Dra finder bathe Inds? ee don’ shink Therese 10 any pope bere Ms arms: Wal al ih he story nd ind ont [Tey Sh rede ing the wy] So, id Dora er troter andi? Jaen Yes She fed the bors ‘hey were een er any le nd ierely mae them tan oat in becrowd Me ares: That right Le fin ow Dor solved he problem on oot story maps: Ty do Wa soot ora other problem? Wasi, Jilin Yes. Te dd hak Dor aol wasso fy anor eee "theped them ind Do bother tein Mz Maroc Thc rgh How do doudhi Dor fleatbe end? et ehik se fee bap Me Bert: Why do you thnk ht, Lol? “eolt Wel nase se found ber lrotherand ser an 0 one ‘Hog herrea wa tpi any My res: Good hiskng Lvl like the et of you opt aw oo hak Dorel and won you ‘maps Remember, we id pre of ‘rier len ht hey tach ‘Waetewon yooh hie mary ache Hare Wel ju bcs something is difrent dos ean Ko god ‘Me Bers Good tiking, Hare [Lal pe dowa the sono his REFLECTIONS ow i sar ate ary apt hep her stents camped the son? Whi ident do you ‘Pink woud Beit at fm 9: proach? Wh nul Me Barons co to get starts eat compe Ing sory map on town? How oul you napa te use 09 ape no 2 Uetz soon332 CHAPTER Inna Aine apie orn ae vey wl uted or bg students ‘natn th pe need to sale higher ie pins, Ines an Hoy (203) descbea sucessful sae that ses ‘yaoi rane to tech sing the nea guts sith he warble Note hitter onthe sateay Students need the press of (2) combining nea ea ‘one () bet ale i ae of artes ee tons (6) sing Unear equ In are vara and (6) recognizing that ier eqn in one arable ‘aly have ug soutins (that they can be sed) ‘teas tna equations with moe han ne vara ont (ies Hy, 203, p 4) The stategy var the fame Show in Fue 8.7 1 Fae 97, the Man raphe api the st ‘that mat up the bores fhe ean de te 5m nectar ito ele representing fe ple 9 Step. en sng the eqns, sade a gh ‘he he pie ogni ty woking om al fo {laevis tshion tating fom ee tp a cel ee Fie 5:7. The docs movement tip ets ata ware tay Be nein et Te potion nether the {op toto ro sao communes import i {Son The tap row i ued t ambien no limite varies un an quinone variate made (oc Figs 9.7 an 8.70) Wen is equation ound the btoe or sles th sce pee se or the resin vara ui he ete pole sled (ce Figus 9.24 and 8.70) The oman manera neste the umber of varies om them i the tp Bones: Equations wth tee var nec euea we arora renee eee LEN LATTES PROFESSIONAL EDGE Using Graphic Organizers to Teach Algebra les ae laced in he op fc hase with te ae top mite cl, and those with one athe to Hae ‘he oman nome rnc thee that whe sng systems of ea auton, he gat come up with cuts having eve ad eve als, The bottom bes, wher specie vatales we solved fr ae 0 i ‘ed bythe oman rune The Rt vale sae fr Card don tote bottom righ bax the secon ae Sole orn th bottom mie hoa he din he toto oi 2. Bunk graphic organize for song seers of linear eqatos in hee arabes Finally fyou were teaching the word gg using the synonya Be, yo might sy “Tay wer going lar the meaning of the word gigi What the word? Gigantic means huge. [Point picture af an elephant | An elephant i ‘Sizantic animal Tes huge. [Poin toa picare os rnc ee] Ths ‘eood tree [is gigantic leis hage [Pinto malish dog) This dhog. The dg sot peti The tg ix ge, 4, Ask sents 2 series of yes-orno questions eo ascertain whether they can dite «riminate postive examples from negative examples. For example, ak, "Ts thi rectangle seadentshave heen taught sword xing a deiiton or yon low your question with “How do you know?” Thi resons for answering ys oF tn will reveal whether the stadnts are corey wing the definition fs gues. ing For example, to test whether students know what a wehice you might sa. What shi (\ ca) Es eaa vehicle? (Vis) Why do yo sy tha (Bssase ic isan objet ha takes you from place to place) What the? (A chat) eaActs or Stars th yc Ns Whe ecient [teetyedente a Be Dyson eaiyee 5 tesyere a z 8 devty- bead | Bevty- bee T | Graph organi for roving ystems of rear ‘seuatonrin three variables 1 may appear afer 4. Graphic organizer for colin syste of Inear fyuntons in eee variables a may appear aor Spies seen «A complete graphic organizer for solving ‘yee of nea? equations in tree variables Graph organza or sling systems of inear ‘Suttons nthe variables a may sppea ter fo lnearequntons in two variables hare boon found ee ee ce Ones pte ihre Se tay Wana” Be 26 Ln ‘tr oe ant Pcie 28) 9. 3 ‘hr voice? (No) Why do you sy that (Because ie does ake you from place t place) '5. The purpose ofthis step it discover whether scans cn discriminate the new word fo words they hase lard previously. This tp is earriedoxt chrough 2 Series of open-ended questions, For example, in teaching retangle, the eacher points toa rectangle along with other gure leadytaughe and ask, "Whats Teaching vocabulary by modeling examples or by using synonyms and definitions ean benefit all your students. Use ‘modeling examples when student may not understand words thoetpnn the meaning of thenew word for example, teach- Jing students whae a herringbone design i). Use synonyms when students already now another word with a meaning Similar to the new word; for example, you could teach the won ba (ship wsing the sony fon, Use definitions Teaching vocabulary by modeling examples or by using synonyms and definitions can benefit all your students. 333334 CHAPTER 9 torciond Aptos ANALYZE AVREFLECT Stab het estinate ly tech 300 mrs er St ich ate fo ‘out 0 per mek at ‘Sted n rmbt ea, 200th meas te re wl nee enh int teach al st he ‘Slow Iyou were tac Tiga nen unin bec You te fo wor sltin? SURE 9.8 Concept Diag RC EE Detino:——ottng ins psa nay ‘Always metines Psa tack ‘when longer explanation s needed to define «word and sedentary understand the word that make up the explanation. Regards of which procedure you tse, be sure to monitor the performance of our stdents with pec seeds careflly using pe ‘oie questioning 2 you tach, MAKING CONCEPT DIAGRAMS @ Constitng smnept igre sho that combines graphic organizers with the methods jase described sing definitions Synonyms and postive and negative examples Balen, Schumaker, Deshler, 1988) [sample concep diagram forthe concept of nanan resistances shown in igure 98. Fist, the teacher selects a key word from a story o leet, Nex, he or she on structs diagram that features the defnison ofthe words he characterises tht ae l= ‘way preset, sometimes preseat, or never presen and pose and negative examples that canbe used to model the word. Final dhe eanepe diagram i presented t= ents s follows (Carine et, 2003}: Present the word ants definition 2. Discuss which characterises re always, sometimes, o never present 3. Discuss one ofthe postive examples and one of he negative examples in relation to the characteristic 4. Check oer positive and negative examples to discover whether they match the characteris Jow Can You Improve Clarity in Written and Oral Communication? In efectve instruction, ideas are clearly sed together, which enables stunt to un derstand them more easily. The no for istutional laity apis to both writen ‘communication and oral communication, Witten communication, in many school si lato, involves the wse of textbooks and other printed materials, soc as handouts,ow into tngoe Cty one snébalconmniatos? 