graphical models and instructional tools · snow white is in an enchanted sleep due to a poison...
TRANSCRIPT
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Graphical Models and Instructional Tools
in Reading, Writing and Math for Students with Special Needs
Edward A. Polloway and Jacqueline Lubin LYNCHBURG COLLEGE APRIL 2015
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This document is intended for educators with interest in students with special needs. It
provides various graphical models and instructional tools that relates to teaching reading, writing
and math to students with disabilities. The paper is divided into three sections: reading, writing,
and math. In each section, several examples of models are provided. The information provided
can be used for general knowledge, as part of course content in special education classes and/or
as reference material.
The authors acknowledge the work of Allison Meade in developing an earlier edition of
this document.
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Table of Contents 1. SECTION ONE: READING
a. Key Reading Components .......................................................................................5
b. Model for Consistent Deficit Effects in Reading .....................................................6
c. Hypothesized Mathew Effects .................................................................................7
d. Phonological Considerations ...................................................................................8
e. Stepping Down: Elements in the Alphabetic Principle............................................9
f. Phonics Generalizations ........................................................................................10
g. Vocabulary Development ......................................................................................11
h. 50 High-Frequency Words for Older Students .....................................................12
i. Morpheme Meanings: Examples and Non-Examples ............................................13
j. Bound and Free Morphemes .................................................................................14
k. Most Common Prefixes .........................................................................................15
2. SECTION TWO: WRITING
a. Main Idea Map .......................................................................................................17
b. Graphic Organizer for Summarizing: Peer-Mediated ............................................18
c. Example of Semantic Mapping ..............................................................................19
d. Using a Story Map: Snow White ...........................................................................20
e. Writing Characteristics ..........................................................................................21
f. Use of Pronouns .....................................................................................................22
g. Story: Cluster Sentences ........................................................................................23
h. Paragraph Graphic Organizer ................................................................................24
i. Four Strategies for Composition Writing ..............................................................25
j. Narrative Story Frame............................................................................................26
k. Organization for an Explanation Paragraph ...........................................................27
l. Post-Writing Learning Strategy .............................................................................28
3. SECTION THREE: MATH
a. Problem Solving: Dilemmas & Strategies .............................................................30
b. Problem-Solving Strategy: SOLVE-IT ..................................................................31
c. Problem Solving Strategy: Determining Correct Computation .............................32
d. Strategy for Solving Word Problems: Look & Create, Select Usefully, Revise and
Re-strategize if necessary ......................................................................................33
e. Simple Math Computation Matrix .........................................................................34
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Section
One:
Reading
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Key Reading Components
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Model for Consistent Deficit Effects in Reading
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Hypothesized Mathew Effects
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Phonological Considerations in Reading
Source: Adapted from Brenda Virgile and used with permission
Phonological Awareness Distinctions
between sounds in the broad sense
Phonetic Analysis builds on phonemic
awareness using decoding
generalizations for sound-symbol
correspondences
Phonemic Awareness e.g., speech
sounds &
syllables
Requires Explicit Instruction
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Stepping Down: Elements of the Alphabetic Principle
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Phonics Generalizations
Rule Examples Exceptions
(numbers)
Utility Rate
Ch= 1 sound church (103) - (0) 100%
Ee= long deem (85) keen (2) 98%
-are (care) bare (9) are (1) 90%
Silent e tone (180) gone (106) 63%
2 v’s walking lead (309) been (377) 45%
Medial vowel west (408) cold (249) 62%
Vowel ends 1
syllable word
she (23) to (88) 21%
r sound born (484) fire (134) 78%
ow as long flown (50) clown (35) 56%
y vowel =long “i” sky (29) sunny (170) 15%
c=s before e, i city (66) ocean (3) 96%
c=k before a, o car (143) - (0) 100%
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Vocabulary Development
What’s The Word?
____________
Write me again.
____________
What do I mean?
_______________________________
Write me in a sentence.
______________________________
____________
_
What word am I like?
Meaning: _________
Sound: _________
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50 High-Frequency Words for Older Students
after did his school through
always done inside semester two
any each just subject what
because first morning teacher where
become friend need teenager which
black give open tell while
book great people the white
choice help please their why
class her remember there yes
could here run they your
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Morpheme Meanings: Examples and Non-Examples
Morpheme:
Prefix/Suffix/Root
Meaning Example Non-example
bi- two bicycle binder
un- not unlikely unite
pan- all pandemic panther
-ject to throw interject subject
-hood body of people priesthood likelihood
port to carry teleport report
post after postdate poster
-able capable of being suitable table
-pel- to drive compel spelling
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Bound and Free Morphemes
Free Morpheme Bound Morpheme
boy un-
cat -able
tree -er
gentle -s
man -ceive
port -ful
post de-
script -atic-
script -tion
book -ing
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Most Common Prefixes
Prefixes Example
Un- unfaithful
Re- reconnect
In- incredible
Dis- disappoint
En- endanger
Non- nonsense
Im- impractical
Over- overanalyze
Mis- misfortune
Sub- sublet
Pre- prejudge
Inter- interlock
Fore- aforementioned
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Section
Two:
Writing
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Main Idea Map
___
________________________________________________________________________
________________________________________________________________________
____________________________________________________________
______________________________________________________________________________
________________________________________________________________________
____________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________________________
Title
___________________
_
Detail
one
Detail
Two
Main Idea Sentence
___________________________________________
___________________________________________
__________________________________________
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Graphic Organizer for Summarizing: Peer-Mediated Strategy
Summarizing
What do I know after reading?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
What questions/answers do I have for my buddy/partner?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
What answers do I have for my buddy/partner?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
How can I summarize what I read in one paragraph?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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Example of Semantic Mapping
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Using a Story Map: Snow White
Questions Answers
Who are the characters?
