Instructional Strategies for Language Arts and Social Studies

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Instructional Strategies for Language Arts and Social Studies : 

Instructional Strategies for Language Arts and Social Studies By Mary Castanon SPED 501

Instructional Strategy for Language Arts:Social Stories : 

Instructional Strategy for Language Arts:Social Stories Helps students understand appropriate social skills Pictures and word allow students to follow along Social stories clarify social expectations Provide a guide to students for their conduct Promote self-management skills Smith, T.E., Polloway, E.A., Patton, J.R., Dowdy, C.A. (2008). Teaching Students with Special Needs in Inclusive Settings

Social Story:Arguing : 

Social Story:Arguing Story illustrates what arguing looks like How it affects relationships Pictures and words are used to illustrate Will help students play an interact with peers Goal: The story will resonate with student’s behavior and help student make positive behavior changes.

Standards for Reading Comprehension : 

Standards for Reading Comprehension Ask and answer questions about essential elements of a text Identify the main events of the plot, causes, and the influence of each event on future events.

Steps for Strategy: Reading Comprehension : 

Steps for Strategy: Reading Comprehension Show student title and read story together Have student point specific target words in the story: argue, stop, play

Reading Comprehension Strategy : 

Reading Comprehension Strategy On a white board write two words side by side: argue/play play/stop stop/argue Ask student to point to the correct word within the choices

Reading Comprehension Strategy : 

Reading Comprehension Strategy Place a dot over the correct word after the student makes choice Continue to show the pictures in the story where the target words are located

Reading Comprehension : 

Reading Comprehension Keogel, Koegel, & Carter (1999) suggest using a series of steps to devise self-management plans and to involve students at every step to encourage positive behavior (Snell & Brown, 2011).

Standards for Health and Knowledge : 

Standards for Health and Knowledge Involve social skill building Demonstrate acceptable ways to show or express feelings Develop positive relationships with peers Develop and use effective communication skills

Health and Knowledge:Social Skills using Social Story : 

Health and Knowledge:Social Skills using Social Story Similar to strategy in reading comprehension Focus is on recognizing the positive behavior rather than the negative behavior Teaching sessions can begin with hearing a rationale for learning a positive behavior (Snell & Brown, p.145).

Steps for Teaching Strategy : 

Steps for Teaching Strategy Read story to the student Show student a picture of students arguing and a picture of students playing together

Teaching Strategy: Social Skills : 

Teaching Strategy: Social Skills Give student a picture of a happy face Ask student to place the happy face on the picture that would make him happy

Social Skills : 

Social Skills Show the student a picture of a student with a stop sign. Explain that friends are allowed to say “stop”.

Social Skills : 

Social Skills Show student a picture of a teacher talking with a student, explain that this is also another way to avoid arguing with friends.

Social Skills Strategy : 

Social Skills Strategy Show student a picture of a student taking a time out, ask the student what else he can do to avoid an argument with a friend. The student should be able to point to the picture.

Concluding Thought : 

Concluding Thought Myles & Simpson (2002) noted that in the social domain, students with autism, as well as students with moderate to severe disabilities are well-known for their lack of social awareness, but they are aware enough to be able to sense that they are different from their peers and this may cause self-esteem issues (Smith, Polloway, et. al., p.286).

Bibliography : 

Bibliography Smith, T.C., Polloway, E.A., Patton, J.R., Dowdy, C.A., (2008). Teaching Students with Special Needs in Inclusive Settings. Boston, Pearson Education Inc. Snell, M.E., & Brown, F. (2011). Instruction of Students with Severe Disabilities. Pearson Education Inc., Upper Saddle River, N.J., Boston.

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