Download Instructional Strategies for Reading

Teaching Reading
A Framework For Teaching Reading
• Five key areas of instruction formulated by a panel of
leading reading researchers:
– Phonological awareness: Hearing and manipulating
individual speech sounds
– Phonics: Attaching individual sounds to letter patterns to
decode words
– Vocabulary: Knowledge of the various meanings of words
and the role the play
– Fluency: Rapidly recognizing word patterns, individual
words, and connected text. Reading smoothly, and
comprehending text.
– Comprehension: Understanding text orally and when read
aloud
Phonological Awareness and Phonics
• Work with students on rhyming words, blending
and segmenting individual sound and letter
patterns with strategies, and manipulating
sounds in words to improve their ability in this
area
• Younger students (i.e. kindergarten) require a
focus on isolated phonological awareness
through rhyming words, segmenting into
syllables, and blending/segmenting individual
sounds in words
Phonological Awareness and Phonics
• After students understand letter sound
associations with consonants and short
vowels, instruction should be geared towards
linking sound and letter instruction.
– Helps students process each phoneme and
associate graphemes and as a result strengthens
their alphabetic knowledge necessary for
decoding
Examples of Strategies For
Phonological Awareness and Phonics
• Rhyming words: For students who cannot blend
and segment individual sounds
– Given one word and asked to select a word that
rhymes
• Blending sounds and syllables: Teaching students
to blend two syllables together
– Have students say a word and count the syllables to
help segment words into individual syllables.
– Additionally, take separated syllables and blend them
together to one word.
– Eventually students will learn to blend sounds into
words.
Examples of Strategies For
Phonological Awareness and Phonics
• Sound manipulation: Eliminate or replace
syllables or sounds in words
– Get rid of a sound: Sink  “ink”
– Say a two syllable word with only one of the syllables:
Napkin  “Nap”
• Stretched blending: Blending sounds and their
letters after learning consonants and a short
vowel
– Point to each letter of the word and have the student
hold the sound
Examples of Strategies For
Phonological Awareness and Phonics
• Segmenting: Segmenting multisyllabic words into syllables
– Present the students with a two syllable word and have the
recognize each syllable as a part
– After this recognition, students should learn how to state the
number of sounds in a single syllable word
– The end result is the students ability to identify the number of
sounds they hear in a word and be able to say each sound
• Segment to spell: Using spelling to reinforce alphabetic
knowledge
• Give the students a word, teach them to say the sound of each letter,
have them select the letter associated with that sound
• Example: Cat
– What is the first sound?
– What letter makes that sound? – “C”
– Write the word cat.
Teaching Strategies
• Use direct instruction routines
– Review
• Ex: The teacher reviews consonant and vowel sounds in the
word cat
– Modeling
• Ex: The teacher models how to use the strategy to spell cat
– Guided Practice
• Ex: Students work with word cat
– Independent practice
• Ex: Students work with more words with increasingly
complex spellings once they have the strategy figured out
Teaching Increasingly Complex Words
• Use strategies to emphasize the orthography
or spelling of the words
– Ex: Segment to spell, Decoding by analogy
• Decoding by analogy:
– Choose key words that can help student learn
novel words
• Example of key words: -oat, -eet, -ill
Teaching Decoding by Analogy
• Tell the students how this strategy is going to be helpful
– Ex: This strategy will help you learn harder words by using words you
know
• Present them with a key word that contains a common rime
– Ex: Coat- Discuss how oat is almost always pronounced with a long o
and /t/ sound.
• Present them with a list of more words that have –oat and have
them use
– Ex: Have the students use what they have learned to solve a word. Use
another word with –oat in it and ask them what part of the word they
recognize, point out the letter/s that aren’t part of the word and assist
them in figuring out the sound and name of that letter, stretch out the
sounds together and state the word as a whole.
• When you have blended the words, prompt students to use
segment to spell to emphasize the words’ orthorgraphy again
Associated Syllable Types
• When teaching single syllable words, explain the
associated syllable type in order to make it easier
for students to grasp multisyllabic words.
• Six syllable types:
– Closed syllables: vc, cvc, ccvc, cccvc, cvcc, cvccc
– Open syllables: end in a vowel (be-, re-, she-)
– Vowel team syllables: include vowel digraphs (ex:
steam)
– Magic e syllables: cvce words (ex: stake)
– R-controlled syllables: r-controlled patterns (ex: -er)
– Stable final consonants: -tion, -le, -ing, -al, -ble
Syllable Division Rules For Decoding
Multisyllabic Words (3rd grade)
• Rab/bit rule: First and easiest rule to teach
– First, show students to put a dot over the vowels
– Second, have them point out a syllable type in rabbit by emphasizing
the rab and bit.