335, homework, and written tess. Oral communication can include instructional behaviors sic as ging diresons, asking questons and delivering lecteres When a tetbook oe written clearly ora lecture is not presented clearly, students have wo make erie Connections between des on their own, asl chat many atin tens may no hav. Stadens with special needs may not beable to recogaize dat they do not understand the materi, or ehey may not be aware of strategies to try when nsriton is ial to understand, For example, when reading a text, they may not know how to use key ‘wor and headings or how to Took a che end-of chapter questions to get min idee. Dring oral presentations seudents may not fel comfortable asking questons wo aif the information presented because often they are not sare what sk andar fad of Tooking stupid Finally stadens wich pil needs may lick the background knowledge ‘acces to constrict meaning on their own. Ifyou communicate cles and we ‘eras hat do so swell stents with special needs can be more success Clarity in Written Communication The importance of clearly written communication isillusrated by these rwo textbook pasages about western migration inthe United Stats: Many ofthe farmers who moved nfm New England were independent farm Land cont abouts dollar an sre Most nen could afford setup thee on farms. Livestock farming ws quite common onthe rote, Hogs coud bef ‘nthe frosts The cst of rasing hogs wa low (Sesh, 1973, a ed in Arm raster 1984) Most ofthe farmers who move in rom New England were independent fen es Being an independent farmer means tha the are can afford to own his ‘rete heap itcot ony abo dal sm acre Many fhe ndpenent ms were vest fs. For example many ates farmers aed hogs Hog farming was common bese hogs were expense to hep The es of ‘alo loge wo bee the fr Sd ot ate oy opel dBc igs Tic hop didn nocd pes el bene hy could pan ht {nbc sarong forests (ter, 189) “The second pasage is much easier to understand it requires fewer inferences by the reader and les adaptation by the teacher. Te also defines indoendot farmer fr the reader IFsudents were reading the Set passage, you might have to provide chi def hia which you could do orally rin sadly guide. The reson farmers turned ‘rising livestock can he inferred rom the Sst paragraph, but ie tated diet the Second. For stents reading the fist paragraph, teachers may need 9 make the ac- ommodation of posing questions prio to reading to establish an understanding of this lationship For example, "Why di che farmers turn to rasing livestock?” Obsi- ‘uy adapting exery paragraph ik his not fale. Bu his example underscores the need for adopting strocturally and orpanzationally coherent textbooks. Adapt tions may sil be needed to accommodate individ eamers, bot they should be made ‘only for sections containing the most importa informaton, Problems wth rxtbook organization and clarity ean also occur in explanations e= pecially when a sequence of evens i being described, The ease with which student ‘an understand the sequence depends on a number of factors, including the numberof ‘sep the format se iso paragraph) and the presence of distracting information ‘or atrial not related tothe sequence. For example todents with special needs may erage to understand the following passage abou how baby alligators ar hatched ‘Ade ema. ‘The female ays itr ake ge one Shape es om mud and cong. 15 0 10D egg nt esthery shel nthe ne and then336 HAPTER # tractors atone seblngnon conte www, RESOURCES (et pet ies Sout ‘Suse teeing pols fom sea tac the rom fetes Hsing eases or acct net Srna crv it-The het rm bat thes and he decaying compote eep the eg, ‘tm, The eggs hatch in about weeks, Unie other reptiles tat hatch from baby alia ake sounds we they artl in the so The mother {hen ies off the esto the aby alligators ange out When fist atched buy allguor ae sb 15 e025 es ong (Berge, Berth, Les © New berger 1979, p85, ced Armbar, 1988) Asyou ca see; the pasage states sequence of evens leading up othe hatching of tubyaligacr. its wrcen in paragraph format, which shard to decipher than ais, Although the evens are descnbed in chronological order, the presence of distractor, the sentence “Unlike other reptiles ha atch fom eggs baby allgntors make sounds hile they are stl nthe sel,” breaks up the sequence and makes harder for sta- ents to comprehend. Use the INCLUDE sategy t dency writen work that hard wo comprehend and students who are ily struggle with e most. A relatiely ‘isy accommodation for these stidens would bet highligh the sentences inthe e- {quence or have ther put numbers next to each key sentence inthe sequence. OF course, fa numberof students in your cas ae having woubl with distracting infr- ‘mation, ou ea accommodate them by providing direct inaction on how to enfy and/or ignore distracting o relevant information Another aspect of writen language that can make comprehension more diiclis ‘the use of pronouns. A general rte of thumb the losers pronoun stots referent, ‘the easier tito translate. Consider the following section of exe Now life began wo change. Th Eskimo hunters could Another aspect of written see that these tools were usefl. So they beeame language that can make ales oT eaped mor fs anh i comprehension more difficult is 1“ hey ough fr oe ing res ‘the use of pronouns.A general erie Bense ener woe pe {Emo haner gc slong beer they Bane par ofthe rule of thumb is, the closer a “ohare gt slong tes, hy rae pao pronoun is to its referent, the easier itis to translate. “Many readers may have trouble facing ot whom hy fers www, RESOURCES he cast emer ig Bled spect Teetlon) eos st t/a Stag hat may he ‘taper forthe une ‘afd of eaming ma ‘eran teeing. potas fo resuc the ed for develop Speci conottongsrst es gnealeucato tes thr te an Sides nk sathe ha trom Acesing the, ‘Genera Cea ne age wich aa os Ses suns. ‘eur for onea eon ‘ointhispasage, Although the placement of most pronounsis not this problematic, undersaning pronouns can be dial for seems wth spcil neds However, students canbe taught to make sens of pro- ‘nouns (Carmine ta, 2008 Before students ead, ens ule pronouns. Haves dent underline the pronouns ina passge. Then show them how find the pronouns! ‘referents by asking quesons. Study the following example: Pasage Canis and Dora sipped schoo. ‘They were grounded fora week He was sory Se yor, Smudent Questioning ‘Tacr: "Cars and Dowa skipped school" Who shipped schoo? Sem: Canis and Deva Taser “They were grounded fora weck” Was Cats rounded? Sain Yes ‘acher: Was Dore roundel? Sinden Yo. acer: “He was sory" Was Curissoery?ow anu igre Cty neue an Cammniaton? 337 Sram: Ye “ahr: Was Dawe soy? Sad No ‘Tear: “She got mai” Did Dorma get mad? Studer Ys Depending on the level of sophistication of your cas, this insrecon could be done svith the ene lass or performed as an accommodation For individ sents who Tirvggle to understand sentences containing pronours. Clarity in Oral Communication Jose asthe quality of tetbook writing afets stent learning, s,s, docs the qual- ity of teacher’ ofl language. Thre parsiculrly important areas of ral language ae ving directions asking questions, and presenting subject mater (ch asin sacar). GIVING ORAL DIRECTIONS @ Giving oral directions is the most common way hat teacher tell hee students what they want them to do, When directions are not "lear and hve tobe repeated, valuable instructional ies wasted. Consider thie of ‘ection given by ame schoolteacher at he beginning of socal dies leseon: ‘Unclear Instruction Allrighs, verone, let sete down and ge quit: Iwan youll to get eady for Social sin Shh. Le get ready Alc ar Tim, I wane yout pc those ‘Sonor ny cas enn snd cara Evert a, 1D, na How cea is the teacher about what she wants her students todo? Now