Shannon

Butler

SPU320

Dr. Lynch

April 28, 2016

Electronic Card Catalog

Reading Strategies: (6 reading strategies)



1. Choral Reading
Read 180 Next Generation. (2012). New York, NY: Scholastic.

Choral Reading is a strategy where small groups listen and repeat a fluent
reading model. All members of the group read the text at the same time
together. The goal is for students to stay together reading at the same pace
while using phrasing, tone, and expression.

Step 1. Hand out the same passage to each member in the group.
Step 2. Model reading the passage and have students follow along. Inform
students to carefully listen to the way you read the passage
Step 3. After the modeled reading, have a discussion on characteristics of
fluent reading.
Step 4. Get students ready to echo read and start reading at the same time.
Step 5. Have all of the students read at the same pace keeping their voices
together, and read like they heard the model read.

This strategy helps students hear fluency in reading while they are listening
to the model read, and practice reading with fluency as a group, repeating the
passage as they heard it. In my field placement, this strategy would work
very well with the third grade-reading group. During this group strategy the
main focus would be to read for fluency. This strategy also would be used to
help the students add expression into their reading. Reading fluently is an
important skill for all students to master because students need to read
fluently in order to comprehend and make sense of what they are reading.










2. Speed Drills
Read 180 Next Generation. (2012). New York, NY: Scholastic.

Speed Drills are timed reading drills where the students read as much of a
text they can before time runs out. Students follow along as their group
members read aloud. The number of words read is recorded and they try to
beat their score each read.

Step 1. Have all participating students open to the same passage and get
ready to read along.
Step 2. The passage is read aloud for the students once before they begin
their speed drills.
Step 3. Help students pronounce new words.
Step 4. The first reader starts reading for one minute as the other students
follow along.
Step 5. Help students sound out words if they need it.
Step 6. Once the minute is up, have the other students mark where they got
to in the text and count how many words they read and record their
score.
Step 7. Switch so that all readers get to do the speed drill, recording their
words per minute trying to beat their score.
Step 8. After each reading, help students with words they struggled with as
they read.

This strategy is used to improve fluency, accuracy, word recognition, and
reading rate. I used this strategy in my field placement with three third
grade students for skill acquisition. Improving fluency, accuracy, word
recognition and reading rate helps improve the students overall reading
skills and accuracy of reading.















3. Integrated Fluency Routines
Read 180 Next Generation. (2012). New York, NY: Scholastic.

The Integrated fluency routine uses modeling, student oral reading, and
reading repetition. Students can pick texts that interest them to hear read
aloud and to practice reading aloud.

Step 1. First, model reading the text aloud for the students as they silently
read along. Model expression while reading aloud.
Step 2. After the modeled read aloud, discuss the text. Go over new or
unfamiliar words and discuss components of the text such as tone of
voice.
Step 3. Read the text chorally with the students.
Step 4. Have students take turns reading the text while the other students
listen and provide feedback.
Step 5. Have students add new words to word wall.

The Integrated fluency routines could be used with students to remediate
reading passages or for extra practice in reading for fluency, comprehension,
reading with expression, and word decoding. It is very helpful for students to
hear text read aloud so they can hear reading fluency and proper
pronunciation of how words are said. Having the students read aloud after
they already listened to the text read aloud helps them master fluency and
pronunciation.























4. Repeated Reading
Read 180 Next Generation. (2012). New York, NY: Scholastic.

The Integrated fluency routine uses modeling, student oral reading, and
reading repetition. Students can pick texts that interest them to hear read
aloud and to practice reading aloud.

Step 1. First, model reading the text aloud for the students as they silently
read along. Model expression while reading aloud.
Step 2. After the modeled read aloud, discuss the text. Go over new or
unfamiliar words and discuss components of the text such as tone of
voice.
Step 3. Read the text chorally with the students.
Step 4. Have students take turns reading the text while the other students
listen and provide feedback.
Step 5. Have students add new words to word wall.

The Integrated fluency routines could be used with students to remediate
reading passages or for extra practice in reading for fluency, comprehension,
reading with expression, and word decoding. It is very helpful for students to
hear text read aloud so they can hear reading fluency and proper
pronunciation of how words are said. Having the students read aloud after
they already listened to the text read aloud helps them master fluency and
pronunciation.





















