Prescriptive Teaching Plan By Anita Rodriguez EDSP 5311
Prescriptive Teaching Plan By: Anita Rodriguez EDSP 5311 Dr. Fontenot
Student • This student is a 4 th. Grader. • He loves to draw and build things. • He started struggling w/ reading in the area of phonics, and blending phonemes since Kindergarten. • He went through all the Tiers of RTI. • He was evaluated for Special Education, and qualified under Autism, and Speech Impairment since 2 nd. grade.
Assessment • The CTOPP-2 test evaluates phonological processing abilities related to reading. It measures: phonological awareness, phonological memory and rapid naming. • Student, on the subtests elision, blending words, phoneme isolation, nonword repetition, blending nonwords, and segmenting nonwords came out poor or very poor. • He came out on a Kinder or First Grade level, which he should be at a Fourth-Grade Level. • For example, he had a very hard time saying “winter” without saying /t/: winner. Also, when he would listen to the sounds of letters, and he had to isolate a sound, he would miss them all. For instance, the word train has four sounds, /t/-/r/-/a/-/n/, train. What is the second sound in the word train? Which the answer would be /r/. • The results of this assessment confirm that a child with autism has great difficulty with phonetics or phonological processing so they learn better by sight. These children will struggle to learn to read phonetically, and later struggle to comprehend what they read.
Learning Style/Modality • Student’s Preferred Learning Styles: • tactile/ kinesthetic, auditory, and conceptual processing • My student’s learning modalities tell me that he learns better by doing and listening. • Example: i. Ready or Raz Kids computer programs read the instructions and books to him. Also projects, stations, songs, dance, role-play or reader’s theater should me implemented in lessons in order to meet his needs.
Competencies • Reading TEKS (3 rd. -4 th. Grade): • 4. 2(B) use the context of the sentence (e. g. , insentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words • 4. 11(A) summarize the main idea and supporting details in text in ways that maintain meaning • 3. 13(A) identify the details or facts that support the main idea • Since, this student has already being identified as a special education student with autism, there will be TEKS addressed that are on grade level, and below grade level.
Present Levels of Academic Achievement and Functional Performance (PLAAFP) Reading (Strengths) Reading (Weaknesses) • • • Student is reading at a Level L (3 rd. Grade level). He knows how to establish a purpose for reading. He can read 334 high frequency words. Retells a story Understands the difference between fiction and nonfiction • Student needs to use context clues to help him build his vocabulary. He also needs to identify main idea and details using text evidence.
Annual Goals and Benchmarks • • • ANNUAL GOAL 1: (Grade Level) Using repeated practice, graphic organizer, pictures, and leveled readers, Student A will use the context of the sentence (e. g. , in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words with 70% mastery as evidenced by teacher made tests, student work, and data collection by December 2017. BENCHMARKS OR SHORT-TERM OBJECTIVES The objective will be the same as the annual goal, but with benchmarks. Benchmark 1: Using teacher direct instruction w/ 60% mastery by March 2017 Benchmark 2: Using teacher reminders w/ 65% mastery by June 2017
Annual Goals and Benchmarks • ANNUAL GOAL 2 (Below Grade Level): Using repeated practice, leveled readers, short text and graphic organizers, Student A will identify main idea and details using evidence in the text with 75% mastery as evidenced by data collection, teacher made tests, and student work by December 2017. • • BENCHMARKS OR SHORT-TERM OBJECTIVES The objective will be the same as the annual goal, but with benchmarks. Benchmark 1: Using teacher direct instruction w/ 65% mastery by March 2017 Benchmark 2: Using teacher reminders w/ 70% mastery by June 2017 • •
Accommodations/ Modifications for Reading • Alter Assignments by providing: • Reduced assignments, extra time for completing assignments, opportunity to respond orally, no penalty for spelling errors, grading based on participation/ social skill acquisition, divided worksheet/material/tasks broken into small segments/dividing folder, content modification • Adapt Instruction by providing: • Short instructions (1 or 2 steps), visual aids (pictures, flash cards), instructional aids, minimal auditory distraction, sit near teacher, reminders for whole body listening, opportunity to repeat and explain instructions, exams of reduced length, oral exams, multiple choice tests
Accommodations/ Modifications for Reading • Adapt Materials by providing: • Study aids, do not penalize for reversal/transposition, pointing to answer, individual administration • Manage Behavior by providing: • Clearly defined limits, frequent reminders of rules, positive reinforcement, frequent breaks, private discussion about behavior, in-class timeout, supervision during transition activities, reminders to stay on task, visual prompts to attend, and edibles • Required Equipment/Assistive Technology Devices: • Calculator to check work
State Assessment Accommodations • Oral administration: read parts of test questions, answer choices, required reference materials, and allowable accommodations • Extra Time: same day • Individual Administration • Individualized structured reminders • Reminders to stay on task • Blank Graphic Organizer
Least Restrictive Environment (LRE) • Efforts to modify and supplement the student’s participation in the general education setting were provided: general education classroom core instructional interventions, accommodations, program modifications, special education speech therapy, special education resource room, assistive technology, and in-class support.
Schedule of Services/ Placement • • Special Education Resource Room: Reading: 60 minutes per day Transportation: 2 times per day Speech/Language Therapy: 30 minutes, 14 times per grading period • In-Class Support: Science 30 minutes per day • Transition Services: Will not be addressed because the student is not 16 yet.
• • • Prescriptive Teaching Plan Teacher will teach IEP Goals to student in a small group of 3 or one-to-one as needed. Teacher will use reader’s theater, act it out, videos, songs, graphic organizers, technology, pictures, leveled readers at his level L, and centers/stations to teach the main idea/ details of a story as well as finding the context clues. This will ensure that the student’s preferred learning style (tactile/kinesthetic) is met as well as the others (visual and auditory).
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