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D152-Task 1

The document discusses strategies that a teacher, Mrs. Patel, can use to help four students with different needs achieve their individualized education program goals. The strategies include small group instruction, echo reading, checklists, graphic organizers, manipulatives, scaffolding, direct instruction and collecting data in an Excel spreadsheet.

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luzmarquez1288
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455 views

D152-Task 1

The document discusses strategies that a teacher, Mrs. Patel, can use to help four students with different needs achieve their individualized education program goals. The strategies include small group instruction, echo reading, checklists, graphic organizers, manipulatives, scaffolding, direct instruction and collecting data in an Excel spreadsheet.

Uploaded by

luzmarquez1288
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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TASK 1: ELEMENTARY STRATEGIES

Luz Marquez

Western Governors University

D152
A.

Mrs. Patel has developed a comprehensive lesson plan with a specific goal of achieving 80%-

word problem accuracy. However, Mai's Individualized Education Program (IEP) indicates that

she struggles with decoding and recognizing sight words. To address this issue, one specialized

educational strategy that Mrs. Patel can use to improve student performance by providing small-

group instruction that includes both struggling and high-performing students, such as Mai. The

students in the small group will engage in eco reading, where advanced readers will take turns

reading aloud while struggling readers like Mai will read along. This approach will enable Mai to

gain more confidence in reading and eventually read the problem herself.

A1.

As per Mei's IEP plan, one of her learning characteristics is that she struggles with medial

vowels and consonant blends additionally her reading fluency goal is set to increase from 15 to

50 words per minute with an accuracy rate of 80%. To ensure the accomplishment of this

objective, Mrs. Patel will be providing precise instruction and place Mai in a small group, of

advanced readers to practice echo reading. Allowing students to take turns reading will help Mai

improve her fluency and not stress about focusing on decoding harder words.

This strategy will help Mei meet her IEP goals because she will be able to hear the

correct pronunciation of words while reading along with her classmates. With immediate

feedback provided by her classmates, Mai will have the opportunity to improve her decoding

skills and become a more effective reader. This strategy accomplishes Mrs. Patel's instructional

goal because Mai will be collaborating with small groups and receiving the necessary guidance

and support to fully grasp the complexities of the given problems. In order to reach Mrs. Patel’s
learning goal of comprehending and solving multi-step word problems with an 80% accuracy

rate.

B.

Ahmed, who has a specific learning disability in writing expression, requires tier 2

support from Mrs. Patel. Therefore, a specialized instructional strategy would be to place him in

a small group setting as well as to implement a checklist, provide him with a graphic organizer,

and assign a mentor or teacher aide to help him stay on task and complete the lesson

successfully. The checklist and graphic organizer will help him stay organized and complete

tasks correctly. The mentor or teacher aid will provide reminders to keep him on track.

B1.

Ahmed struggles when it comes to expressing himself in writing and requires some

guidance to compose a well-structured paragraph comprised of five sentences. His Individualized

Education Program (IEP) has outlined a target of increasing his Correct Word Sequences (CWS)

from 18 to 45 while maintaining an 80% accuracy rate. To meet Ahmed’s IEP goals Mrs. Patel

can use Curriculum Base Measurements strategies, interesting writing prompts, and small group

settings to help Ahmed achieve his goal. With these support strategies in place, Ahamed will

achieve Mrs. Patel’s learning objectives because he will be able to read, write, solve, and justify

his thought process.

C.

One specific instructional strategy to support Luca's learning is for Mrs. Patel to use

direct instructions, manipulatives, and scaffolding techniques. The use of specific direct

instruction allows Mrs. Patel to model examples and provide immediate feedback as well as

using manipulatives and scaffolding technics that will help Luca understand concepts better.
C1.

One of Lucas’s learner characteristics is mild cognitive impairment, resulting in a three-

year gap. Therefore, Mrs. Patel will provide one-on-one direct instruction using manipulatives

and scaffolding strategies. In addition, he will require Tier 3 intervention due to his tendency to

become easily frustrated and throw his assignments and books on the floor. Mrs. Patel will

model multiple examples using manipulatives and have Luca recreate and explain them. This

will engage Luca in modeling and asking questions, helping him achieve his IEP goal of solving

in four out of five recorded opportunities. Immediate feedback from his teacher and the use of

manipulatives will also assist him in achieving Mrs. Patel's lesson objective of solving scenario-

based word math problems with 80% accuracy.

D.

I will observe Luca during math lessons to monitor his progress toward meeting his IEP

goal, I will keep detailed records on an Excel spreadsheet. When working with Luca I will

answer his questions, clarify doubts, and teach coping techniques for frustration. I will

document this using the Excel spreadsheet I have created, this will help me collect the necessary

data to evaluate his ability to achieve his IEP goal as well as his stress-coping abilities. His IEP

goals will be reassessed once he demonstrates mastery of his current goal.

D. References

WGU Performance Assessment. Mrs. Patel's Lesson Plan.

docxhttps://tasks.wgu.edu/student/008116067/course/20440006/task/2566/overview

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