read this l- ternative se of dtecons (Clearer Insertion Allrighs everyone, I wat all af you in your ses fing me for socal sus. [Heacher pause] Now I want you eo get out three thing: your sol aes ‘bok, your spiral notebook, ands pen Pu eerything ee avayso hat you ‘ave ast those thee things—the soil staies book the spiral motebonk, and the peloton jour dei [Avstaent ge out hee teria the weacher ‘eres “Soc Sts, gage 58, Chapter 7 a aly onthe hallow. She was Unt sadens hie ther supplies en and are listening ble she begins ek ing] (Everton ely 1983-7183) Inthe frst crample, the teacher doesnot get the seen’ atention before giving them sections. She is io uncles in communicating what she wants her seadent to do, For example, the words se dean and yet rudy are not defined forthe tudes. Inthe second example, the teacher rst gets er sadent attention and thes very specially ses all he things they nec wo do. Lavoie (1989) has suggested four guidlines for {ving directions tha ar elf ether for your entire caso accommodations for “nv tents with special needs 1. State commands specify wing concrete tems, Inthe Cleatee struction ex tpl, the teacher was very specie about what the stents needed todo eo get ‘aly for sci studies. They had to get tthe things their boos, notebook, tnd penis, The fs teacher cold them only 0 "get rea.”338 cunts Fy ma nae ae ung eto “radeon em inn hs ny the (Gon as aes ‘Sou! pening se. CONNECTIONS tees for enroning ‘Risen wth Ged En her pony mec Sedenptra CONNECTIONS — as tft ith spec ete bene fom bing ‘eet tng may rt Seema ahem ‘hey ay at hae been posed to god ose oF ‘Ring. Stale tench ster thinking tn Ghgter rant pati sreongeancomtedte 2, Give "biesza” dzesions avoid long series of directions. The second teacher first had her stdens sie down and face her chen she had ther ake out thee mae teria finally she had therm cum othe chaper they were ging eo read that dy 3. Whenever possible, accompany explanations witha demonstration. For example, “Mr. Gaowant ake his students to tae out their scence books, cam tothe be. ining ofthe chapter, deny ive key words and define them using che glossary. Me Gas! showed his stalents what he wanted them todo by opening his book tothe chapter, poining out thatthe key words were iaiczed, and then defining Several key words to demonstrate how to find and paraphrase the meanings sing the glosary inthe back ofthe book. He also wroe these diction onthe board to elp students member all the sep. 4. Use cing words sch as “Look up ere” and “Listen, please” before giving direc. Hons. Gestures suchas sel hand are alin effective in geting stent atention. [ASKING QUESTIONS @ Asking snuents questions i «itl part of insrtonst lary The way you question your students importa for several reasons. Ques- Toning isa quick way of asessing what your students have lesred. In ition, gus soning through the use of follow-up probes an help you analyze your salen errors For example, Ms, Dilworth thied-grade ase was given the following math problen: ‘Thre fourths ofthe crayons in Bobs bax of dave crayons ar broken. How snany unbroken crayons are here? Ms, Dilworth ake! Kareem what the answer was, and Kareem answered that there ‘were unbroken crayons lft. Ms Dilworth asked Kareem to explain hv he go that 2nswer Kareem said, "Because three fourths means 3 groups of and because there ‘sonlyone group lef chat group has in i.” By sings question, Ms, Dilworth ound tour at Kareem dd noe know the concept of thrce-fourths, Questions ca so be ‘sed o redirect students tothe correct answer when they make mistakes, For cramp, “Ms. Dilworth might have asked Kareem a nomberof follow-up questions: “How many ‘crayons did you star with? How many ia dozen? What ration of the crayons were broken? What does tree fount mean? What would one-fourth of 1 be” Last and perhaps most important, iis through efetive queioning that your students ean learn thinking sls Well-constructed questions provide stunts with 4 model for fective thinking in ine, students learnt ak theres these same gies tions as they solve problems. For example, Ms. Collins wanted her stadent 0 ask themselves key quesons while they rea sores w help improve their comprehen Sion. Ar first she asked them questions while they ready such a, "What the sory aout? Wht is the peoblea? What isthe solution? Whats going to happen nex? Is Your prediction stil good? Do you need to change your predicion? What makes you think 50? In ime, she aught the stants to ask themselves these questions a hey read independently. ‘Although asking questions can bea very potent teaching strategy, in order to achieve mario benefit questioning nes to be curved ut eorer Wile, ler, “luchisoo, and Kindvatter (1999) have saggeted the following gueine for sing «questions in your classroom 1. Phrase questions dearly we emure tba students kno ho to respond. For example, 3 ‘vague question, such "What sbout the Great Depression?” force stents to guess "ather than to coasider carefully dret response to the question Beer wording ‘would be, “What were the two primary cases of the Great Depresion?™ 2, Provides lane hersenbigher and lve eel gui. Te mportane point keep in mind i hat both kinds of questions are important. Lower level, or convergent, ‘questions help you find out whether soents have the basic undrsing necessaryow anu Ege Cry a Weta an conmraon? 339 for higher level thought, Further, crit and creative thinking canbe developed by ting convergent and evaluative questions. Although incorporating more higher evel Sills nto the curse s positive, is imporean wo realize that lower level know tdge is sill important, partclarly for students with special needs. Stalents with spe Stal needs may not ren acquire lowe evel knowledge Piling to help them acquire this understanding can prevent them rom ever developing higher level understanding Als, lowe level questions ean give seen an opporeanity eo suecedin class. Finally research suggests tha ower level questions may be mos appropriate in teaching basic sills to tens who area sk (Emer, Bsetson, Sanford, Cement, & Worsham, 1985; Berliner, 1989, 3, dap ues tthe Loguge and il eel of te ls nung nivale ‘Bedlas: Your questions should seommodate a range of neds, om lower performing seadents to gifted stedens. For example, a question for lower performing stadent ‘might be, "Prom whit you have just etd, how dows the demand fora product fect ts soppy?” For sents with more leh question might become, “Going beyond the stele a lind, how does pice affect supply an demand and t wha point market ‘ui reached?” 