ELT METHODOLOGY. YEAR 4.
SESSION 23_PLANNING TEACHING
IN INCLUSIVE ENVIRONMENT_Veselovska Iryna
Learning Problem:
Reading Questions:
(Assignments and
Assessments)
Students have  Does the student have
difficulty reading the difficulty in perceiving or
words producing complex
sounds?
 Does the student have a
deficiency in awareness
of sounds (phonological
awareness)?
 Does the student
have difficulty
reading
one/two/multisylla
bic words?
 Does the student have
difficulty reading words
with affixes?
Students have difficulty  Does the student have
finding the main idea or difficulty reading the
identifying important words (see Word reading
information in the text difficulties)?
(either listening or  Does the student have
reading comprehension) appropriate reading
fluency (see Fluency
Suggestions for Instruction
Accommodations: (Explicit, systematic,
scaffolded, and modeled)
 Provide tape-  Teach phonemic awareness skills
recorded versions  Teach word reading
of material strategies (e.g., letter-sound
 Use videotape or movie relationships, reading by
that presents the same analogy, variable vowels
information sounds, affixes)
 Use assistive technology  Use flexible grouping strategies
to transfer printed words so that students can work on
to speech key skills in small groups
 Have a reading buddy
read aloud textbooks or
other printed material
 Provide opportunities
for several re-readings
of the same text
 Reduce the amount
of required reading
 Reduce the complexity of
the required reading
 Provide a glossary of
content- related terms
 Allow for extra time
 Highlight important ideas  Teach pre-reading strategies
and have the student read (e.g., activate prior knowledge,
those first identify text structure, set
 Provide a study guide for purpose for reading)
the student to follow when  Teach vocabulary strategies
reading independently (e.g., how to determine
 Let the student use meaning of unfamiliar words,)
 difficulties)? books written slightly  Teach comprehension
 Does the student have below their reading level strategies (e.g.,
the relevant  Provide visual/audio summarization, prediction,
background support for ideas in text clarification, inferences,
knowledge? questioning)
Learning Problem: Suggestions for Instruction
Reading Questions: Accommodations: (Explicit, systematic,
(Assignments and scaffolded, and modeled)
Assessments)
Continued  Can the student make  Provide relevant  Teach note taking skills
Students have difficulty connections between background knowledge  Provide examples and teach
finding the main idea or prior knowledge and through multiple avenues names of different text
identifying important new information?  Structure brainstorming structures
information in the text  Can the student activities so that relevant  Compare/contrast different
(either listening or identify knowledge is activated text structures
reading comprehension) inconsistencies and inaccurate  Teach students how to
between prior knowledge is revised identify main ideas
knowledge and new  Use pre-designed graphic  Teach visual imagery of ideas
information? organizers to document in text
 Does the student know prior and new knowledge  Teach self-monitoring
the essential  Revisit predictions of comprehension
vocabulary?  Use alternative forms of  Use flexible grouping strategies
 Can the student expression (e.g., story so that students can work on key
formulate boards, pictures) skills in small groups
appropriate/relevant  Pre-teach vocabulary
questions about the  Provide advanced/graphic
text? organizers based on text
 Can the student make structure (may need to fill
inferential in information for some
connections? students)
 Can the student identify  Provide the student with
and differentiate several generic question prompts
types of text structures? to use while reading (e.g.,
 Does the student have what did the character just
familiarity with text do? How does this new
features (e.g., table of information fit with what I
contents, headings, already know?)
glossary)?  Reduce the amount of
 Can the student information presented at
paraphrase or summarize one time
what he or she has just
 read?
 Is the student aware when
he or she is experiencing
difficulties understanding
the text?
Learning Problem: Suggestions for Instruction
Reading Questions: Accommodations: (Explicit, systematic,
(Assignments and scaffolded, and modeled)
Assessments)
Continued  Allow the student to reread
Students have difficulty material or practice
finding the main idea or skills/strategies on
identifying important previously read text rather
information in the text than on new text
(either listening or  Allow the student to take
reading comprehension) notes, highlight, or write in
the text, or provide a copy
of the text so that the
student can mark directly
on the text
 Have students draw
images from text
 Provide self-monitoring
checklists for
comprehension
 Use simple written
instructions, or
provide visuals
 Provide study guides
that feature the most
important content
 Block out extraneous
stimuli (cover all text
except section being read)
 Use consumable materials
so that students can
highlight or mark on text
 Reduce the complexity of
the reading material
 Provide a glossary of
content- related terms
Learning Problem: Suggestions for Instruction
Reading Questions: Accommodations: (Explicit, systematic,
(Assignments and scaffolded, and modeled)
Assessments)
Students have  Does the student have  Reread the same text  Model appropriate reading
poor reading difficulty reading the multiple times speed and prosody
fluency words (see Word reading  Pair good and poor readers  Provide multiple interactions
difficulties)? for activities with the same text
 Does the student have  Let the student use  Encourage repeated readings
difficulty books written slightly using motivating and interesting
understanding what he below their reading level activities
or she reads (see  See supports for poor word  Use flexible grouping strategies
Reading reading or reading so that students can work on key
comprehension comprehension, if skills in small groups
difficulties)? appropriate
 Does the student read  Reduce the amount
with prosody of required reading
(inflection)?  Allow for extra time
 Does the student have
adequate reading
speed?