– Finally, explain that when you have two cvc syllables put together then
you divide the word between consonants
• Tiger rule: After mastery of rabbit rule
– Demonstrates how to divide syllables after the open syllable
• Camel: After mastery of rabbit and tiger rule
– Demonstrates how to divide after the consonant if the tiger rule
doesn't’t work
• Panther: After mastery of all three previous rules
– Explains to students to keep consonant diagraphs and consonant
blends together when dividing words
Teaching Morphemes (2nd grade)
• Morpheme instruction includes small meaning units in
words and should be paired with syllable instruction
• To develop morphological awareness with your students,
instruct them to use inflected endings when decoding or
note the singular or plural form of nouns or verb tense
when writing
• Teaching inflected endings allows students to understand
that the role or plurality of words can be changed with
different alterations
– Demonstrate how adding endings to base words changes
spelling in order to help them comprehend the function of
morphemes in the English language
– Highlight that the spelling remains similar or intact, however the
meaning doesn’t changed
– Ex: Fly and Flies
Teaching Affixes and Base Words
(3rd grade)
• Base words: root words that for the most part maintain the same
meaning when affixes are added
– Ex: happy in unhappy
• Most common affixes should be taught initially
– Ex: Re-, un-, dis-, -tion, -able
• Present students with different words for them to fully understand
how affixes are used in different situations, how they change the
meaning of words, how they are used, and how they are
pronounced.
– This will contribute to their ability to decode and comprehend the
smaller meaning units in words, or increase their morphological
awareness, which is important for decoding and understanding the
meaing of words
• To support student understanding and knowledge of prefixes,
explain prefix and suffix families and include activities that involve
manipulating prefixes and suffixes to change meanings of words
– Ex: (dis-, mis-, un- all mean not)
Teaching Complex Root Words
(end of 3rd grade)
• Complex root words based in Greek and Latin
are introduced after mastery of base words
and affixes.
– (ex: aud- in audible)
• It is important for students to learn complex
root words in order to comprehend why some
parts of words keep their spelling even though
they might be pronounced differently
Strategies/Activities For Improving
Students’ Morphological Awareness
1. Introducing inflected endings using direct instruction and
word sorts:
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Introduce the idea that adding word endings will make words
plural, more than one, or change the tense
Make sure students understand tense only relates to verb
(action) words and signifies WHEN something was done
Present students with the base word and then add the ending.
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Example: Show students that ending –s to most words will make
them plural, however some words will require –es.
Demonstrate a rule for when to use –es and practice using this
strategy with several different words
When students can demonstrate understanding of the rule, a
word sort can be added to allow students to categorize words
on cards according to their plural spelling
Strategies/Activities For Improving
Students’ Morphological Awareness
2.
Sentences that help students understand how inflected endings
are used
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Introduce sentences to students that have both correct and incorrect
uses of inflected endings or morphemes and have them determine
which words make more sense
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Ex: The tap dancer taps on stage or The tap dancer tapes on stage.
When they distinguish the difference and what word makes sense,
remind them of the rule
Prefixes and suffixes dice game
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Use dice that have prefixes on one and base words on another to
make new words by combing the two
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Make sure students understand base words
Have them roll the dice and put together the prefix and the word that was
rolled together
Ask them the meaning of the new word and help them recognize the
difference between real words and nonsense words
Strategies/Activities For Improving
Students’ Morphological Awareness
4.
Morpheme Webs:
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Help students identify relationships between prefixes, suffixes, base
words, and Greek/Latin roots by making a web with the base or root
word in the center and the remaining morphemes connected around
it.
Talk about how words can be formed using the web
Morpheme triangles and rectangles
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Can be used to explore three and four syllable words by having
students divide the syllables up and asking how many there are and
then pointing out the root word and associated other words that
have the same word within their spelling.