44. Vy the “oa ime” ou ge senso ascer question, Wat die is he amoune of ‘me you give sadents to respond t questions in las. 5. eae all ders in clasoom questioning by alin on noaanters sl van ‘er, Calling onal stunts aso allows you to monitor stalet learning efcentiy. In ‘dition, cling on nonvolantees (who frequently are students with special needs) ‘lemonstrates tht you hold them accountable fr listening and lends higher levels of ton-task behavior. However, 5 mentioned before, you should match questions with Student ability to masinize the likelihood of sadent seces. Finally, for lower lve ‘ertione, consider tring wnironrerponding, or having all tadens respond st once ‘ogether Union responding allows more salen oppor or pracoce andrei tion and can ead to higher level of cortect espouses and on-ask behavior (Caine, 1081). Use the INCLUDE strategy to ensure that the quessons you askin clas match the insertional eel of your sadents PRESENTING CONTENT ORALLY @ Communicating cel to your students when ou ae presenting subjace-area content oral, ach atin lector, slo impor tane The following secon of lecture was delivered during a eogeaphy lesson on aly: “Tescher 1 Italy isin southern Prope, down by France and the Msierancan Sa Is peninsula inthe Medteranean, There area fot of besuufl lands ia the Meiterrancan off of ly and Greece a well Sardinia and Sic ace tans hat ae part of lly. Cars, Cape, and some oer lapse Crete ad Cpe fret the same pr ofthe worl, bu they dn’ belong to, hough they may Ie clon to ae You could vant the map of Europe hatin yor tea ce where Tal i Everson etal 1983, pp. 48-144) "The language used by his racheracks cay: For example, he present information about numberof sands bu is unclear in explaining bow these islands relate to the ‘main tpi, which seems toe the Ication of aly. The teacher is als vague when he says, "[The islands} dont belong, although they may be lse to, lal” Inadition, the teacher uses the word pert but doesnot define it. Finally this explanation ‘needs the visual display of map to bring cari eit, but dhe teacher refers vo a map only at he end of the explanation, almost as an afterthought and eather than reuit- {ng stents to refer ot he leaves students with the impression tha it we von tang. The only student who wil know wher lal is afer ths lecture is one te those YY Wat ings str ‘pont only to sce ‘estore drton of Saito: soa ese ‘he ype of goestons tee estos and 35 {ean or ahr ee ‘ston For uses with Ue English pee pase ‘Sto scons rove nd ia evel eons ALYZE. ANREFLECT Part bing an eftectve ice erg Tg corten cert to your ‘Mode and eho ou ‘hat you cn mano te ‘uty of your lane Sitar conmunaton ‘en your students?340 enAPTER 9 inet Aton vermsbonmncamenig who already knew inthe ist place, Many students with special needs may be le be. hind. An example of another leetue o the sme topic och clearer ‘Teacher? Now, vantalljeson me, [The cache then gsr to the world map neat to herd ate your Hand you can show the cl where aly [Sever students Ib thei hands, The teacher the has Mia rea the mans sd show te Cs ‘where France, Switzerland, Atri, Slosei, rl the Metitesrancan Ses tore ‘on Tay ays n Europe Ii large enol saped ike» bont hates Sto she Meierraean Sc. [She wits pat on te bord, sounding he syle rahe writes, Bene sont have aed the word once ore she illsonastoent to dfine ie] Agnes, what ena? jow Can You Involve Parents in Teaching Their Children? “Teachers ar alway ooking for ways to ind ears lp fr students who take more time tolearn new content or lls Thats why we often hen teachers, "TFonly his parents ‘would woek wth him more achome."Akough me know patents cin promote leaning by showing afection fr their len, by displaying ners in thee cikdre’ scoot ‘ork, and by expecting academic scent effivnes of parent tating tele ren atome is es cea. The sults of research onthe effectiveness of pate teaching is mixed some expers sy tis fective whereas esersquenton i (Mercer & Pale 2005) When detening whether to involve parents in rtoring ther chide, Meret and Pll 2005, p. 125) suggest thatthe follwing factors be taken nto acon 1. Are there reasons for deciding against rtorng (or example, mother father dis agreement over the necessity of tutoring, health problems, nancial problems, ‘arial problems, ora large amily with extensive demands on parental authority) Do parents have the resources ofa profesional (or example a teaches) ose them? The success of home totoring may depend an coopertive elo 3. Can the session be arranged ar die when there 0 ineraption from siblings, callers, or other demands? These children need ssained anton in ero ear 44. Will he chil become overwhelmed with academic instruction and resen the home sessions or fel ovetly pressured? 5. Do the parents become fasrated, tense, disappointed or mpatient during the t= torial sessions? These parents may spend dheetime better with the hl actin ies that are maaly enjoyable 6, Do the tutorial sessions create tensions among fly members? For instance, do ‘the siblings view the sessone as preferential weatment?, 7. Does the parent resent tutoring the child or fel guilty evry time a seston is shortened or mised? Are the sessions usually enjoyable and rewarding? (OF course if you decide to have parents tor thei hl the sine strategies for teaching sls and content students with pel need covered eater in this chapter sal apply: For example, only lor conten ata stadt’ level should be presente, an heprogresion of sls or content shoud be gral and hase on str ater Inaddition, parents shold be carefully trained to present new information or sls early and enthusiastically and wo provide appropriate corrections ad enctragement ssneded, Parents should alo limi the legato the tating sions to 15 minut orht Atti Con Yu Meee Stns Sc ns biden upto rade and 50 mite for older sens and should begin and end each sees with n activi thats fan and thatthe child esocnsl at (Carmings & Mad- fen, 1985, acted in Meer & Pullen, 2005). To, eae ent be taken to select the sc anproprate time to ator and to select place tht doesnot reste the ates [fodher family members andi not too datracng- Fly etorng should beheld {he same time and place to eablish cleat routine (Merer& Pllen, 2005). ns Can You Make to Help Students Succeed in Independent Practice? As discussed in Chapter 5, the main purpose of practic cite ito provide tudens| ‘vith opportuni to efie skills or soli content that they have already learned and Tallow you to monkor their performance. To achieve these parposes, student should [able o complete practice scites ich ax seatwork and homework independently. Even under itl circumstances and with che best intentions, itis diffi co de- sign proce actvies tha meet the needs ofall stent in your dass. Problems aise iecaeof individual characteristic, and individual accommodations need ro be made ting INCLUDE. For example, sudemts with severe reading problems may have dif Fulty rang directions that are quite lear wo everyone else. Stents with tention problems may have trouble answering questions that have multiple steps. Stadens tit plysical dailites may be unable wo peeform the weting Fesulrements oftheir asigaments Inthe case of students with ‘overecopatvedsablises, practice acts may need be 36 Even under ideal ‘modified uly w det ey ase consinent with the swdene? circumstances and with the ‘ill levels and the goals and objectives on thei IEPs, Adapting Seatwork Assignments (One problem with eatworkis tha he practice atte may hot contain enough ems forthe student achieve mastery. IN YOUF class ‘This imitation i imporeane, Because students with isbil- ties often requie more practice to master skis or content For example, Ms. Jennings his use aught her stadents to slveewo-sep story prob Jems in math that require frst ang and then subtracting She demonstrated three ‘problems in front ofthe class and then guided her stadens cough three more, Ms. Jennings then had students independently complete five problems inthe math bok, ‘She found that ony half she students answered ll he problems correc and that he Festof the clas needed more practice. Many math books have extra problems for sti- ‘dents who need more practice, but some donot. You may need either to makeup your town em orto i stl items from other books “Another common problem with sarwork is thatthe dretons are ro dic Complicated or