5. Reading Naturally
Gunning, T. G. (n.d.). Assessing & Correcting Reading and Writing
Difficulties (Fifth ed., A Student-Centered Approach).

Read Naturally is a reading program that helps students in reading fluency.
The program tracks all of the students progress. The program includes texts,
audio CDs and a computer software. The students are timed as they do
there reading and are reading for word per minute. The program also helps
the students with comprehension and reading with expression. The
students work towards how many words they can read per minute correctly.

Step 1. The student listens to the key words and definitions on an audio cd. As
they listen they listen for the key words and their definitions.
Step 2. Before the student reads the story they make predictions based on the
title of the story and the key words defined.
Step 3.After the student has listened to the audio CD they are given the text and
do a cold read. The student has one minute to do their cold read. The cold
read is the students first time reading through the passage. When one
minute is up, the student will count how many words they read.
Step 4. They need to subtract any errors or words skipped from there score.
Step 5. They then graph there cold read score.
Step 6. After the cold read, the student listens to the text read on the audio CD
while following along.
Step 7. The student practices reading the story seeing how many words they can
read in one minute.
Step 8. They record each result.
Step 9. The student does a hot read and that is the final score for how many
words they read per minute. (The student is marked on if they had
expression) The students continue to get words skipped or read wrong
subtracted from there score.
Step 10.The hot score is graphed along with the cold score to show the progress.
Step 11. When the student is finished they answer questions about the text.

The Reading Naturally program is an intervention that could be used with students
who are preforming low in reading fluency and/ or in comprehension. This
intervention is an independent program that is used to teach skill acquisition in
reading. The student using the Reading Naturally program would use the program
multiple times a week. The Read Naturally also can be used as progress monitoring
to show student growth in the skill area.





6.BCDE
The Learning Toolbox - Power. (n.d.). Retrieved April 27, 2016, from
http://coe.jmu.edu/Learningtoolbox/power.html

The BCDE strategy is taught to students to help them read for
comprehension. This strategy gives the students a tool to use to help them
read better comprehend what they are reading. BCDE words by giving the
students steps to refer to when presented with text to remind them what to
do to better comprehend and understand what they read.


Step 1. First, the B stands for before reading; survey the material to be read.
During this step the students will look over the text by reading titles
and headings and looking at pictures. This step has the students
prepare and start thinking about what they are going to be reading.
Step 2. The second step C stands for, create questions to ask yourself while
you read the material. The students should ask them self-questions
to answer as they read the text. Students should write down the
questions they come up with before they start reading so that they can
refer back to them and answer them.
Step 3. The D stands for during reading of he material, answer the questions
that you wrote on the note cards. As the students read they will
answer the questions that they came up with in step 2, recording their
answers.
Step 4. The E stands for end of reading. After they have finished reading they
will look over the questions they came up with and see if they have
answers for all of the questions that they came up with. The students
then use there answers to the questions to make a summary of what
they have read.


This strategy promotes students to learn how to read for comprehension.
This strategy is a great strategy to use with students who need skill
acquisition in reading comprehension and understanding text they have
read. This strategy also helps students learn how to summarize what they
have read which will also help them comprehend what they have read.











Math Strategies: (5 math strategies)

1. Times Tables The Fun Way
Liautaud, J., Rodriguez, D., & Bagley, V. C. (1999). Times Tables The Fun Way:
Book for kids (Third ed.). Sandy, UT: City Creek Press.

The Times Tables The Fun Way strategy is a fun way to help students
memorize times tables. The strategy uses a book where the students are read
a story and each part of the story is about a times table. The book relates
each times table to a mnemonic device or short story to easily remember the
answer to the multiplication problem.

Step 1. Introduce the book Times Tables The Fun Way to the student or
students.
Step 2. Read a couple pages a day working with the same multiplication
number.
Step 3. Review the new multiplication mnemonic device and add flash card
(with mnemonic device on the back to help remind the students if
they need a clue).
Step 4. Review all the multiplication mnemonic devices from the story and all
the flash cards.
Step 5. Continue reading story and adding flash cards.
Step 6. Send flash cards home with student to review.