Discuss any similarities between the words to guide students in
identifying what the root words means
Move onto the other syllable parts of the word and discuss their
meaning
Put all of the parts and their meanings together to come up with the
meaning of the original word that was presented
Strategies/Activities For Improving
Students’ Morphological Awareness
6. Continue to use spelling to emphasize
morphological patterns
– When students spell words encourage them to listen
for the morphemes and apply the rules to their
spelling
– When practicing multisyllabic words have students
recite each syllable part of the word that they hear
and spell each part with feedback from you
• Ex: When practicing when to use –s versus –es present the
sudents with a variety of words with each of the endings and
have them discriminate between correct word endings to
use. If they spell incorrectly use error correction and
emphasize the rule
Cognitive Strategies for Decoding
Multi-Syllabic Words: BEST Strategy
• A proven strategy for decoding mult-syllabic words is
the BEST strategy and after students become
comfortable with syllable types and prefixes and
suffixes, this strategy can be introduced
• Steps of the BEST strategy include
1. Break apart the word into smaller parts that you know
(remind students of what they have learned about
syllables, rimes, affixes, and base words)
2. Examine the stem/word parts that you can identify
3. Say the parts
4. Try the whole thing and determine if it makes sense
Vocabulary Instruction
• The goal of vocabulary instruction is to help students comprehend
that it is common for words to have different meanings and have
different grammatical roles in sentences
– Students will be able to use this deeper understanding of words to
help them better comprehend text
• Strategies available for teaching vocabulary:
– Having rich discussion about words
– Helping students relate new words to their background knowledge
– Teaching students to make connections between words that are
related conceptually
• Strategies that do not work:
– Looking up words in the dictionary and writing definitions
• Provides multiple meanings of a word and confuses students when using them
in a sentence
– Memorizing synonyms and antonyms
– Providing weekly tests on a large group of vocabulary words
Ways To Help Students With
Disabilities Improve Vocabulary
1.
Select words that are appropriate for students to learn
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Pick words that will deepen their daily oral vocabulary, writing, and
ability
According to vocabulary researchers tier 2 words are appropriate to
introduce, which are richer words that have a similar meaning to the
more common words (tier 1 words) students already know.
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2.
Ex: Delightful verses nice
Use student friendly definitions
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Choosing these definitions allow students to apply their
understanding of the words in context
Resources for friendly dictionaries: CoBuild, New Student’s
Dictionary, online dictionaries.
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A specific online dictionary that is useful is called The Longman Dictionary of
Contemporary English and it provides student friendly definitions as well as
games for students to practice their learning and understanding
Ways To Help Students With
Disabilities Improve Vocabulary
3. Use strategies that promote conversations about
words:
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Strategy: Text talk
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Read and discuss the story with students, present the students
with target words one at a time and have them repeat the words
back.
With each word, use the student friendly definitions or read the
word in context and have the students discuss what they think
the meaning of the word is
Talk about how the word can be used in different sentences
Have students repeat the word and focus on decoding the
different letter sound patterns in the word
Develop activities that encourage students to interact more with
the words.
Ways To Help Students With
Disabilities Improve Vocabulary
4. Teach students how to use context to understand
words
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Introducing how to uses context clues will help students
interpret the meaning of a word.
Model the clues and show students how to use the clue
to figure out the meaning of words
Types of clues:
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Definition Clue: The word is explained in the sentence
Description Clue: Other words are used to describe the unknown
word
Example Clue: Multiple ideas are communicated within the
sentence that are examples of the unknown word
Comparison Clue: Similarities between persons, ideas, and
objects help describe the unknown word
Contrast clue: Words or ideas describe a difference between the
unknown word and other concepts
Ways To Help Students With
Disabilities Improve Vocabulary
5. Promote generalization of new words:
– Encourage your students to use the words they
learn in different settings.
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Provide positive reinforcement when students
recognize and acknowledge words that were learned
in another context
Promoting Fluency At The Rime, Word,
and Connected Text Level
• Deciphering multisyllabic words becomes much easier
when students automatically know how to divide words
into recognizable parts and quickly put them all together to
figure out the word
• Students who read fluently, or effortlessly, are able to
recognize and decode individual words quickly
• When students are able to recognize words quickly and
read fluently, more time can be spent on comprehending
the test
• Four key areas for promoting fluent readers
– Automatic decoding of word parts
– Rapid recognition of common decodable words and other
phonetically irregular sigh words
– Building fluency with oral and silent reading
– Rapidly retrieving a word's meaning
Rapid Word Part Recognition
• Learning how to segment words with letters with
help students build the necessary alphabetic
knowledge that will help them recognize word
patterens
• Reviewing phonics lessons that emphasize
spelling word parts can help students develop
automaticity
• Incorporating rapid practice with word parts will
also assist students in developing automaticity
Methods for Building Automaticity at
the Word Part Level
• Constant time delay
– Look at the word part, pause, and then rapidly say the word part
while curing the students to do so
• Chorally reading flash cards with word parts and then
chanting their spellings
– Show the students a word part, have them repeat it, and then
ask them to spell each letter aloud on cue
• Concentration
– Play a matching game with word parts and when they turn over
matching cards they have to say the word part out loud
• Fast rapid practice with word parts
– Practice saying word parts presented on flash cards rapidly after
students master recognizing word parts
Rapid Word Recognition
• Students need to acquire automaticity with both
common decodable/regular words and sight
words that are irregular.