confusing diecions can prevent students rom corapleting their sea ‘work succes. For example, some directions are excessively wordy: "Use the words Teters stand for and the sense of the other words to nd out what the new word in heavy black print (Center for dhe Study of Reading, 188, p 14). Ths just a con- Solute way of saying rea.” Ocherdiecions have wo many tes: "Rea the fist Sentence, and iia the missing word. Read the second sentence, Find the word fom the fre sentence that makes sense in the second sentence and pia it where it be- Tongs Them, do what the ast sentence sys. Repeat for al the other sentences” (Cen- ter for he Study of Reading 1988, p14). best intentions, itis difficult to design practice activities that meet the needs of all students—_— 342 cnAPTEN 9 ronctnttis vwmnalangnn comin ay fore tating nee fet pte compte stele fh et Tak evough ach Siopmodeing our ‘haugh praces an dec Son mating. se questan- Ing check tha stole {ioentna econ Aleck; Lowenbraun, an Archie (1980) have suggested five adaptations you can snake to dzetions to ensure that stadents with spec needs know what odo prioe wo ‘Moning independendy Use INCLUDE ta figure oot whether these adapaions need ate done with your entire class or only with one oe a sal group of stents 1. Very present the as This adaptation an be apple ro she whole cas, por- ‘clay when any students are having problems with the directions. You ean Sccommodate the needs of tnvgoal sade By pairing a worksheet with an ay- ‘itor tape tht explains che directions. 2. Ald practice examples that you can do with the whole clas or a smal group of tents who are having parla ical. 5. Write alternative sets of directions. You can projet these ono a sereen using an bverhcad projector or dvribate individual copies to students 4. Highligh dhe important words in he dietions. Have stents help cach other when the directions are dificult Seadents may ako have trouble when singe pages of sarwork contain a number cof diferent tsk. This combination of taka can case problems for stadens with ‘Sposa nceds who offen ave difculty making the tension from one task to an- thet Consider the example shown in Figure 9.9. This worksheet has thee diferent {Gn Seadent nee to make a name of tinstons within ome worksheet to complete ‘he acy succes. Als, students are required to use words eld in Part Aasan- Swers to Par C- Using anevers rom one pat of a worksheet as answers to questions ‘On anoter partis config and setres that stants wil answer the Gs par oe ‘ely. Nou could adap this workshee y visually euing she change of tase onthe page Gor cxampir drow ane between tasks) and by corretng Part A before the students doParc. Filly, searwork shoud prove opportniis fr students to practice sil that they have siren learned, ot each ter new sil In Par ofthe seatwork activity Shown in igure 99, stents ate required to Gc the words chat contain the same ‘owel sound asin she word it. Thi tasks appropriate for practic, because stdents Inust lead beable to read she words oelwhethe they have the short sound. The {reese not appropriate for reaching students to read the words forthe fist cime | more efecve way to teach that concept would be to ave the students read 1 you trons in pasages and iste and then provide them with corrective feedback on mise Mors. Before you give a seatwork assignment to your saents, ask yourself whether hens ean already pesfrm the al fhe answer sno, you ned > ypend more ime teaching st Providing Feedback on Independent Practice Activities You cn ao adap student practic by proving fedbackon sade perfomance. Temsiey good sense corre and cur sens work soon as ps. Taney Teac Sows sont find vt igh away whee sod are mang mistakes 0 om CGnrereach traf ecesary.Povdngedback s lly poli parca {ty mporane or sade vith pel neds ho ales Hy ween acer he Festimeir spree. Rearing pups soon fer th) arc handed als bps sta {ems now what hey ar ng correc or corey and ies he the oppor sig'inmuke caren wee mera ssl fs othr minds etre hey ae tg why thy raped she i Kv alton, elec aks Senet more soon or ther wokFIGURE 9.9 searoriAcivicy ‘The Sound af Short ‘Soy each nr Ce the mons at ave the owe sound you ent. right away nk gone rabbit touse sing gi ths come fhe fh 1, Nake new words by changing the Fist tr rete oe itn ach ark wth ef the wards tht you ceed above compete he erences. 1. The ys and gis il sng etal 2. hy father an we athe rad aught a big a Set tet want ea 4 Te uy tle san the a [Although providing timely feedback to stents ood practice, 2 a profes- sional eacher an an indvial with a personal life aswel you may have Himied time Suring and after schol, Therefore, ia grading yur ston” papers eflceny isin peratve The fllowing list of suggestions is designed to help you save time 1. Corrs papers as you crcl. You can correct some papers 2s you circulate dhrough- fut the room during the seatwork period. Cary pen witha diferent color of ink ‘han sudents ase when they erst their own papers. Begin correcting the paper of Salents with special nese se. This ensures tha those who are mos likly to need Sour help reeive it Each time you stop at student’ desk, correcta leas to items ‘Come tasers canbe mated witha C, 3 saz a happy fice, or whatever you prefer ‘Mark eons wth dot When you find an eror, try to determine whether the student Simply made carcess mistake or did ne know how to do the item core [thes lent doesnot know how to do the tem, show im or her ow todo i assign several Sir problems, and soy that you wl be bak to check che work in several minutes (Paine cea, 1983). 2, Urerprsbecing Reading 3 ofthe 10 comprehension answers assigned should give Sous larly good idea of whether stadens understand the material (Lavoe, 1989) 3 Use shared cubing, Allow the ist two students finished with an assignment 0 | toa comer tgeter and compare their answers When they reach agreement onthe wenn they ean design "ky" They can den check the other stadens answers. IF346 CHAPTER 8 Intnl dgtane eeaongma www, resources figeronu rh ‘he nenenfe subject of there, ncuing Seinen ao eke inure we ange betes. A stuns can beat frm homeware Indernsem pace act fiery con aap "Sgn for tient th rs have students exchange papers, have the corrector sign the paper atthe botom, hissrategy haps ensue tha stents correct fly and accurately (Lavoie, 1989}, 44. Urey checking. Design assignment ina way that makes them ens wo correct. Fr ‘ample, putproblems or questions in nea, orderly rows, When checking asgnment From consumable wrkboks, cutoff the comers ofthe pages you have checked or cor. rected. Ths helps you (andthe tudes) ind the next page quickly (Lavoe, 198), 5. Use sfcecing. Dice or diplay answers wing an overhead projector wile dent correc theit own papers. Regute that pencil assignments be corrected in pen and ice versa. Making corections in «diferent shade or color enables you to mani tor the numberof mistakes stadents make Before completion oftheir fal cores fp Having students color aver each answer with yellow ray before the core tio activity serves the same purpone because their orignal answers are imposible to frases After collecting papers, spor-check them for accuracy, and provide corrective {eedbeck for errors and posite feedback for correct answers (Lavoe, 1989) Adapting Homework Assignments As they do with n-ls practice stv, ues with special nods may ave if ‘ty completing radional homework asgnments. A major reason for sade fl. tre to complete homework assignments independently, succesfully, and witout {undue tres tha the assignments ae to dificult begin with, Before you give your students an assignment, ask yourself the Following quests: 1. What il or example, reading, writen expression, oF math) demands does the assignment make onthe student? Are the student cypable of meeting thve dl emda What background knowledge for expe, vocabulary or concepts) does the as Signment demand of the stents? Ave the sadents capable of octing the de- ‘mand fr background knowledge? 