The Times Tables The Fun Way math strategy works great as a remediation
strategy. This strategy provides a different way to learn times tables for
students who are not grasping them. It helps students memorize
multiplication facts by giving them fun mnemonic devices and short storys
and flash cards to study. In order for students to progress in math, they need
to be able to memorize and recall multiplication facts.
















2. Touch Math Coins
Welcome to TouchMath, Multisensory Teaching, Learning Math Tools Make
Math Fun! (n.d.). Retrieved April 05, 2016, from
https://www.touchmath.com/


Coins Touch math is a strategy for students to use to learn the value of coins
and count coins. The touch points are each worth five and the students touch
however many points there are on the coin and count by fives to get the
value of the coin.

Step 1. Introduce where the touch points go on each coin.
Step 2. Inform the value of each touch point for each coin (always 5)
Step 3. Model how to count the coin using the touch points.
Step 4. Model how to solve addition and subtraction problems involving
coins using touch points.
Step 5. Allow students time to practice using the coin touch points.

The Coins Touch Math strategy would be used as a remediation strategy or as
a skill acquisition. This strategy will help students connect the concept of
coin value by providing them a concrete visual on the coin values. If students
were having a hard time distinguishing coin value or coins apart from each
other this strategy would be used. Students need to be taught the value
of coins to be able to solve math problems and real life situations such as
paying, or giving change. In the field, third grade students in the learning
support pull out math program used touch points on coins for skill
acquisition to master the basic concepts of counting coins.





















3. Number Touch Points
Welcome to TouchMath, Multisensory Teaching, Learning Math Tools Make
Math Fun! (n.d.). Retrieved April 05, 2016, from
https://www.touchmath.com/

Touch math is a strategy that uses dot touch points on each number. Each
number from 1 through nine have touch points that correspond to that digits
quantity. The touch points are always placed on the same spot of the number.
For example, the touch point on the one is always at the top of the one. Numbers
1-5 have single touch points and numbers 6-9 have double touch points. Single
touch points act as 1 and double touch points symbolize 2. The double touch
points are dots with an outline circle around them. The students use the touch
points to touch the number, touching a single dot and counting one, or touching
a double touch point and counting twice.

Step 1. First students need to be introduced to the numbers 1-9 and where there
touch points are.
Step 2. The touch points need to be presented the same way every single time.
Step 3. The teacher needs to explain to the students that the digits 1-5 have
single touch points that are worth one, and digits 6-9 have double touch
points that are worth two.
Step 4. The teacher needs to model how to count using the touch points. The
teacher will model this by putting the numbers on the board with touch
points and showing how to count each number. For one the teacher will
touch the touch point on one and say one for two the teacher will touch the
first touch point and say one then touch the second and say two.
Step 5. When the teacher gets to the number six, the teacher will show how to
use the double touch points by touching the first double touch point and say
one two then the second three four, then the third five six. When the
teacher touches the double touch points she will touch the same touch point
twice as they count out loud.

Many students may benefit from the touch math strategy. This strategy can be
used for students with health impairments, learning disabilities, mild disabilities
as well as general education students. For students who are struggling in math
concepts, this strategy may be introduced. This strategy is used when students
are struggling with doing math problems based on the value of the number digit.
By using this strategy the students will be able to distinguish the value of the
digit, which will help them do mathematical problems. In the field the third
grade students in the learning support classroom used touch math do to
addition, multiplication, division, and subtraction problems. The students used
touch math as a skill acquisition strategy to master basic mathematics.