Snow White
Seven Dwarfs
Wicked Queen
Prince Charming
Magic Mirror
Where does it take place? A faraway land
When does it begin? Once upon a time
What is the problem?
Snow White is in an enchanted sleep due
to a poison apple
What is the goal? To awaken Snow White with true love’s
kiss
What are the events?
Magic Mirror reveals Snow White is the fairest in the land
Wicked Queen tries to have Snow White killed
Snow White escapes and meets Dwarfs.
Snow White eats poison apple.
Prince Charming kisses Snow White
What is the result?
The prince and Snow White live happily
ever after.
Polloway, E. A., Meade, A. L., & Lubin, J. (2015). Graphical models and instructional tools in
reading, writing and math for students with special needs. Lynchburg College Journal of Special
Education, Lynchburg College, Lynchburg, VA.
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Writing Characteristics
Stages of Writing Unskilled Writer Skilled Writer
Planning
Transcribing
Revising
Editing
Revising/Editing
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Use of Correct Pronouns
Pronouns Question Applicability Example
it’s
(or)
its ?
Can you replace
the word with: it
is or it has ?
Yes→
it’s
No→
its
who’s
(or)
whose ?
Can you replace
the word with
who is or
who has ?
Yes→ who’s
No→
whose
I
(or)
me ?
Is I/me the
SAME person as
the subject of the
sentence?
Yes→
use I
(“The winner was I.”
Winner and I are the same
person)
No→
use me
(1.“Sally called me.” Sally
and me are not the same
person. 2. “The ball hit
me.” Ball and me are not
the same person.)
Stan and me
(or)
Stan and I ?
If you take
“Stan” away, is
it still right?
Yes→
Keep what you have*
*remember “be polite,”
and put yourself last.
No→
Switch to the other one*
*remember to “be polite,”
put yourself last
Adapted from Scott, J. (2011) and used with permission.
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Story: Cluster Sentences
1. It was her birthday. 2. She was very happy.
Cluster: ____________________________________, and she__________________________.
3. She had planned all year for her party. 4. She had reserved the location with a swimming pool.
Cluster: As a result of ___________________ , she was able to_________________________.
5. Her father had assisted her. 6. He was very helpful too.
Cluster: Her father, ________________________, had __________________________.
7. Her father had ordered all the decorations. 8. She was very surprised when it came a month before her birthday.
Cluster: Prior_____________________________, and she__________________________.
9. She was bubbling with joy. 10. “I love you daddy,” she whispered in his ear while she hugged him.
Cluster: Feeling _________________________, she said “_____________________________.”
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Paragraph Graphic Organizer
nnn
dddd
Topical sentence stated
Detail sentence # 1
Detail sentence # 2
Detail sentence # 3
Concluding sentence stated
(conclusion, clincher/transition)
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Four Strategies for Composition Writing
Strategies for
Composition
Wheels for
Writing
Self-Regulated
Strategy
Development Text Structures
POWER
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Narrative Story Frame
Characters
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Setting
_____________________________________________________________
_____________________________________________________________
Plot
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Conflict
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Resolution
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________
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Graphic Organization for an Explanation Paragraph
Explanation Writing
Provide setting background (for task to be explained)
First, (initial step)
Second, (second step)
Third, (third step)
Finally, (last step)
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Post- Writing Learning Strategy
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Section
Three:
Math
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Problem Solving: Dilemmas and Strategies
Problem
Solving:
Dilemmas &
Strategies
Processing
Extraneous
Information
Choosing
the Correct
Operation
Building
Problem
Strategies
Following a
Sequential
Process
Checking for
Correct
Computation
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Problem-Solving Strategy: SOLVE-IT
S ay the problem to yourself (repeat) O mit information not needed L isten for clue words V change vocabulary to numbers, symbols* E write math equation I ndicate the answer T ransfer answer to problem’s context
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Problem Solving Strategy: Determining Correct Computation
Miguel had 60 cents. He spent 38 cents for lunch. How much
does he have?
Do you have
the big number
(name total)?
Do you need the
big number (need
total)?
Same size/equal
groups? / X
Different size/unequal _ +
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Strategy for Solving Word Problems: Look & Create, Select Usefully, Review and Re-
Strategize if necessary
Look for operational terms in word problems
Create a concrete or mental picture of word problem
Select a strategy to be used
Use that strategy
Review strategy and solution
Re-strategize if answer is incorrect
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Simple Math Computation Matrix
Add, no
distractor
Add, with
distractor
Subtract, no
distractor
Subtract, w/
distractor
1 digit, 2 items Mary had two apples.
Her brother gave her
two bananas. How
many fruits does she
have?
Mary had two apples. Her
brother gave her two
bananas and a lollipop.
How many fruits does she
have?
Mary had nine apples and
five bananas. Her brother
ate two apples and one
banana for lunch. How
many fruits does she have
left?
Mary had nine apples
and five bananas. Her
brother ate one banana,
one carrot and two
apples for lunch. How
many fruits does she
have left?
2 digit, 2 items Jon bought 22 pencils
and 17 pens. How
many items did he
buy?
At the bookstore, Jon
bought 13 pencils, 12 pens
and 10 magazines. How
many pens and pencils did
he buy?
Jon bought 22 pencils
and 17 pens. He gave 10
pens and 13 pencils to his
best friend. How many
pens and pencils does he
have left?
Jon bought 22 pencils
and 17 pens. He gave
10 pens, 12 magazines
and 13 pencils to his
best friend. How many
pens and pencils does
he have left?