5 Isthe purpose ofthe assignment made lear wo the students? 44 If the asignmen involves sil practice, docs it nchade much practice on afew skills ater than ile practice on many ls? 5. Ae lea, writen directions provided for hw to complete the assignment 6 Is enough ime allowed for compleson ofthe asignment?at Atos con You Mat al StS dent Pc? 345 Homework problems may also be elated to how the homework proces it man- gol dll tuetn sue arto wort nlendnty At of ec home SURES forach ofthese cts eso in igre 910, ify tawerc yest all he qos ed above sade with peal secs ey agit alos! secomdstone For empl sent wih ding eas cel ots sane sth homeork eee Sade wih ps Fate na nad selgnmens shortened o they ny need respond orally ther see iung, Rementic wruse he INCLUDE stategy to make sdapations ta fit SUASNCAMMRVAG AEE ne er indniial urcersisotyorsodenswihopinecds ght gy eae EF gone clcaton teachers alloy Epa Burka & Cm AT s6%) Seowed sae teacher favored the flown homework apes aot. tune Er aes eraaghastements proving ext cher hp proving et aenn eae eee aneleteady group providing siryleing als (or ex. SMS aeereee ee. weer Sapc ad cleat) oclug more fequealy with ens aboot seer ample clang when toy are de a what required 20d EEE kcmatne pos ora rcp onl or writen. See Rscaee sn depends on nail stan sll Noc oly do st Ingo th utes Jens nad to he point in base academies Bu aio they need to beable toe maga sae is sear Ndcpendenty. For empl, they need to recognize thee homework problems weraeet ra ste? Lafscek Hep when neceary. They aso need to manage their me effectively. Srate- ith spel neds? FIGURE 9.10 Recommended Schock Based Homework Practices + commune ear xeon fr hmewor am th bern fhe ea sein aeaating omen 1 ne ssigmens one oo stirs a siya them + Renin sudan of signer oe aes. + commune conquer competing nd or not coasting hen + Present homewar tetins ear, nd att student Competencies Tech tested erg ils (hom 0 + ech nnd ring Sy si. rane wth athe) 1 xe tao ls, ling he aly oa for lp ded Sin eof gS 270) se amo ae eee ny ote ID py. 07-2 2d Ronee Pec a ret EN Tee” Pe ee rete Ws, aaa, 96 ref og Bo Ch pi. ;346 CHAPTER 9 Isncsons Aptis sroaingmancomtiedte ay Soaetne, mere Ata vale opto, in the coe of teens who ried ai fe (a that the ad Break, reuse or ie ie ‘orien www, RESOURCES Weimat a tp poem amet srivipecte mth ah Uo ey runt das orn homeware A= Ses spol a ge ted and proud ak Sinn th monet web brenete ane ther peters or home tro aeons The most Bret dutaton were Eepetig signers Sn ns ‘on argent naa ‘soups ning hone teacher hecking de btmoeét ssgnmets, The ot ptr nea tons nere nao hanger te aslgnmets fr rava Salietems pd ung Sent ntaoak ss for teaching thee another independent earning sill ae covered in more deh in Chapter 10, Involving Parents in the Homework Process ‘The success of homework depends in age part on the succes invalvement of pa. es Parente play two key roles: oversesing the homework process while tei chile sreathome and communicating with the school regularly and eal reguning home work excepcons (OVERSIGHT OF HOMEWORK COMPLETION @ One way parents overs the homework process by having daly discusions about homework with thee children (Bursuck el, 1999) For example, everynight after dinner, Mr. Rojas ass his on Juan wha asignment he has for that dy, when they are de, and whether he thins het going to need some help with any of therm, Me, Rojas ls asks Juan whether he has any tess coming up o long-term assignments dead ask him wha his pla for geting things done Parents cn lo create an environment at home that conducive to geting homework dane. For example, a the beginning ofthe schoo! year Ms, Lange and her son Damon detenmined how much tne Damon needed to st side cach nigh for homework, deste et ime each night and materials need, and than selected a seting in which Damon could complete his homework relatively ree of distractions. Parents also need supersise homework stvitis periodically during the time scheduled for homework and to provide support and encosragement fr thelt thildren homework completion. For example, Mr and Ms, Brown frequent prise ‘heir cd eff o complete his homework td tney take him oa fom time to he forice cream whes he completes a parca dificult asignment HOME-SCHOOL COMMUNICATION © The quay of home-school comma- nication abour homework is very imporent roa succesful homework races Pol low, Bursack, & Epstein, 2001). Yet, despite its importance, home-school ‘communication abou homework is ikely to be a problem (Harms, Epstein, Bursock, ‘Nelson, & Jayanth, 2001; Munk ee a, 2001. Parents fel the need for much more communicason with teachers about homework and fel that teachers need to make ‘more ofa effort nitate such communication (Munk et, 2001), Likewise, tach fea thar parents donot initiate communication aout homework often enough, (©) ake homework seriously enough, and (6) follow ehrovgh with comemets they make about helping thee children with homework, Teacher als fs they lac the time to communicate ates enough wich parents hecase of lange clas sings ad ine erexsed paperwork demands. In adition, teachers fe they lack Knowledge and rain= ing abou adapting homework for students with special needs (Epstein et, 1997). CContses with parents about homework can be increased by conducting parent-teacher meetings in the evening for working parents and by taking advantage ‘ofthe evevineresing use of e-mail a great potential tme-saver (Harms eal, 2001). “Another strategy for increasing communication io establish homework tines that tan be accesed by phone o websites that provide certain sypes of homework ati tance. You en also lavave parent inthe homework procs tthe begining of the schol year and on an ongoing basis thereaer For example the open house a the beginning ofthe school year, Ms, Ordonez gives parents information about course a. signment forthe semester homework adapertionsavlble in the caserotn an pol |a Atti in lS Seed teed Pcie? 347 cies on mised homework snd etra-creitassigamens. She then sends home school progress update every 4 wesks the progres report include a secon on homework Ewnpleion. Iris alo mporento understand Wat homework maybe slower priority foc anuliee when compared to other home sss For example, Mr Gentry knew that Dominique family ha recent ben evite om thee aparanent and vere living in their cat. Until Dominique’ family was able to find another place, Me. Gentry ‘ranged for him to complete is homework before or afterschool Making Instructional Modifications for Students with Moderate to Severe Disabilities Stdent with moderate ro severe bile often cannot perform some ol of the Step in i cried ot eer day by stents without dbs Inthe pa hs {Dll to pvr asin tc ame wy ar oter deer ws nerpreted mean that these suden cold no benefit em these actin, Today te ephas on ae ing odie for aden with moderate to severe deities hat they ean tne cra andrds na ore fnconal ways ude by ter IEPs (Love ‘ok, Doyle & Kronbeg, 1995 Noe fe MeLavghin, 200) One ey to adap ene nd acter for toene wth moderate wo seer di ables io conde an envionment inventory. The parpon f a einen “nlimentory it find oat what tosis ae ceded to nerese he proprton tf the sudenin the casoomswelesn community environment (andeeook, Sor & Fore 1989) and to hulp them met more futcionl cari object ‘pred on ir IEPs The envionment inventory proces involves sig yours! ‘Barqueston 1, What des a person who does noc have a disability doin his environment? 