STRATEGY

DATE OF STRATEGY LESSON: 4/12

TOPIC AREA: Grammar and Punctuation
GROUPING: one-to-one
STRATEGY USED: Visual aid
RATIONALE and CONNECTION TO MARZANO’S TOP NINE: The student will benefit
from this strategy because it is a hands-on/visual activity. He has expressed that he is a visual
learner, therefore I tried to create a strategy dealing with punctuation where he would have a
hands on/visual model. He struggles with stopping at punctuation and slurs sentences together
when reading. This strategy emphasizes the importance of acknowledging punctuation. This
strategy correlates with the homework and practice portion of Marzano’s Top Nine due to the
element of practicing the skill being taught in the strategy.
PA COMMON CORE STANDARDS and/or IEP GOAL: Standard - CC.1.4.8.R-
Demonstrate a grade-appropriate command of the conventions of standard English grammar,
usage, capitalization, punctuation, and spelling.
STEP-BY-STEP EXPLICIT DIRECTIONS PROVIDED TO STUDENT(S):
-I will give the student cards that I have created and cut out with a punctuation mark (period,
comma, exclamation point, question mark) on each one.
-I will have a passage that I will read out loud to the student using expression/pausing/etc.
-Each time I read a sentence and either pause, use a question mark, or exclamation point, he will
place down the card with the punctuation that he thinks that I just used.
-I will keep reading until the student lays down a card that is incorrect. If he lays down an
incorrect card, I will ask him to listen to me reread the sentence again and try to lay down a
different card. I will then explain the correct answer to him and why.

RESULTS OF THE STRATEGY:

The student expressed that he enjoyed the strategy because it felt like a game. I feel as though he
benefited from being able to physically hold the cards I gave him and lay them down when I was
done reading each sentence out loud.

PERSONAL REFLECTION:
I believe that this strategy was definitely appropriate for the specific student I taught it to because
he specifically stated that he is a visual learner. One aspect that I would change about this
strategy is administering a different passage to assess him after the activity. Since we had just
read the passage and gone over all of the correct punctuation, the assessment was not as
challenging to him as it could have been.