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An Institute for Paraprofessionals
An Institute for Paraprofessionals
Module One: Instruction
Module Two: Reading
Module Three: Writing
Module Four: Mathematics
Module One: Instruction • Professionalism
– Classroom Environment – Confidentiality – Ethics – Fulfillment of Job Responsibilities
• Awareness of & Appreciation for Diversity – Developmental – Academic – Cultural – Socioeconomic
• Role & Responsibilities – Instructional Assistant
Module One: Instruction
• Classroom Environment – Classroom Rules & Procedures
• Teacher Designed & Communicated • Consistent Reinforcement
– Student Academic Support • Align w/ IEP • Modeling
– Student Behavior • Align w/ IEP • Modeling • Consistent Reinforcement
Module One: Instruction
Paraprofessionals in Inclusive Classrooms
Module One: Instruction
• Confidentiality – Student Records – Parent Communication – Communication with Colleagues
Module Two: Reading
• Interpret Text – Children’s Books – Memoranda – Newsletters
• Assist Students – Acquiring Vocabulary Skills
• Word Recognition • Word Meaning
Module Two: Reading
• Monitoring Progress • Delivering Systemic Explicit Instruction • Providing Multiple Opportunities for Practice • Adapting Instruction • Grouping for Instruction • Managing the Class • Selecting Appropriate Text
Module Two: Reading
Phonological awareness is the awareness of the sounds of spoken
language and how they can be blended together, segmented, and
manipulated.
Module Two: Reading
• Phonemes are speech sounds. – Auditory only (Does not involve print.) – Provides basis for understanding of the
alphabetical principle. – Lays the foundation for phonics, reading and
spelling. – Better predictor of success of learning to read
than IQ.
Module Two: Reading
• Rhyming – Matching the ending sounds for words
Little Miss Muffet Sat on a tuffett
• Alliteration – Awareness of the beginning sound(s) of words
Ten tiny tan tables
Module Two: Reading
• Sentence Segmentation – Dividing sentences into individual words
Pat / can / run. • Syllable Blending and Segmentation
– Combining syllables to form words
base + ball = baseball
Module Two: Reading
• Onset-rime Blending and Segmentation – Combining the initial consonant(s) with the vowel
and consonant sound(s) that follow
In the word sit, s is the onset and it is the rime
– Separating the initial consonant and the sounds that follow
sit = s + it
Module Two: Reading
• Phoneme Blending, Segmentation, and Manipulation – Combining phonemes into words – Dividing words into individual phonemes – Manipulating phonemes in spoken words.
b + a + t = bat
bat= b + a + t
If the t and b switch places, the new word is tab.
Module Two: Reading
Alphabetical principle is knowing and understanding the sequence of letters
in a written word represents the sequence of sounds in the spoken
word.
Module Two: Reading
• Recognizing the letters of the alphabet upper case………………….lower case
ABC…………………abc sequentially……………………..randomly
MNOP………………………RMEZH • Knowing that letters can be used to represent
the sounds of spoken language Sound of K = k = c =ck
Module Two: Reading
A syllable is a unit of language that can be spoken in English.
A syllable can consist of a vowel sound
only or a vowel sound with one or more consonant sounds before and/or after it.
Module Two: Reading
• Open Syllable – Ends in a vowel – The vowel is long (says its own name)
• Closed Syllable – Ends in at least one consonant – The vowel is short sat chop pub-lic class-room
be so pa-per ba-sic
Module Two: Reading
• Vowel-Consonant-e Syllable – Ends in one vowel, one consonant and a final e. – The vowel is long and the final e is silent.
• Vowel-r Syllable – An r comes after the vowel and the vowel makes
an unexpected sound.
cake smoke de-cide in-vite
car bird tur-tle por-poise
Module Two: Reading • Vowel Pair Syllable
– Has two adjacent vowels. – The vowels are digraphs or diphthongs.
Digraph or diphthong- a pair of letters representing a single sound
• Stable Final Syllable
– Consonant l-e combination or a non-phonetic but reliable unit such as –tion.
– Unexpected but reliable pronunciation.
eat soap street de-tail re-coil shout cow-boy
bub-ble can-dle mo-tion
Module Two: Reading
Vocabulary is the set of words a student
can read, understand, and can use.
Module Two: Reading
• Obstacles to Vocabulary Development – Size of task – Differences in spoken and written language – Limitations of resources – Complexity of work knowledge
Module Two: Reading
• Effective Vocabulary Instruction – Wide reading – High quality oral language – Word consciousness – Explicit instruction
Module Two: Reading
10 Questions to Ask about Vocabulary:
1. Which words do students need in order to understand the text?
2. How much prior knowledge do students have about this word and the concept(s) it represents?
3. Does the word represent a significant concept that requires pre-teaching?
4. Will the students encounter this word frequently?
5. Does the word have more than one meaning?
Module Two: Reading
6. Which words can the students figure out from the context?
7. Will grouping some of the words together facilitate understanding?
8. How can I help students incorporate these words into their every day vocabulary?
9. How can I provide repeated exposure to these words and still keep instruction interesting?
10.What can I do to help students use these words in multiple contexts?