2. What does person who has a disability do in this environment? Whats the d= crepancy? 3. Wha types of suppor and/or adapations ca be put in place wo increase the p= ticipation level oF independence ofthe person who has a sab label? 44 What functional outcomes can the seadent meet as a esl ofthis participation? An example of how this proces i sed in classroom environment is shown in Figure 9.11. This example involves Roberto, che scudeat with moderate to severe dis bilities whom you read tbowt athe beginning of Chapter 4 Roberto isin Ms. Bens’ Sih-grade socal sodes class. The clas is working in small groups on depicting the ‘Steps inthe reycing proces for pape, meal, and plastic Each group i studying a Aferen recyled material. Roberto lacks che motor and cognitive sil necesiy 0 participate ike everyone else. Ms, Bens decides to implement instructional modi {ation with Raber, She asia him othe group that his fiend Seth sin. She also Alecdes to se diffrent material with Roberto. Ms, Bens hata parapofesional help Roberto fad pictures of recyeled products; Seth helps Roberto paste these pictures tonto che group’ diagram. Mr, Howard, Roberto’ special education teacher, helps Roberto iden recjled products in grocery stores and resuurants. Roberto par- tents lp him sort the reveling at home ll of these activities help Roberto met his TEP goa of parccpatng in community recyelingeffors. Examples of making in- strtional modieaons using INCLUDE are described inthe Case in Practice on page 349, tn oamanot ge tnrsron he ene thot nbs your Sn? Gots Ed cates fren /wwnsconate tafe ith seca node ten oie more bratcenhen arig fe octet ose ‘Sea aw an you pre ‘ie more patie some ‘cnt ese tine mating te neds sf youre ape Srereaay tomar to new inser connections cher information a n= ling ers vith mod tine sor bier ‘Sincued in rates CONNECTIONS Obs a ase ve dts to severe dal ‘terina gre eestor Clsroams deere hon he ‘ence as eed NELOOE rte nema etry proces mali Ing rc.348 CHAPTER 9 neu Atos wnatangncomftene FIGURE 9.11 Enironmene ventory Proce | ven rece rots n Bag of Ideas fr Class Participationsat Can You Hale fl Sus Sed in tnt Pci? 349 CASE IN PRACTICE Making Instructional Modifications in a Middle School cana Consumer and Food Science Class Mr Gagne teaches mile ‘hol Consumer nd Foo Science Ss: He rece apt icon ‘he wpe of coking nd marion, into how hop od. The ‘gee ste andar or ee ie ‘crea follows 1, Sean demons he kon! dg sll ede wo rein phys beak 2, Sens evaluat consumer pod san seer nd make ee~ ‘recone dels. (One ps ofthe nt conte eg tans, The gol was forthe ae sens to pln, shop fo, ani cooks ‘eget mel Ae ening ee ‘arma and proving et ise thy of vege the Usted Sate, Me Gulag panaed to show {video onthe FDA norton! [lelines ncaing how to deier ‘ution information on fod roc abel. Me Gagan then Slane o bred the ai oar [roped apn cach group the sk fii vegetarian meal eet ing FDA naira adele, Ramet a stent with nder- sec inllacal abies who i ‘ade in Me Gagliano da Ramone cn do base mathe about ‘he second rade evel and reads elo th spade vel. Aug vor langange slr deg tocany on convertion, i ity tore ith cers sal ‘up ited Ramones IEP ob tives inde he lowing 1. Prepare three basic eine pau. 2, Ure alert budget money while hoping 3. Make pecans with he next boa sestey (or example py Ing 0 and one more dlr forename htc sea 4 Incense finetionlighe-word scablryt 20 words Work sppoprcy nl groupe for up 050 mites Me. Galan and Mi. Henaing, Ramone sei lacon ect mer desde how Ramone ora: on dering ni coal be ape. They agro ha the cai tle dead forthe est of theese ‘ere notspproprite for Ramone, nd hey led he falling o> ‘trond madietons sed on Ramones IEP 1, Rare wll corde pole shies forthe mens orem ple main de dese, dei) He wil stvely paripte nthe sing ofthe Bl choses. A lassatewl bel in with speling ot ees 2 Ramone wil record she choices forthe grocery lt He wl a0 ‘eased the jbo heking ‘he then toma sue chat, ison the ia ae no aed 5 Ramone wil acc realing the ‘words rom he roe lis with. Thehlp oth oe 4, Ramone wll st wth he hop ing, sng icles ta ete group money, akg orcas aang be" dll” ate, and riding is grocery ‘torso Ed sien, Ramone Wille assed by his group 8 Ramone wil aie he group cooking he mea, Following the acti, Ramone, with sian ro Mr Gagliano and Mx Henning, enue hi prfr- ance wing heklis asl ons rete TEP obetiver: The eae ons were placed in Ramone alter rave emer pore. REFLECTIONS oyu think it was appropiate or ‘heeds to plan stir Insoutiona accommacton? How er the expectation fr Ramone at ‘een fom toe of cst? a ner thy iia? Do you tik ‘hat tet cha Ramone eu treo nesting state stands stent istracon smaioa? ow fl the INCLDEstey in planing irsructiona odifeatins for sodet ith mente to seree diabter? eg erent by ‘one Gee Hane oo Cone Sag poral Si 6 ss350 HAPTER 9 Inc ttn SUMMARY ‘Teachers who communicate cary through the cur. ricslim mater they use nd the information they present orally in lass can mete the needs of Broad ‘ange of rents withow having to make adaptation. Nonetheless, despite your best efforts, you wil still eed to make some accommodations or modifcstions foretadens who are at sk or have other special neds Sometimes accommedations are delivered while teach ing the entre cas, while other times they are made with individual students o spare of mall groups Tnteachng bases yoo may need o make adap- tations inthe areas of pes selecting and sequencing examples the ate of introdeton of new sll nd the amount of direc instruction, practice, and review: Ta teaching subjece-aren content to students with special needs adapeations may aced tobe made in aci= A QUESTIONS QUESTIONS dal needs? QuesTio special needs lications in Teaching Practice E Developing a Repertoire of instructional Adaptations You want teach a group ofa sadents to spel dhe following contractions cn, ren could, soln, won dow, on and ie iow can you evaluate whether your stadent have lesrned the contraction? ‘What presi shold you be concerned with, how can you seer them, nd what can you. do with students who do aot know them? How can you sequence your instruction? Why did you choos this particule sequence? How can you provide direct instrcton, practice, and review fr your stents? 