Students have  Does the student  Use visual aids, such  Teach note taking skills
difficulty have a short attention as whiteboard, and strategies
understanding what span? overhead,  Teach students how to identify
they should learn  Is the student frequently PowerPoint, or main ideas and important
from a lecture or off- task? charts information; teach
discussion.  Does the student have  Provide an overview of the summarization skills
problems with listening content at the beginning of  Teach students how to
comprehension (see the lesson ask clarification
Reading comprehension  Introduce new vocabulary questions
difficulties)? and concepts before the  Teach self-regulation strategies
lesson  Use flexible grouping strategies
 Provide a summary of so that students can work on key
important information skills in small groups
from the lecture with a
list of questions to be
 answered
 Provide study guides
that feature the most
important content
 Review previously
learned content prior to
the activity
 Provide a glossary of
content- related terms
Learning Problem:
Reading Questions:
(Assignments and
Assessments)
Students have difficulty  Does the student
following the ideas have a short attention
during the lecture or span?
discussion.  Is the student frequently
off- task?
 Does the student have
problems with listening
comprehension (see
Reading comprehension
difficulties)?
Suggestions for Instruction
Accommodations: (Explicit, systematic,
scaffolded, and modeled)
 Keep students involved  Teach note taking skills
by encouraging them to and strategies
ask questions or by  Teach students how to identify
breaking up the lecture main ideas and important
with small group information; teach
activities or discussions summarization skills
 Identify the main steps or  Teach students how to
key components of the ask clarification
information questions
 Write important ideas  Teach self-regulation strategies
down on the board/chart.  Use flexible grouping strategies
Use colored chalk or so that students can work on key
markers for emphasis skills in small groups
 Give students copies
of lecture notes
 Let students use a tape
recorder to record lectures
and class discussions
 Repeat, use other words,
and summarize all key
points. This is particularly
important at the end of the
lecture or discussion
 Provide study guides
that feature the most
important content
 Provide help for note
taking, such as giving a
copy of overheads, an
outline of a lecture, or a
diagram
 Introduce new vocabulary
and concepts before the
lesson
Learning Problem: Suggestions for Instruction
Reading Questions: Accommodations: (Explicit, systematic,
(Assignments and scaffolded, and modeled)
Assessments)
Continued  Use pictures, written
Students have difficulty words, charts, or
following the ideas diagrams to reinforce
during the lecture or what is presented orally
discussion.  Use visual aids, such
as whiteboard,
overhead,
PowerPoint, or
charts
 Provide an overview of the
content at the beginning of
the lesson
 Provide a summary of
important information
from the lecture with a
list of questions to be
answered
Students have  Does the student use  Identify the main steps or  Teach note taking skills
difficulty taking shorter and less complex key components of the and strategies
notes and sentences for their age information  Teach students how to identify
remembering the (see Writing  Write important ideas main ideas and important
ideas. suggestions)? down on the board/chart. information; teach
 Does the student have Use colored chalk or summarization skills
difficulty understanding markers for emphasis  Use flexible grouping strategies
what should be written?  Provide study guides so that students can work on key
 Does the student that feature the most skills in small groups
have difficulty important content
understanding  Give the student copies
sentences that of lecture notes
express  Let the student use a tape
relationships? recorder to record lectures
 Does the student and class discussions
frequently use the same  Introduce new vocabulary
sentence structures (see and concepts before the
Writing suggestions)? lesson
Learning Problem: Suggestions for Instruction
Reading Questions: Accommodations: (Explicit, systematic,
(Assignments and scaffolded, and modeled)
Assessments)
Continued  Does the student have  Repeat, use other words,
Students have difficulty with and summarize all key
difficulty taking handwriting or spelling points. This is particularly
notes and (see Fine Motor control important at the end of the
remembering the or Spelling suggestions) lecture or discussion
ideas.  Provide help for note
taking, such as giving a
copy of overheads, an
outline of a lecture, or a
diagram
 Use pictures, written
words, charts, or
diagrams to reinforce
what is presented orally
 Use visual aids, such
as whiteboard,
overhead,
PowerPoint, or
charts
 Provide an overview of the
content at the beginning of
the lesson
 Provide a summary of
important information
from the lecture with a
list of questions to be
answered
 Provide a pre-designed
