Instructional Strategy

Instructional Strategy Research and Demonstration:

Instructional Strategy Research and Demonstration Based on Functional Performance Indicators California State Standards

Reading Comprehension:

Reading Comprehension Functional Performance Indicator ELA Functional Performance Indicators CAPA Level III: Grades 4 – 5 (Based on the CAPA ELA Blueprint adopted by the State Board of Education 7/06) Grade 5 3.0 LITERARY RESPONSE AND ANALYSIS: Students read and respond to historically or culturally significant works of literature. They begin to find ways to clarify the ideas and make connections between literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text: Identify the main problem or conflict of the plot and how it is resolved. 3.2 A. Tell or show the main problem or conflict of a short two- or three-sentence story (orally presented). 1. Will identify the problem/conflict in a short narrative using preferred mode of communication. (For example, it is raining. Joey is walking home. He doesn’t have his coat. (Problem/conflict: Joey will get wet.)

Slide 3:

Preparation of Lesson Step 1: Relevant scenarios of 2 – 4 sentences are developed. These are typed on separate pages to be accessed by the student in succession. Step 2: Clear, concise recordings are made of each scenario and then included as a link on the visual page at the end of each story. Step 3: Presented to student using personal computer. Student ’ s preferred mode of access is facilitated by the lesson (mouse or keyboard). Ideas for cause and effect scenarios can be found at the ProTeacher Collection website.

Create Scenarios:

Create Scenarios The class is going to the beach today. It is very hot and sunny at the beach. The teacher forgot to bring suntan lotion. The gardener is watering the plants around the school. The pavement is very wet. Some students are running on the wet pavement.

Open Sound Recorder in PC:

Open Sound Recorder in PC In the opening screen, open the start menu in the lower left hand corner. Double click on the Sound Recorder icon to start the program.

Start Recorder and record the scenario via voice input.:

Speak clearly towards the computer. The green bar indicates proper volume level. Save when complete. Note where file is saved for future retrieval. Start Recorder and record the scenario via voice input.

Add the sound file to the scenario text. This is done in Word by clicking on insert, then on hyperlink and choose the prerecorded file.:

Add the sound file to the scenario text. This is done in Word by clicking on insert , then on hyperlink and choose the prerecorded file. Karen has a banana for snack time. Debby really likes bananas. Debby takes Karen’s banana without asking for permission. ..\..\banana.wma (click on link)

Slide 8:

Depending on the student’s fine motor skills, this lesson can be done independently by the student who is able to input data into the computer via mouse or keyboard. If a student is nonverbal or has gross motor disabilities, a teacher or an aide can help with response input. See Dell et al. for a description of alternative input devices. If the scenario setting seems too simple, it is easy to add sentences that expand the parameters of the response spectrum. If the scenarios seem too complex, even in three sentence format, it is easy to reduce the situations presented to one or two sentences. Whatever baseline a student is able to start from, this lesson can be adapted to add increasing complexity and challenge.

Math Calculation:

Math Calculation Functional Performance Indicator Math Functional Performance Indicators CAPA Level IV: Grades 6 – 8 (Based on the CAPA Math Blueprint adopted by the State Board of Education 7/06) Grade 6 2.1 Solve problems involving addition, subtraction, multiplication and division of positive fractions and explain why a particular operation was used for a given situation. A. Using a calculator, solve addition and subtraction problems with sums up to 75. 1. Will use a calculator to determine sums and differences of whole numbers to 75. 2. Will use a calculator to check accuracy of work

Using a calculator to add and subtract whole numbers:

Using a calculator to add and subtract whole numbers This is a simple lesson that can be used independently by a student with moderate to severe disabilities, given the ability to enter data into the computer through the keyboard or the mouse or other technical devices. This idea and many more are available online at coolmath.com. Step-by-step directions are presented, one per page or slide, with accompanying graphics. The computer’s calculator is opened at the same time.

Open calculator in the start-up menu:

Open calculator in the start-up menu

After the calculator opens, open the lesson file in a separate window.:

After the calculator opens, open the lesson file in a separate window.

Sample Page for Addition Lesson:

Sample Page for Addition Lesson

Sample page for subtraction Lesson:

Sample page for subtraction Lesson

Using Subtraction to Check Addition:

Using Subtraction to Check Addition

Adaptability:

Adaptability Once the original worksheets are created, it is fairly simple to create as many problems as possible by just changing the numbers and signs in the directions. Manipulating the arrows necessitates the use of a graphics program like Corel Draw to create the worksheets. Worksheet designs can vary according to each student’s ability level and learned skills. Answers can be recorded in a separate word processing file, again, depending on the fine motor skills of the student, or dictated to a peer or assistant.

Works Cited:

Works Cited CoolMath.com (website, 2011). online: http://coolmath.com/ Dell, Amy G., Newton, Deborah A., & Petroff , Jerry G. (2008). Assistive Technology in the Classroom . Enhancing the school experience for students with disabilities. Pearson, Boston. ProTeacher Collection (website, 2011). online: http://www.proteacher.org/c/456_Cause_and_Effect.html