Instructional Strategies

Research Assignment
Michael Sluder-Brehm
SPED 501 INSTRUCTIONAL STRATEGIES FOR STUDENTS WITH
MODERATE/SEVERE DISABILITIES
Instructional Strategies Research Assignment
Dr. Tammy Bachrach
Instruction Area – Reading: Decoding,
Fluency, Comprehension
Standard
RL 2.1
Ask and answer such questions as who, answers of who, what, where, when, why, activating prior knowledge.
what, where, when, why, and how to
demonstrate understanding of key
details in a text. (3.RL.h1 Answer
questions related to the relationship
between characters , setting, events, or play-er..play then add (ing) play-ing
conflicts (e.g., characters and events,
characters and conflicts, setting and
conflicts).
RF 1.E
Decode two-syllable words following
basic patterns by breaking the words
into syllables.
Modification Instructional Strategy
-Teacher will ask and lead student(s) to Building background knowledge and
and how questions.
-provide oral review of text that answers
-Will show the student a 2 syllable word, who, what, where, when, why, and how
then add a 2nd syllable. Play then add (er) questions. Then provide student(s) with a
written matching work sheet that list
who, what, where, when, why, and how
on one side and answers on the other.
And answer then as a class, then have
student(s) answer questions orally in class
when called on.(Systematic Instruction)
Modeling
-provide student with visual sample as a
reference, and provide direct instruction
Procedure for pairing and incorporating

• The standards were chosen because • This can be incorporated on a daily

they match an area of need the
student has.
• The modifications made to the
standards, to make them more
attainable for the student.
• The strategies used, will help the
student to recall previous
information, and provide him with a
model to assist him in completing the
assigned task.
reading basis, as a question and
answer period.
• Asking the who, what, where, when,
why and how questions…we can build
on prior knowledge and provide a
base for future lessons.
Instruction Area – English Language
Development (ELD)
Standard Modification Instructional Strategy
Interacting in Meaningful Ways- -student will participate in a shared - text representation(text or picture)
Collaborative Google doc, where entire class bridging (using past knowledge or
contributes. Student can use words or a experiences to contribute)
W.K.6; L.K.1, 6 picture to represent his interaction. -Metacognitive Development (while
Interacting with others in written watching CNN10 turn on close caption, so
English in various communicative forms -provide instructions to class and read student can see visual representation of
(print, communicative technology, and them to entire class. words.)
multimedia) -show class social and academic video or
program (cnn10)
Interacting in Meaningful Ways-
Interpretive
SL.K .1–3

Listening actively to spoken English in a

range of social and academic contexts
Procedure for pairing and incorporating

• Although the student is not an

English Language Learner. The
strategies will still help the student
in his learning progression.
• The modifications made, were done
to assist the student in improving his
communication skills.
• Both orally and listening skills are
being worked on.
Instruction Area – Math: Calculation and
Reasoning
Standard Modification Instructional Strategy
CCS Mathematics 3.3- -multiplication table will be broken in to 2 Visualization – provide student with
Know the multiplication tables of 2s, 5s, parts 1-5 and 6-10 multiplication chart to assist in learning.
and 10s (to “times 10”) and commit
them to memory -The use a manipulative clocks to assist in Interactive instruction
telling of time. Guided discovery & whole-part-whole
Measurement & Data instruction
CCS 2.MD Work with time and money- -Use of real or imitation coins and bills to
7. Tell and write time from analog and assist in counting. Visualization –
digital clocks to the nearest five Providing student with a visual
minutes, using a.m. and p.m. representation of coins and bills to assist
in learning.
8. Solve word problems involving
dollar bills, quarters, dimes, nickels, and
pennies, using $ and ¢ symbols
appropriately.
Example: If you have 2 dimes and 3
pennies, how many cents do you have?
Procedure for pairing and incorporating
• The modifications made to the
standards, were made to assist the
student in learning…Instead of having
to learn all the multiplication facts,
by dividing them in half the student
can focus on a one part instead of
the whole thing.
• By using manipulative and fake
money the student can use these
items as visual references to assist
him in learning.
• These items can be used at any time
during the student learning.
• Not only in math, but if the class was
working on vocations and time cards
the clocks could be used to assist
him.
• Money could also be used to assist
the student in making change or
counting.
Instruction Area – Oral and Written Expression