Adapted from Allen, J (1999) Words, Words, Words. Portland, ME, Sternhouse Publishing
Module Two: Reading
In order to read multisyllabic words easily, students must be able to:
• Quickly recognize the phonetic patterns (chunks) learned from single syllable words
• Understand the concept of a syllable and identification of vowels and consonants
• Recognize the 6 basic types of syllables • Divide words into syllables • Recognize common prefixes, suffixes, and base/root words • Divide unfamiliar words into syllables to pronounce and
determine context
Module Two: Reading
• Reading & Decoding – Identify prefix at the beginning of the word – Identify suffix at the end of the word – Identify familiar spelling patterns in the root/base
word – Sound out the parts of the word, and then blend them
together – Pronounce words quickly and adjust pronunciation as
needed • Is it a real word? • Does it make sense in the sentence?
Module Two: Reading
• Reading & Decoding – When two or more consonants appear together in the
middle of a word, divide the word between them.
– When only one consonant appears between two vowels, divide the word before the consonant.
– When a two syllable word ends in a consonant and le, the consonant and le form the last syllable.
bullet = bul let
elect = e lect
table = ta ble
Module Two: Reading
• Reading & Decoding – Synonyms: words w/similar meaning
– Antonyms: words w/opposite meaning
– COMPOUND WORDS: two words combined to form
one word
cheerful - happy
cheerful - crabby
butter + fly = butterfly base + ball = baseball
Module Two: Reading
• Reading & Decoding – Comparison: an expression of the similarities among
people, ideas, and concepts
– Contrast: an expression of the different qualities among people, ideas, and concepts.
Module Two: Reading
• Fluency Building Strategies – Partner Reading: student pairs take turns reading and
asking questions – Repeated Readings: students read the same text
several times
– Choral Reading: students read the text with the teacher
– Echo Reading: teacher models a text, then student reads the same text.
Module Two: Reading
• Reading Comprehension – Getting meaning from material read
– Directly related to decoding skills, vocabulary
development, and fluency. – The end goal of reading.
Module Two: Reading
• Reading Comprehension – Problem Solution Text
• Written as a problem • Offers possible solutions
– Descriptive Text • Describes details • Topic details • Person details • Event details • Ideas
Module Two: Reading • Reading Comprehension
– Sequence Text • Presents information in a specific order
– Categorizing Text • Organizes text through the use of lists or by linking like or similar
items – Compare and Contrast
• Shows similarities and differences of two or more topics or concepts
– Organizational Features • Table of contents • Chapter headings • Subheadings • Index
Module Two: Reading • Reading Comprehension Strategies
– Graphic Organizers • Provide structure for asking questions about different types of text
– Venn Diagrams
– Story Maps
– Cue Cards • Provide structure for asking questions about different types of text
Module Two: Reading
• Reading Comprehension Strategies – DRTA (Directive Reading Thinking Activity)
• Focuses reading as a thinking process by having students make predictions and set purposes for reading
– QAR (Question Answer Relationships) • Encourages students to think strategically
– Right Here!, answer is obvious & in the text – Think & Search, answer is in the text but not obvious – Author & You, answer not in text, author provides some information
& student must have some prior knowledge – On My Own, answer not in text, student may not even need text to
identify the answer
Module Three: Writing
• Reasons for Writing – To convey feelings or express thoughts – To narrate – To explain, inform, provide factual information – To persuade
Module Three: Writing
• Five Elements of the Writing Process 1. Allocating time.
2. Teaching processes and conventions.
3. Writing for a variety of purposes and audiences.
4. Writing across all curriculum areas.
5. Monitoring progress.
Module Three: Writing
• Five Steps in the Writing Process 1. Pre-writing: generating ideas & purpose
2. Drafting: putting ideas into writing
3. Revising: making content changes
4. Editing: correcting errors
5. Publishing/Sharing
Module Three: Writing
• Writing Conventions – Spelling – Punctuation – Grammar – Sentence structure
Module Four: Mathematics
• Concept Development – Start new concepts with manipulatives. – When concept is grasped, add a written record. – When concept is well developed, continue with
only the written record. – Finally, move to numbers only.
Module Four: Mathematics
• Concept Development – Base 10 blocks – Unifix cubes – Linking cubes – Pattern blocks – Integer blocks – Algebra tiles – Virtual maniplulatives
Module Four: Mathematics
• Problem Solving – Verbally restate the problem in the student’s own
words – Organize data by creating a graph or table – Move to written only when concepts are well
developed – Solve the problem mathematically
Module Four: Mathematics
• Mathematical Skills – Scoring Student Work – Assigning Grades Based on Teacher’s System – Averaging Scores
• Ability to Communicate – Student Errors
• Ability to Assist Students – Basic Mathematical Skills (+,-,x,/)
Module Four: Mathematics
• Concept Development – Start new concepts with manipulatives.
– When concept is grasped, add a written record.
– When concept is well developed, continue with
only the written record. – Finally, move to numbers only.
Watch these videos to review for the math section of the quiz: Long division review- (know process) https://www.khanacademy.org/math/arithmetic/multiplication-division/long_division/v/division-2 Adding fractions- (focus on common denominator) https://www.khanacademy.org/math/arithmetic/fractions/Adding_and_subtracting_fractions/v/adding-fractions-with-unlike-denominators Subtraction using a number line- http://www.youtube.com/watch?v=0waRawHXjvo Models of Multiplication- http://www.youtube.com/watch?v=rV4R_oV0uCE Calculating an average- http://www.youtube.com/watch?v=95h7qAkz5QY