• Using the strategies that were pointed out for
developing rapid recognition of word parts can
also be used to develop rapid word recognition.
• You can find word lists of common/regular and
irregular sight words online. A recommended
word list is one developed by Zeno and
Colleagues with 107 Most Common High
Frequency Words.
Fluent Reading of Connected Text
• A fluent reader is able to read text accurately and with
correct phrasing at a quick but comfortable pace.
– Students with disabilities need practice in decodable and
connected text to develop this fluency
• Decodable text:
– Many phonetically regular words
– Teachers usually use a decodable text that emphasizes a certain
decoding pattern that they are teaching so that students are
able to generalize their knowledge of decoding patterns into
reading real words in text
• Connected text:
– Practice with reading connected text at the appropriate reading
level is necessary for reading real word text as it is not always
decodable
Facilitating Fluency
• Research-based fluency programs
– Great Leaps
– Quick Reads
– Read Naturally
• Research-based strategies for decodable
words and connected text
– Mostly based on repeated reading in order to help
students with disabilities become more fluent
Repeated Reading Strategies
1.
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Echo reading: teacher models how to read a sentence, students
read the same sentence after
Choral reading: teacher and students read the text aloud together,
usually after a sentence or passage has already been read once
Partner reading: students read to each other.
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Divide the class in half by reading ability. The top reader in the class
should be paired with the top reader of the lower half and so on.
After partner assignments are made, students should be taught how
to work together successfully. Emphasize appropriate partner
behaviors including partner encouragement, allowing time for selfcorrection, and pointing out mistakes respectfully before asking your
partner to re-read the sentence and use the correct word.
Partner reading then begins with the stronger reader reading first
and the partner making corrections. The partner will provide
feedback at the end and the process will repeat as roles are switched
Setting Fluency Goals
• Working with students to create fluency goals
and monitoring progress by charting helps to
improve fluency in students with disabilities.
– Holds students accountable for their learning
• Setting fluency goals involves:
– Setting reasonable goals based on the student’s
abilities
– Charting the number of words read correctly during
timed readings and acknowledging progress with the
student over time
– When students reach goals, recognize their progress
and accomplishments before setting new goals
Promoting Reading Comprehension
• It is common for students with disabilities to struggle
with comprehending text because they do not possess
effective strategies for doing so or they do not have
sufficient knowledge of test structure.
• Research supports that by teaching students with
disabilities how to make predictions, summarize text,
and self-monitor text when reading, their reading
comprehension improves.
• It is important to provide these students with effective
strategies for comprehending text and to help them
understand text structure
Effective Instruction Routines to Teach
Strategies for Comprehending Text
• Making Predictions: Teach students how to make predictions by
– Looking at the title and pictures within a text
– Reflecting on their previous knowledge of what has already happened in the
text to predict what might happen next
• After predictions have been made and the text has been read, confirm or disconfirm
them by working together as a group to find supportive evidence
• Summarization: Teach students the process for summarizing text by
– Using the paraphrasing strategy (by Shumaker and colleagues) where students
learn to describe a passage in their own words by reading it and then
reflecting on what they think the main ideas and details of the passage are.
• This is a difficult concept for students to grasp, however it is very beneficial for improving
their compression as well as their writing ability.
• Self-questioning while reading: Teach students how to monitor how well
they are understanding the text while reading by
– Teaching them how to ask themselves some questions as they read
• Can I restate the main points of what I just read?
• Did I understand what I just read, or would it help me to go back and re-read?
• Do I understand how main ideas or events are related in the paragraph or passage?
Understanding Text Structure
• Students need to be able to recognize and understand
differences in text structure with narrative and expository
texts
• To help students gain a better understanding and improve
comprehension with narrative texts, they should be taught
to identify the major elements of a story such as:
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Plot/problem of the story
Major/minor characters
Sequence of main events
Setting
• Providing a story map organizer will help students make
these distinctions
Example of a Story Map Organizer in
Chapter (pg. 25)
Understanding Expository Text
• Graphic organizers and strategies have also
been developed to help students understand
and improve comprehension with expository
texts.
