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READING COMPREHENSION | Teacher Manual

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Teacher Manual Reading comprehension

Facilitate and Encourage

Facilitate and Encourage Adjust Instruction/Intervene Differentiation Activities Differentiating instruction requires continually striving to know and to respond to each student’s needs in order to maximize learning. Use the data in Art Walk reports to adjust instruction to meet each student’s needs and respond to variance among learners. The activities below are suggestions to support students who might be struggling with their progress in Art Walk. Does the student understand the exercise goal/task? After initially reviewing the exercise goal/task with the student, if the student is demonstrating difficulty, consider clarifying the instructions, setting a goal based on student area of need, and modeling and practicing self-monitoring to encourage accuracy, confidence, and independence. • First, start by setting a clear goal: • Set a goal in student-friendly language prior to beginning the exercise. The goal should be positively stated, written using clear and concise language, and be observable and measurable. • Review the goal with the student and check for understanding. • Next, introduce and model how the student will monitor their goal: • Choose or create a self-monitoring chart for students to track their progress over time. Use the chart to motivate, encourage, and allow the student to practice selfmonitoring. Include the goal on the self-monitoring chart. • Explain and model the steps needed to complete and interpret the self-monitoring chart. • Practice completing and interpreting the self-monitoring chart with the student. • Then, clarify the expectations by modeling and reviewing the specific steps required to complete the exercise: • Review the steps of the activity with the student. • Model or explain the steps of the activity. • Practice completion of the task with the student. • Encourage the student to explain or show you how to complete the task. • Monitor independent practice and provide feedback and prompts as needed. 12 Art Walk Teacher Manual

Facilitate and Encourage Is the student on task and engaged with activity? When a student is struggling to stay on-task and engaged, consider the strategies below as a starting point to increasing student engagement. • Adjust the pacing or duration of instruction. • Provide built-in breaks as well as allow the student to request breaks as needed. Involve the student in determining their preferred and most successful work schedule. Some students prefer longer work periods and longer breaks while others prefer shorter work periods and more frequent breaks. Adjust as needed to increase student momentum, success, and confidence. • Consider student motivation. Motivation can be intrinsic and extrinsic. How to motivate the student is largely dependent on their learning needs, preferences, and reinforcers. Student observation, reinforcer surveys, rapport building, and parent and student questionnaires can be helpful in determining how to increase student motivation. Are there words in the task (prompt and response) that the student doesn’t know? • Define and review key vocabulary used in the task. • Display key vocabulary words and definitions. • Promote student practice with vocabulary sentence strips, guided notes, response cards, or note cards. Is the student noticing details in the picture to provide clues? • Provide the student with multiple opportunities to practice responding to pictures outside of this activity. • Model how to interpret information displayed via pictures. • Think aloud as you look at a picture of a scene or event. Describe the environment, characters, and events that are taking place in the picture. Explain the main idea of the picture and the details that support it. • Have the student practice identifying details that support the main idea of a picture independently, with peers or teacher support. Art Walk Teacher Manual 13