graphic organizer that the
student can fill in
throughout the lesson
Learning Problem: Suggestions for Instruction
Reading Questions: Accommodations: (Explicit, systematic,
(Assignments and scaffolded, and modeled)
Assessments)
Students have trouble  Does the student have  Let the student write  Consider a referral for
with fine motor control large handwriting that directly in the workbook Occupational Therapy
and handwriting. doesn’t stay within the or on a copy of the services
lines? workbook page  Teach handwriting skills to
 Does the student have  Provide an outline improve legibility, fluency, or
small, cramped where students have letter retrieval
handwriting? less to write  Teach handwriting skills
 Is the student’s  Reduce the amount of both separately and within
handwriting legible? written work writing assignments
 Does the student  Grade content and  Teach word processing skills
have difficulty with mechanics separately in  Use flexible grouping strategies
cursive written assignments. so that students can work on key
handwriting?  Let students use a skills in small groups
 Is the student’s word processor
handwriting slow and  Let students dictate their
labored? work to a teaching assistant
or classmate who will write
the ideas down
 Let students tape record
their ideas before writing
them down
 Allow the student to
respond orally
 Let the student use
adaptive devices: pencil
grips or special pen or
pencil holders, erasable
pens, small papers with
raised or color coded lines
 Allow the student to write
in either print or cursive
when writing for an
 extended time
 Reduce the amount
of copying
 Allow for extra time
Learning Problem: Suggestions for Instruction
Reading Questions: Accommodations: (Explicit, systematic,
(Assignments and scaffolded, and modeled)
Assessments)
Students have  Does the student have  Let the student use a  Teach specific spelling skills
difficulty with difficulty spelling word processor to improve word spelling,
spelling. predictable spelling  Let the student use a fluency, and retrieval
patterns? spelling dictionary or  Use flexible grouping strategies
 Does the student have electronic spelling aid so that students can work on key
difficulty spelling  Grade content and skills in small groups
irregular or mechanics separately in  Teach word processing skills
multisyllabic words? written assignments. (keyboarding, use of spell
 Does the student have  Give the student a chance check*)
difficulty spelling to correct spelling errors
words while writing?  Provide a glossary of
content- related terms
 Allow for extra time
Students have  Does the student write  Let the student use a  Teach brainstorming or
difficulty expressing only a few sentences? thesaurus to find words to prewriting skills and strategies
their ideas in writing.  Does the student complain write or say  Use flexible grouping strategies
of not knowing what to  Provide so that students can work on key
write? brainstorming skills in small groups
 Does the student have activities before
difficulty with writing
handwriting (see  Provide graphic
Handwriting organizers that prompt
suggestions)? the student in specific
 Does the student have areas before writing
difficulty with spelling  Let the student tape
(see Spelling record their ideas before
suggestions)? writing them down
 Does the student  Provide a glossary of
frequently write on the content- related terms
same topic?  Allow for extra time
 Does the student’s
writing lack detail?
Learning Problem:
Reading Questions:
(Assignments and
Assessments)
Students have poor  Does the student
written vocabulary frequently use the same
words when writing?
 Does the student have
difficulty with
handwriting (see
Handwriting
suggestions)?
 Does the student have
difficulty with spelling
(see Spelling
suggestions)?
Learning problem:  Does the student
Students have trouble have a short attention
remembering what to span?
do.  Is the student frequently
off- task?
Students have
difficulty
understanding the
directions.
Suggestions for Instruction
Accommodations: (Explicit, systematic,
scaffolded, and modeled)
 Provide  Teach new vocabulary
brainstorming appropriate to the writing
activities before situation
writing  Teach brainstorming or
 Use graphic organizers prewriting skills and strategies
to brainstorm  Use flexible grouping strategies
vocabulary and ideas so that students can work on key
before writing skills in small groups
 Provide a glossary of
content- related terms Let
students tape record their
ideas before writing them
down
 Allow for extra time
 Have the student say or  Teach how to use
show the directions in assignment notebooks or
his/her own words personal planners
 Provide an assignment  Teach how to ask
notebook or a personal clarification questions
planner. The student may  Teach self-regulation strategies
need to have the teacher  Use flexible grouping strategies
fill it in at the beginning so that students can work on key
 Give step-by-step skills in small groups
instructions. Outline the
steps in writing or use
pictures.