5. Arwhat ite should you introduce the contractions? Design a say guide fora setion of Chapter 2 of chit. ‘What seeps dd you go though in constructing your study guid iow dd you select the woeabulary and concepts that you ince How would you use the stalyguideto teach ters students r other tens with pe Deep graphic organizer fora major concept Chapter 1 ofthis text. How did you select the concept? Init big idea? iow would you use che graphic organizer o teach at-risk students or other stent with ‘ating background knowledge, orginizing conten, and teaching terme and concepts. Your writen and orl communiation with stdents mast be cles. Tncuding parent in teaching their children can be helpful. You may also need to make accommedations for students in independent practice setviis suchas Searvork and homemork Sradents with moderate wo severe disables often cannot perform some or all of the steps in everyday tasks. These students require instresonal modicae tions based om an alternative cursculum set forth on their IEPs You can use an environmental inventory as well the INCLUDE strategy eo maui your dase oom aces for thes studentsQUESTIONS 44 How can you Bind out whether ‘cocepes presented inthe ex? QUESTIONS WORKING THE STANDARDS NTASC PRINCIPLES REFLECTED NTHIS CHAPTER: "iniple #3 states that al teachers undestad that stir lat wth dates may ned acconmeations. modi ations, andor aaptatons to the general curiam Iepndig om ering Svengths and neds (snipe 23) "rnipe #4 states tat al teachers + Understand tha it parti important o provide ality or students wth abies to part te nearing actives (Pini 4.0) 1 Use een taed practices, ning expire ‘lon an planned mnterence and gerraation, to Suppor inital ering and generation of concepts ed al for tens with ible (Prince 4.03). Prncpl 7 states that all sachrs 1 Pan ways to modify isbuction 25 needed to faltate postive ering este within the genera curiam for stenewith cabs (Pini 7.02) Design a lesson to teach the concep of resonable accommodations wing a dition 1, Is your definition tated cles simply, and concisely? 2. What positive and aegutive examples did you we? 3 How can you find out whether your seudens know the meaning of the concept? our stents can dllerentate his concept fom other 5. How would you teach the concept using concept diagram format? ’ You ae teaching a lesson onthe respirstory sytem. Fist you describe che respiratory process (for example, digphragm contacts air rashes into nose and/or mouth ai raves own trachea; air enters ngs through bronchial rbes and so foe) using a char showing they parts ofthe respiratory ate (for example, ose, throat and ache, brachial aes, Tangs). Neat you plan to have students workin smal, heterogencous groups on labeling & model of the respiratory system and describing all the key steps in che respiratory proces. 1. Based on this leson, complet an environmental inventory fr Timothy the seadent with ‘moderate cognitive dsablty described 4 the beginning of Chapter Sia your text. 2, Using INCLUDE, what other adaptations might you make for Timothy? ratiesunsits 354 1 abort to pan istrction wed to an expanded ‘ie in gene educztincassoons fr dents ith ais who require such a ae (r- pe 7.03 1 Design he earning envionment so thatthe inva reds of tutes wth cables ae scommedsted (ince 7.09), CEC CONTENT STANDARDS eee REFLECTED INTHIS CHAPTER: EC Content Standard 49 tates ht spec educators un estan the eects hat an exceptional condition on have tm a nds leaming In schoo and thoughout ie, EC Content Standard Re sats ta spec eats 1 poses epee of evidence ie nstuction Sones to nial eration fr als ‘th exetoal ating ned. 1 Select adapt a se ese nstrcina sates rome clanging ering ssn ere and352 eAPTER snares Atgttons WORKING THE STANDARDS fcontinved) spec cuca and to appropriately mod Learing rvronments or nivale with exept ring reads (CEC Content Standard AS sats that special educators, 1» atch tet communiation meth to a nv language protic and utr and tngitie sitereees. 1 Provide effective Language noes 1 Use communication srateses and sauces to facile ndetaging of subject matte fe intl th ‘eptionlanrng ree whe primay language ck Enatsn. BACK TO THE CASES ‘The stands and pincples us td relat othe cae ascribed at te Beginning ofthis hapa Ms, Dy, Ceci, and Albert The questions an activites tht fol demon Sate ow these tandaés ad piles, aang with ater Concepts that yu have lente abot in this cape, a ett te evra sts ofl teacher. Ms. Diaz ‘od as experienced some cts wth math skis Since he entered sacord grade Me, Oa ote tit ately haha ben shoving signs of sing his matiation oy Pew math ls. She has reed the number of examples and practice opportunites each ne she intodces nen ‘Sad peovies la ten dections eral set work acti, other teacher hs sugested that she ee {an advance rarzer ahanavr se inode 8 ren sl Ns Dic as std you (her student teacher) t elp et develop an ahance rane for the leon in the ease study fo teaching conversion of Faction ita percentages. (See INTASC rns 1.03, 403, na 7.02: a tC Stan- Card 4) Aer you hve completed that tsk she ek you hy aking abvance organizes might help lnrease Rb rmtiation to ean new sis, especialy math stile Wt 0 you tel he? Cecily ‘eee of his ase, we ask ow Ms Bay might help Cal read and remember content he Mtr tet Later In te chapter, me suggest that 9 sty guide mg be \sefl too for Cec, Developing eet sty guides that move beyond te knowedge (cl lvl of Bons ‘vonomy is kil that eqs practi, (See INASC Pi Ailes 1.03, 7.02, ad 7.06 and CEC Standard 3) Conc 2 say ule that woud eectivelysoport and etend Ce flys earings sh reds te Hisar tet using the lowing insects. ‘ik oe to thee classmates to fom 2 work group 5 lect apoton ofa chapter ram tis tet ad india evel a sty guide or that prion (se the Profesional Ege on page 325, How to Develop Stay Guide). Once tveyone in the goup has complete a ty guide com re yur guides using these questions + Bo you a your pees ate o the important or ky p12 Do you agree onthe ingortan vob words tobe inde Note and sci difereces, +o the sud guides math the objectives ite tthe boring othe nape? + re yout questions writen to help ely understand the mateal atthe ihe eels of Baan’ tasanony (ep {ation analy, an yes), a ate they aso wt "ent hl her with ktonede and camgreerson of species? + Colao wth your pers to incorporate everyone’ eas ita a single ay guide hat il eet Ces seeds Albert Ms tv has aten several tps to improve Abe's ‘ty to compete seatwor lnepenerty. Fin, she sa lesons in which she wl introdice 3 new ily eng the sls previous lame tat apt to the new ski. Nee 5 se teaches the new sil he regu fers merous examples of work he expects teers to complet uring independent practi. Fnaly she poids clea, steppe dieton in thal and writen formas. She has note that Alber’ abit a do cont wor ae improved. However, he til has Sut competing the sane quantity of wok that Ms pets ae able o complete ‘nce Re has completed sae portion ofthe work hut of his sat to sharpen 2 pac thew any a paper ot Chat witha fen. Sine Ws, iver has experienced some sucess with Aber. shes enaizaged to continue working to help him become indeperet in completing his stork What igh she ty net See INAS Principles 1.03, 6.06, and 7.02; ad CEC Stance 3 and 4) Caplin hy you slated these suategs or nerves conten) fora conplete colton ofthis gs the companion webste (ts//wwmablongman chapter to the INASE Pipes and CE Stans,urther Readings ‘LL, Meo, MG Koc L200, Bringing Et: Rb tary baraon New Yor: Gi el dothe terms pala sal merge they inh indpeaie ie nk on aching wos pe, Hf Wenig, J-C: 200), Using esearch an ‘Ppa question shot homework. Eda Py ign, 3) 58-153, ‘ace owes the compen and eames qoeston, Sw much ine shoul salen spend on bomewe ead tiem EJ Canine DW, Dixon, R.C, Simmons, Ce Coyne MD. 200, Eee aching ranger febertetngs 353 that acme der karst) Upper Sale Rive Ni Meri Prensce Ha This book canes hou the principles of nivel den in be prc apt to dayton nosh ‘ceil and abe res “Thor Eo Barbar CL (198). Thre arm a ren nary Mean ion. Chiao See Foretan-Adooa Wey ‘Clear dfnions resent for ten understating of ew sola The densa he eonary. hog epee are ba we hive seh competed sar ‘hide done,