• POSSE: A specific strategy developed by
researchers for helping students understand
expository text
– Students are taught to use five different strategies
and a graphic organizer to assist them in
comprehending the main ideas and key details
POSSE Strategy
1.
Predict
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Students are taught to make predictions before they begin reading an expository text
Organizing background knowledge
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Students are taught to categorize their predictions according to major ideas
Search for a structure
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Students are taught to work together with their peers to determine the author’s text
structure or organization of ideas
Summarize the main idea
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Students are taught to analyze short sections and establish the main idea for each section
After deciding the main ideas, a student leader will pose a question based on the main idea
and prompts other students in the group to provide details about the main idea
Evaluate by comparing, clarifying, and predicting
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Student are taught to compare their summaries with their original predictions
After making comparisons and creating final summaries, they are taught to ask clarifying
questions about different ideas presented in the text
Finally, students are taught to make predictions regarding the next section of the text
Example of the POSSE Strategy in the
Chapter- pg. 26
Response to Intervention Framework
• The strategies presented in this PowerPoint can be
used to provide tiered instruction when special and
general ed. teachers are working together in a RTI
framework
• It is imperative for both teachers to maintain ongoing
collaboration in order to provide cohesive instruction
for students with reading disabilities
– Decide together what strategies should be taught to all
students in tier i and what specific strategies will be taught
to certain students based on their needs in tier ii, and tier
iii instruction.
– Determine instructional focus of tier ii and iii through
regular individual assessments conducted mostly by the
special ed. Teacher, but analyzed collaboratively by both
teachers.
Curriculum-based Measurement
(CBM) in Reading
• This type of assessment allows teachers to quickly
identify how students with disabilities and other
struggling readers respond to instruction and provides
teachers with a general idea of a student’s overall
progress in reading.
– This allows teachers to make quick judgments for
instruction
• CBM’S can include oral reading fluency probes or cloze
passages obtained from basal curriculum, intervention
curriculum, or a measurement system (e.g. Dynamic
Indicators of Basic Literacy Skills [DIBELS])
Diagnostic Assessments
• To enhance understanding of students’ instructional
needs within specific areas of reading, diagnostics
assessments should be administered in addition to
using curriculum-based measures
• Some diagnostic reading assessments available include:
– Core Phonics Assessment that focuses on providing
information about student letter sound knowledge and
decoding skills
• Can access for free online
– The Diagnostic Reading Assessment that focuses on
providing information regarding where students excel and
where they need more help when it comes to phonemic
awareness, decoding, vocabulary, and comprehension
• Available commercially
Utilizing CBM’s and Diagnostic
Assessments
• These evaluation tools should be used over time to
collect information regarding the needs of students’
with disabilities and to determine if they are benefiting
from the reading instruction and interventions being
delivered
• Using these evaluations should guide teachers when
planning instruction and help them decide whether or
not their interventions should be changed or delivered
with more intensity to meet student needs.
• Evaluation of student progress with these assessments
can also be helping in determining if students should
move into a different tier.
Special Considerations for English
Language Learners with LD
• There are certain difficulties that students who are learning
a different language face that can be compounded by a
reading disability.
– Hearing and pronouncing specific English sound
• Korean students especially struggle when having to distinguish
between /p/ and /f/
– Recognizing words and retrieving their meanings
• Especially difficult for English Language Learners who have insufficient
vocabulary and decoding knowledge
– Comprehending English grammar structures (syntax)
– Understanding figurative language
• While these aspects of reading can be challenging for any
child with learning disabilities, English Language Learners
(ELLs) are challenged to a significantly greater degree
How Can Special Education Teachers
Help English Language Learners?
• Increase personal knowledge regarding different students’ native
languages and the English language
– Ted Power: English Language Learning and Teaching is a website that
provides useful information regarding common mistakes in English
pronunciation and provides comparisons with English sounds to
sounds in other languages.
• Become well-informed about the similarities between students’
inherent language and English language to benefit instruction
involving new vocabulary
– Example: There are Spanish and English words that look very similar or
share the same root word. Teachers can use this concept to have
students predict the meaning of the English word based on a similar
word from their native language.
• An additional strategy for teaching new vocabulary includes making
picture cards that can help students understand and remember
common English words.
