Reading AloudA form of guided reading, that allowsteachers to model fluent reading….modelingfluent reading by reading aloud providesbackground knowledge for students so thatthey can read a book by themselves or with apartner while listening to an audio recording(Vaughn, Bos, p.298, 2009) . Reading aloudhelps students focus on content rather thanthe phonics of the text.
Repeated ReadingWith repeated reading of a story, childrenbecome so familiar with the text that theirmemory becomes a great aid tothem…Repeated reading as a means ofenhancing fluency is based on the idea that asstudents repeatedly read text, they comefluent and confident in their reading.(Vaughn, Bos, p.300, 2009)
Evidence Based Reading ProgramReading Plus: Reading Plus is a web-based readingintervention that uses technology to provideindividualized scaffolded silent reading practice forstudents in grade 3 and higher. Reading Plus aims todevelop and improve students’ silent readingfluency, comprehension, and vocabulary. Reading Plusis designed to adjust the difficulty of the content andduration of reading activities so that students proceedat a pace that corresponds to their reading skill level.The intervention includes differentiated readingactivities, computer-based reading assessments, toolsto monitor student progress, ongoing implementationsupport, and supplemental offline activities. (WhatWorks Clearinghouse, p.1, 2010)
Project Read:Project Read is a multisensory language arts curriculumdesigned for use in a classroom or group setting. Two mainobjectives of the program are to use language in all itsforms and to use responsive instruction rather thanpreplanned textbook lessons. The program emphasizesdirect instruction and lessons move from letter-sounds towords, sentences, and stories.• Project Read ® has three strands:• Phonics/Linguistics• Reading Comprehension• Written Expression• Which are integrated at all grade levels, though theemphasis of the specific strands differs by grade. (WhatWorks Clearinghouse, p. 1. 2010).
Learning Strategy Reading• Making Words: Use of hands-on letters, to build words. Makingwords activities that “provide experience in manipulating sounds tofind out how the words are affected.” (Vaughn, Bos, p.275, 2009)• Peer-Assisted Learning Strategies: Peer-Assisted Learning StrategiesPALS) is a peer-tutoring instruc-tional program that supplementsthe primary reading curriculum. Two Pairs of students worktogether on reading activities intended to improve readingaccuracy, fluency, and comprehension. Students in the pairs—whoalternately take on the roles of tutor and tutee— read aloud, listento their partner read, and provide feedback dur-ing variousstructured activities. Teachers train students to use the followinglearning strategies: passage reading with partners, para-graph“shrinking” (or describing the main idea), and prediction relay(predicting what is likely to happen next in the passage). (WhatWorks Clearinghouse, p.1, 2012).
Classroom Usage• Read Aloud and Repeated Reading strategies canbe used in any an all classrooms that utilizereading as part of the curriculum. By alternatingand using different readingmethodologies, students are exposed to thewritten material in a variety of manners.• Reading Plus should be used as a supplementalreading program for students who have difficultyreading. Reading Plus is actively utilized byBrevard County Reading Teachers and ReadingCoaches.
Classroom Usage• Project Read is also a supplemental readingprogram that can be used to supportstruggling readers in a inclusion based classsetting.
ReferenceThe PRECEDING strategies and practices are evidenced based, due to the fact that they aretaken from What Works Clearing House, as well as from university of CentralFlorida, approved Exceptional Student Education textbooks. Additionally, the reviewedstrategies are approved and recommended by Brevard County Schools.• Vaughn, S., & Bos, C. S. (2009). Strategies for Teaching Students with Learning andBehavioralProblems Seventh Edition. Upper Saddle River, New Jersey: Pearson.• What Works Clearinghouse, (2012). Peer-Assisted Learning Strategies. WhatWorksClearinghouse Intervention Report. What Works Clearinghouse• What Works Clearinghouse, (2010). Project Read[R] Phonology. What Work ClearinghouseIntervention Report. What Works Clearinghouse,• What Works Clearinghouse, (2010). Reading Plus[R]. What Works Clearinghouse InterventionReport. What Works Clearinghouse,
Applied Mathematics:Concrete materials and real lifeapplications of math problemsmake math relevant and increasethe likelihood that students willtransfer skills to applied settingssuch as home and work.(Vaughn, Bos, p.465, 2009)
Generalization:Transfer of learning needs to be taught.Transfer of learning betweensettings, teachers must provide opportunitiesto practice skills by using a wide range ofmaterials such astextbooks, workbooks, manipulative… wordproblems. (Vaughn, Bos, p.465-466, 2009)Math should be taught and practiced not justduring math time but throughout the dayacross all curriculums.
Evidence Based Mathematics ProgramAccelerated Math:Accelerated Math “is a software tool used to customizeassignments and monitor progress in mathematics forstudents in grades 1–12.2 Acceler-ated Math createsindividualized assignments that align with statestandards and national guidelines, scores studentwork, and generates formative feedback throughreports for teachers and students. The software can beused in conjunction with the existing math curriculumto add practice components and aid teachers indifferentiating instruction via the program’s progress-monitoring data.” (What WorksClearinghouse, p.1, 2010). Accelerated Math is used atHarbor City Elementary (part of Brevard CountySchools)
Learning Strategy MathematicsKWNS ChartSimilar to a K-L-W, the KWNS allows studentsto break down different math problems(particularly word problems) into severalsmaller components. The KWNS helps withselecting needed information, keyterms, distracters, and strategies needed tosolve each problem
Classroom Usage• Applied Mathematics and Generalizations aremath practices that can be implement in theclassroom throughout the day. Both are gearedtowards math as real life and transferable.• Accelerated Math program is to be used in theclassroom as a supplement to traditional mathinstruction. This allows the student to practiceskills that they are having difficulty with, withouta specially designed lesson being created.
Classroom Usage• The KWNS works as a great graphic organizer, andallows the student to break down math problems ontheir own, with limited to no assistance from staff.• Graphic organizers can have broad applications inupper-level mathematics instruction. They can be usedto facilitate instruction or complex procedures ./…andthey can also be used to enhance understanding ofmathematics concepts…. As such, graphic organizersfill a need for teaching students with strong spatial andnonverbal reasoning skills but relatively poop languageskills (Ives, Hoy 2003)
ReferenceThe PRECEDING strategies and practices are evidenced based, due to the fact that they aretaken from What Works Clearing House, as well as from university of Central Florida,approved Exceptional Student Education textbooks. Additionally, the reviewed strategies areapproved and recommended by Brevard County Schools.• Ives, B., & Hoy, C. (2003). Graphic Organizers Applied to Higher-Level SecondaryMathematics. Learning Disabilities: Research & Practice, 18(1), 36-51.• Vaughn, S., & Bos, C. S. (2009). Strategies for Teaching Students with Learning and BehavioralProblems Seventh Edition. Upper Saddle River, New Jersey: Pearson.• What Works Clearinghouse, (2010). Accelerated Math[TM]. What Works ClearinghouseIntervention Report. What Works Clearinghouse,