LEARNERS - BCS Exceptional Childrenbcsexceptionalchildren.weebly.com/uploads/5/9/8/1/... ·...

transcript

! Pro-Vocabulary Instruction ! Syllable Types ! Words and Questions Chart ! Sensory Planner ! Writing Frame ! People, Places, Things Chart ! Reading Reflection Chart ! Thinking Skills ! Show What You Know ! Interest and Strengths Questionnaire ! SMART Goals ! Self-Regulation Chart ! My Behavior Chart ! My Rules ! EMT ! Frayer Model ! A-Z Listing

Inclusion does not begin and end in the classroom, but it is a philosophy that continues

throughout life.” (Karten, T. 2015) Toby J. Karten Email: toby@inclusionworkshops.com Web: www.inclusionworkshops.com Facebook: Inclusion Education Services Follow on Twitter: @TJK2INCLUDE pinterest.com/tkarten/inclusive-education

LEARNERS

R E P R O D U C I B L E

PRO-Vocabulary Instruction

PrioritizeSelect important words.

RelateCite text that uses the vocabulary.

OwnWrite a sentence with the word. Where else have you seen or heard the word?

Syllable Types

Directions: Find at least five words with these syllables. If the word has more than one syllable, highlight or underline the syllable type.

Closed Vowel-Consonant-e

Open Syllables Vowel Teams r-Controlled Consonant-le

bat, fig, pup smile, hope, love

no, he, hi fair, meat, play more, far, first, purple

handle, angle, purple

Words and Questions Chart

Directions: Review the text and respond to these prompts.

Word Exploration Assignment

Affixes and Roots

List four words in the passage that have affixes.1. 2. 3. 4.

Document-Based Vocabulary

Select four vocabulary words to compose a text-related sentence.1. 2. 3. 4.

Sentence:

Picture Response

Draw a picture of a word you learned.

Syllables List four words that have three or more syllables.1. 2. 3. 4.

Classification Select five words to sort into the following categories: nouns, verbs, adjectives, and adverbs.

Nouns Verbs Adjectives Adverbs

Compare and Contrast

Think about what you just read and compare it to another point of view on the same topic. Record answers in a Venn diagram.

Hear See Smell Touch Taste

Sensory Planner

Use the following writing frame to organize your thoughts.

First Paragraph (Introduction)

The story’s action begins with _________________________________________________________, who ____________________________________________________________________________________________________. He/she _____________________________________________________________________________________ because ____________________________________________________________________________________________________. Unexpectedly, ________________________________________________________________________________________. The most interesting thing about the beginning of the story is ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

Second Paragraph (Sensory Details From Chart)

The author uses many descriptions of sights, sounds, smells, and tastes when ________________________________________________________________________________________________________________________________________________. Some include ___________________________ and _________________________. _______________________ sounds like __________________________________, and ________________________________ looks like ____________________________. The most exciting part is when ________________________________________________________________________________ and ____________________________________________________________________________________________________________________________________.

Third Paragraph (Conclusion)

Overall, ____________________________________________ is about ____________________________________________________________________________________________________________________________________________________________. It can best be described as ___________________________________, _____________________________________, and ____________________________________________. To sum up, I think ___________________________________________________________________________________________________________________________________________________________________________________________.

Writing Frame

Visit go.SolutionTree.com/RTI to download this free reproducible.

People, Places, and Things Chart

Directions: Identify the important people (characters), places, and things you read about in the novel, passage, article, or text.

People Places Things

Write a paragraph describing the important people, places, and things you read about. Use three words from each column.

Use this space to write your paragraph.

Nine words used:

Reading Reflection Chart

Name: Directions: Complete the chart to reflect on your reading experience.

I am a skilled reader, because I:

□ Preview the text

□ Talk about what I read

□ Reread the text

□ Think about what I read

□ Ask questions

□ Read for enjoyment

□ Read to learn

□ Read to write

□ Read a variety of books and genres

□ Research more

My Reading Comments

THINKING SKILLS-Word Problem Strategies

1. Read the word problem once. 2. Now read the word problem again for more understanding. 3. Write down necessary information in the data box. 4. Write the question you need to answer in the question box. 5. Place a penny or an X in the strategy box you have chosen. 6. Using a step-by-step approach, figure out the answer to the question. 7. Go back to the question box. Does your answer make sense?