Standard Modification Instructional Strategy

Punctuation 1.4 -when present with 2 models to follow, Modeling –
Use commas in the greeting and closure the student will choice the correct model.
of a letter and with dates and items in a Provide a visual model to show student
series. -student will begin with capitalization of what the word or series of words should
words at the beginning of sentence, and look like.
Capitalization 1.6 days of the week. Once mastered will
Capitalize all proper nouns, words at the move on to months, then titles and Graphic Organizer-
beginning of sentence and greetings, initials.
months Let’s student organize the information in
and days of the week, and titles and -student will be able to answer yes or no a way that they will remember and find
initials of people. to asked questions about his weekend useful.
activities when asked. (ie did you go to
Student will be able to orally retell the movies? Was it good? Did you go with
details from his weekend or activity he your family?
attended, student has difficulty express
himself orally in non-peer
communication
(CCSS.ELA-LITERACY.SL.K.4
Describe familiar people, places, things, and
events and, with prompting and support, provide
additional detail)
Procedure for pairing and incorporating

• Again the modifications made to the • These modifications can be

standards where done to assist the incorporated on a daily basis.
student, and allow him to learn parts • And can be adjusted as the student
and put them together. progresses through his writing and
• The student has difficulty in writing oral language.
so being able to answer orally will let
the student take steps in being able
to express himself in writing.
• Showing models will let the student
look for the correct answer, to help
in his learning process.
Instruction Area – Adaptive Skills
Standard
Student will try new and unfamiliar
things, while at school to build on his
adaptive skills.
When presented with a new item or
situation, student will ask for assistance can ask a question.
in how to adapt to new item or
situation.
(CCSS.ELA-LITERACY.SL.K.3
Ask and answer questions in order to
seek help, get information, or clarify
something that is not understood.)
Modification Instructional Strategy
-Class will do something new or unfamiliar Partnering-
to most of the class. Allows student to partner with another
student, both students can assist one
-Student can work with a partner who is another.
also new to the situation or item. Who
Direct Instruction-
Go with student to new thing and provide
him with instructions.
Procedure for pairing and incorporating
• The modification for partnering was
done so the student can see and hear
how to answer questions. The
student has difficulty in new
situations and one of the difficulties
is asking for help.
• This strategy is something that can
implemented when needed to make
the student comfortable, the goal is
for him to become more independent
over time.
Instruction Area – Social Skills
Standard
When meeting a new person at school or -The student can first wave to the new
school activity, the student will
introduce himself.
Student will ask new person, something
about themselves. (where are they
from, what grade are they in, do they
have an brothers or sisters, hobbies,
etc.)
Modification
person and teacher will introduce him,
and when ready can introduce himself to
the new person.
-Student will be told a similar interest he
and the new student has, to assist him in
asking a questions
Instructional Strategy
Modeling –
Show student how to introduce himself,
and having him practice with people the
student is comfortable with.
Prompting-
Student will be prompted/lead to the
question(s) he needs to ask.
Procedure for pairing and incorporating
• Although there is no content goal for
this section, there is a need for the
student in this area.
• The modifications listed are step by
step directions for the student to
improve his socialization with others.
• The strategies can be implemented
at anytime it is in place to help the
student improve his socialization
with new people he comes in contact
with them.
• The goal is for the student to be able
to induced himself and have a simple
conversation with another
person…either student or adult.
Overview of Student

• 15 year old male sophomore in high school in a moderate/severe

program working on functional academics as well as vocational,
life and social skills.
• Student primary disability is Intellectual, with speech and
language as a secondary disability.
• Student is not an English Language Learner, but can benefit from
ELD strategies.
• Student is very polite and sociable with his classmates and
teachers, he does hesitate when meeting new people.
References
• Systematic Instruction: Task Analysis and Chaining
chromeextension://oemmndcbldboiebfnladdacbdfmadadm/http://archive.brookespublishing.com/documents/Using-effective-
practices-to-teach-students-with-disabilities.pdf
• Pivotal Response Training
chromeextension://oemmndcbldboiebfnladdacbdfmadadm/https://www.researchgate.net/profile/Robert_Koegel/publication/280743
815_Pivotal_Response_Intervention_I_Overview_of_Approach/links/55ca335308aea2d9bdcbfac5.pdf
• Embedded Instruction
chromeextension://oemmndcbldboiebfnladdacbdfmadadm/http://nccec.coe.ecu.edu/2014-Conference/2014Handouts/Jimenez-
Kamei-Embedded-instruction.pdf

chromeextension://oemmndcbldboiebfnladdacbdfmadadm/http://5c2cabd466efc6790a0a6728e7c952118b70f16620a9fc754159.r37.cf1
.rackcdn.com/cms/Embedding_Instruction_1876.pdf
• Direct Instruction
chromeextension://oemmndcbldboiebfnladdacbdfmadadm/http://ngl.cengage.com/assets/downloads/inside_pro0000000029/am_mo
ore_direct_instr_seb21_0414a.pdf
• Study.com
http://study.com/academy/lesson/direct-instruction-teaching-method-definition-examples-strategies.html
• Embeddedinstruction.net
https://embeddedinstruction.net/learn-more/about-embedded-instruction/
• Learn-English-Today.com
http://www.learn-english-today.com/