The Language Experience Approach for
Teaching ELLs
• Useful in helping English Language Learners improve their oral language
and comprehension of text
• This approach uses students’ personal experiences and home language
and culture to aid in their reading development and involves
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Encouraging the student to pick a topic that they find interesting
Asking students to write about a topic in his or her own language
Pairing the student up with a peer to help them write the text in English
Having the student read their draft aloud
Translating the text if it is the student’s native language
Asking questions that provoke further thinking and elaboration of ideas
Pointing out sentences that are incomplete and helping with revisions
Reading the text aloud first and then having the student mimic and read it
aloud themselves
– Selecting words that the student is less familiar with to increase the student’s
sight word practice
Instructional Accommodations for
English Language Learners
• Many of the strategies mentioned for students who struggle with
reading can be used to improve fluency and comprehension with
English Language learners, however additional considerations
should be made. These include:
– Using dual-language books (aka bilingual books)
• Includes both the native language of the student and the English translation
• Helps students make connections between their language and English
language
• When choosing a book, it is important that you consider the student’s abilities
in vocabulary, fluency, and grammar and that the book is level with this
understanding
– Before reading a text, make sure ELL students understand words that
are used in the story that other students with reading disabilities
might already know
– Using pictures, diagrams, and actions to enhance ELL student
understanding
Incorporating Technology into Reading
Instruction
• Recent advances in technology provides supportive
tools and accommodations to help students with
disabilities with certain aspects of reading or areas of
difficulty.
• Examples of software programs available that provide
computer-assisted instruction in specific areas of
reading are:
– Earobics
• (Also provides comprehensive instruction in reading)
– WordMaker
– Read 180
• (Also provides comprehensive instruction in reading)
– Thinking reader
Earobics and Read 180
• Earobics
– Available commercially (www.earobics.com)
– Comprehensive program for students grade k-3
– Instruction includes phonemic awareness, phonics,
fluency, vocabulary, and comprehension
• Read 108
– Available through scholastic
– Comprehensive remedial reading and writing instruction
or students grade 4-12
– Provides a combination of teacher directed instruction and
computer-assisted instruction that includes phonics,
vocabulary, fluency, spelling, comprehension, and writing
WordMaker and Thinking Reader
• WordMaker:
– Includes instruction involving specific areas of reading
– Facillitiates student understanding and development of phonic
skills needed for reading and spelling words
– This program uses repeated word practice opportunities to help
students learn basic phonics patterns in monosyllabic words
• Thinking Reader
– Uses direct instruction for teaching comprehension strategies
such as summarization, prediction etc., with digitized text.
– Teachers are able to modify the program so that students are
able to continue working on certain strategies if they have not
mastered them independently
– The digitized text has the ability to be read aloud to students
who are disfluent and provides vocabulary support. By clicking
on any word that is unknown, students are able to hear a
student friendly definition
Other Accommodating Technology
Applications
• Other ways to use technology to help students with
decoding and oral reading fluency problems include
– Utilizing the abundance of commercially available texts that can
be digitized and read through text to speech software
– Many computer programs include text to speech features that
can be activated to read digitized text
– Programs are available that provide text to speech support as
well as support for instructing students in strategies or writing
reports
• Example: Read, Write Gold- a program where the teacher highlights
the key ideas in the text and then shows the students how to use
those key ideas to develop a summary. Students can highlight text as
well and organize it into a file for studying texts or writing papers
• Other technology resources can be found on the National
Center on Accessible Instructional Materials website
In Conclusion
• Incorporate continuous assessment and
documentation of student progress to remain
connected with student needs
• Work together with the other professionals involved in
student education to create reading objectives and
instructional plans
• Base your instruction off of evidence based strategies
• Determine when technology supports might help meet
the needs of students' and incorporate them in your
instruction
• Value the importance of communicating with parents
about their child’s ongoing progress to help them make
decisions that will benefit their child outside of the
classroom
For Additional Information
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The information in this power point came from A
Survival Guide for New Special Educators by Bonnie
Billingsley, Mary Brownell, Maya Israel, and Margaret
Kamman
Reference: Billingsley, B. S., Brownell, M. T., Israel, M., &
Kamman, M. L. (2013). A Survival Guide for New Special
Educators, San Franciso, CA. Jossey-Bass.
You can purchase the book. Refer to the following link
to this publishers page
http://www.wiley.com/WileyCDA/WileyTitle/productCd
-1118095685,descCd-release_text.html