Retrieved from the companion website for Inclusion Strategies That Work! Research-Based Methods for the Classroom

42 | REPRODUCIBLE

Show What You KnowChoose one of the options below to show what you know about what we just learned.

sing a song about the subject answer a WebQuest about the concepts

create a poem

choreograph a dance that portrays the main idea and emotions involved

design a PowerPoint presentation on the concepts learned with graphics and custom animations added

draw a comic strip or storyboard that outlines the main concepts, people, and/or events

design a test on the subject cooperatively write a skit, build props, design costumes, and act out the concepts in a script dialogue

classify and pantomime words or concepts into categories

create a board game or iMovie about the subject

create or take a survey about one of the ideas, issues, or concepts and then graph the results

sculpt a clay model about an important person, event, or object

146 | REPRODUCIBLE

Interests and Strengths QuestionnaireWhat I like about myself and others:

What I’d change about myself and others:

Favorite subjects and activities:

Least favorite subjects and activities:

Best friends:

Songs, books, and movies I like:

A job that I might like to do one day:

Skills that would help me to do that job:

What might stop me from doing what I want (people, my weaknesses):

Who could help me achieve my goals:

Other things I think about:

Source: https://www.flocabulary.com/unit/goal- setting/video/

GOAL SETTING

RULES for WRITING SMART GOALS:

Ŏţ��Ÿå�ÏĬå±ųØ�ŸŞåÏĜĀÏ�Ĭ±Ĺčƚ±čåţƖţ��Ƌ±ųƋ�ƼŅƚų�čŅ±Ĭ�ŸƋ±ƋåĵåĹƋ�ƵĜƋĘ�ŮƋŅŰ�ť�±�ƴåųÆţƐţ�eƴŅĜÚ�ƚŸĜĹč�Ĺåč±ƋĜƴå�Ĭ±Ĺčƚ±čåţ

An example of a goal statement:�Ņ�ų±ĜŸå�ĵåĵÆåųŸĘĜŞ�Ņü�ĵƼ�ÏŅĵĜÏ�ÆŅŅĩ�ÏĬƚÆ�ŅĹ�Ï±ĵŞƚŸ�ÆƼ�ĜĹÏųå±ŸĜĹč�±ÏƋĜƴĜƋƼ�ŅĹ�ŸŅÏĜ±Ĭ�ĵåÚĜ±�±ĹÚ�ŅĹ�ŸĜƋå�üųåå�åƴåĹƋŸ�ÆåüŅųå�ƋĘå�ÏĬƚÆ�ü±Ĝųţ

�Ęå�±ÆŅƴå�åƻ±ĵŞĬå�ÆåčĜĹŸ�ƵĜƋĘ�ƋĘå�ƵŅųÚ�ŮƋŅŰØ�ĜĹÏĬƚÚåŸ�ƋĘå�ƴåųÆ�Ůų±ĜŸåŰØ�±ĹÚ�ƋåĬĬŸ�what, whyØ�±ĹÚ�when.

Is it measurable?

Is it actionable?

Is it realistic?

Is it timely?

Is it ŸŞåÏĜĀÏ? Š�ĘŅũ��Ę±Ƌũ��Ęåųåũ��ĘåĹũ��ĘƼũš

ŠBŅƵ�ĵ±ĹƼũ�BŅƵ�ĵƚÏĘũš

Š�±Ĺ�ƋĘĜŸ�ųå±ĬĬƼ�Ę±ŞŞåĹũ��Ę±Ƌ�ŸƋåŞŸ�±ųå�ĜĹƴŅĬƴåÚũš

Š�Ę±Ƌ�ĩĹŅƵĬåÚčåØ�ŸĩĜĬĬŸØ�±ĹÚ�±ÆĜĬĜƋĜåŸ�±ųå�ĹåÏåŸŸ±ųƼ�ƋŅ�ųå±ÏĘ�ƋĘĜŸ�čŅ±Ĭũš

Š�Ę±Ƌ�±ųå�ƋĘå�Úå±ÚĬĜĹåŸũš

�ŅĵŞĬåƋå�ƋĘå�SMART Worksheet�ÆƼ�ƚŸĜĹč�ƋĘå�ųƚĬåŸ�±ÆŅƴå�üŅų�ƵųĜƋĜĹč�±�čŅ±Ĭ�ŸƋ±ƋåĵåĹƋţ�

Figure 5.8: Self-Regulation Tally Form

Had Eyes on Teacher Listened to Directions

Waited My Turn Finished My Work

My Behavior Chart

Directions: Complete this chart to describe your behavior this week.

Check the behaviors that apply. □ I had eye contact with the teacher or student who was speaking to me. □ I can repeat or paraphrase what I heard. □ I did not understand what to do next, so I asked for help. □ I achieved good results because I attended, listened, and responded. □ Other:

Part of the Time Most of the Time Almost All the Time

Days My Reflections

Monday

Tuesday

Wednesday

Thursday

Friday

Week Total

I helped my peers today, when I . There was a disagreement, but then we . Together, our group .

A–Z Vocabulary List

Select five words to use in a paragraph about .

My paragraph:

LEARNERS - BCS Exceptional Childrenbcsexceptionalchildren.weebly.com/uploads/5/9/8/1/... ·...

Documents