 Rewrite the
directions
(simplify)
 Model sample problems
or tasks
 Combine spoken
directions with pictures,
words, or diagrams
Learning Problem:
Reading Questions:
(Assignments and
Assessments)
Students have  Does the student
difficulty keeping have a short attention
track of their span?
assignments.  Is the student frequently
off- task?
 Does the student
frequently lose
assignments and
belongings (see
appropriate area)?
 Is the student’s desk
frequently
disorganized?
Suggestions for Instruction
Accommodations: (Explicit, systematic,
scaffolded, and modeled)
 Provide a specific,  Provide time each week
consistent location for for students to organize
each subject’s assignments desk and materials
 Use predictable,  Teach students organizational
consistent routines for skills
assignment submission  Teach students to monitor
and return their behavior
 Use color-coding to help  Teach self-regulation strategies
the student identify  Use flexible grouping strategies
different kinds of tasks or so that students can work on key
materials skills in small groups
 Let the student use a special
folder or binder to keep
subjects organized and use
a different color for each
unit or subject.
 Break a long assignment
into parts. Set a separate
due date for each part.
 Reduce or
eliminate
redundant work
 Have the student mark
assignments in an
assignment notebook or
personal planner
 Reduce the total amount of
work. Be sure to select the
tasks or items that are
needed to accomplish all
of the learning objectives.
 Give partial credit for late
 assignments or incomplete
work until students are able
to complete work on time.
 Allow for extra time
Learning Problem: Suggestions for Instruction
Reading Questions: Accommodations: (Explicit, systematic,
(Assignments and scaffolded, and modeled)
Assessments)
Students work slower  Is the problem due to  Present a smaller amount  Use flexible grouping strategies
than classmates. difficulties in word of work at one time so that students can work on key
reading, comprehension,  Reduce or skills in small groups
handwriting, spelling, or eliminate  Teach students to monitor
writing skills (see redundant work their behavior
appropriate area for  Give partial credit for late  Teach self-regulation strategies
suggestions)? assignments or incomplete
 Does the student work until students are able
have a short attention to complete work on time.
span?  Let students use resources
 Is the student frequently and instructional materials
off- task? outside of class
 Allow for extra time
Learning Problem:
Reading Questions:
(Assignments and
Assessments)
Students are confused  Does the student
by complex have a short attention
instructions and span?
materials.  Is the student frequently
off- task?
 Does the student have
difficulty following
multiple step directions?
 Does the student
understand the material?
 Is the problem due to
difficulties in word
reading, comprehension,
handwriting, spelling, or
writing skills (see
appropriate area for
suggestions)?
Suggestions for Instruction
Accommodations: (Explicit, systematic,
scaffolded, and modeled)
 Use color-coding to help  Teach students how to organize
the student identify and approach complex
different kinds of tasks or assignments
materials  Teach self-regulation strategies
 Use uncluttered materials.  Use flexible grouping strategies
Arrange problems or work so that students can work on key
so that it is easy to know skills in small groups
where to start and how to
proceed.
 Let the student use a special
folder or binder to keep
subjects organized and use
a different color for each
unit or subject.
 Underline or highlight
important directions in
the assignment
 Avoid cluttered or
crowded worksheets or
materials
 Give students a checklist
for common instructional
routines
 Reduce the complexity of
the material or present one
at a time
 Write down or
illustrate multiple
step directions
 Present multiple step
directions one at a
time
Learning Problem:
Reading Questions: Accommodations:
(Assignments and
Assessments)
Students have  Does the student  Provide a specific,
difficulty keeping have a short attention consistent location for
materials and span? each subject’s assignments
belongings  Is the student frequently  Use predictable,
organized. off- task? consistent routines for
 Does the student assignment submission
frequently lose and return
materials?  Use color-coding to help
the student identify
different kinds of tasks or
materials
 Let students use a special
folder or binder to keep
subjects organized and use
a different color for each
unit or subject.
 Give students a checklist
of materials needed for
each class. Provide a
consistent place to keep
the checklist.
Suggestions for Instruction
(Explicit, systematic,
scaffolded, and modeled)
 Develop consistent and
predictable routines in your
classroom for managing
materials and belongings
 Keep the classroom organized so
that students always know where
to find materials. Do not
rearrange the room frequently. If
the room has been rearranged,
take time to reorient students.
 Provide time each week
for students to organize
desk and materials
 Teach students organizational
skills
 Use flexible grouping strategies
so that students can work on key
skills in small groups
 Teach self-regulation strategies
 Teach students to monitor
their behavior