4. Fast Draw
The Learning Toolbox - FASTDRAW for Basic Math. (n.d.). Retrieved April 27,
2016, from http://coe.jmu.edu/learningtoolbox/fastdrawbasic.html

Fast Draw is a math strategy designed to help students solve word problems.
The strategy works by giving the students a mnemonic device to remember
all of the steps involved in solving word problems in order. Each letter in the
words FAST DRAW stand for a different phrase to remind the student what
to do when presented with a word problem and how to solve it. The students
need to first be taught the strategy and what every letter stands for so that
they can implement it.
Step 1. The student reads the mathematical word problem.
Step 2. Then they start using their FASTDRAW, they start with F, and find what they
are solving for.
Step 3. They then move to A and ask themselves what information is given in the
word problem?
Step 4. Letter S is used to set up the equation.
Step 5. T stands for tie down the equation, or reread and underline and check for
key words and operation signs.
Step 6. D stands for discover the sign.
Step 7. R stands for read the problem, or say the problem aloud.
Step 8. A stands for answer the problem or draw the problem out.
Step 9. And lastly, W stands for write the answer for the word problem.

This strategy was used in the field to help fourth grade students work
through mathematical word problems. This strategy was taught to the
students as a skill acquisition strategy to help them master the skill of solving
word problems by remembering the steps that need to be done to completely
and correctly answer word problems.










5. DIST
The Learning Toolbox - DIST. (n.d.). Retrieved April 27, 2016, from
http://coe.jmu.edu/Learningtoolbox/dist.html

The DIST strategy is a learning strategy taught to students to help them use the
distributive property in mathematics. The strategy is taught to the students by
providing them with a mnemonic device. Each letter in the words serves as a step in
the process of the distributive property.

Step 1. Step one in teaching the students how to use the DIST strategy is to present
them with the strategy, explaining what each letter in the mnemonic device
stands for.
Step 2. After the students are aware what each letter stands for they can use the
strategy in order when presented a mathematics problem.
Step 3. The first step in the strategy begins with the letter D. D stands for does one
side of the equals sign have parentheses?
Step 4. The second step is the letter I which stands for Identify that the other side
has more numbers and no parentheses.
Step 5. The third step is the letter S, see the double number.
Step 6. The last step in the strategy is letter T, total is the same, so students need to
make sure both sides of the equal sign are equal.

This strategy was used in the field to help fifth grade learning support students gain
skill acquisition by learning the steps involved in distributive property. This
strategy was presented to the students who were not graphing the concept of
distributive property because they could not remember the steps involved. This
strategy worked well with the students because they were not succeeding in
distributive property due to not being able to recall the steps involved, this strategy
helped the students remember the steps and therefor be successful.

















Writing Strategies: ( 4 writing strategies)


1. WSDL
The Learning Toolbox - Power. (n.d.). Retrieved April 27, 2016, from
http://coe.jmu.edu/Learningtoolbox/power.html

WSDL is a learning strategy used to help improve spelling. The strategy
works by providing the students with a mnemonic device that provides them
a list of steps to do when they do not know how to spell a word. The strategy
is first presented to the students by defining what each letter in the WSDL
stands for.

Step 1. Introduce the strategy WSDL to the students and define what each
letter stands for.
Step 2. Once the students have been introduced to the strategy they can use
it by starting with W, Write the word, in this step the student trys to
write the word and trys to rewrite it in several ways.
Step 3. After the student wrote the word they will use letter S, which stands
for spell check and they will look at the different options of the word
spelling.
Step 4. D stands for dictionary. The students will use a dictionary to look the
word up and find the correct spelling.
Step 5. L stands for list words that are hard for use. The student will add the
word to the list of words they need help with so they can continue to
practice the spelling of the word for mastery.

This strategy I taught to the students as a remediation skill and as skill
acquisition. The students can use this skill to self-correct their own mistakes
and master spelling. By using this skill students can improve their spelling
which will help the students improve in their overall writing.
















2. AS I WAIT
The Learning Toolbox - Power. (n.d.). Retrieved April 27, 2016, from
http://coe.jmu.edu/Learningtoolbox/power.html

The AS I WAIT strategy is a strategy taught to students to help them learn
when to use commas in writing. The strategy is implemented as a mnemonic
device that lists the steps in distinguishing when commas should be used.

Step 1. Introduce the mnemonic device strategy AS I WAIT to the students
and define what each letter stands for.
Step 2. Start with letter A which stands for Addresses and Dates students will
know that there are commas in addresses and in dates.
Step 3. S stands for set of non-essential information; students will know that
commas are needed for non-essential information in a sentence.
Step 4. I stands for introductory words or clauses, students will know that
commas are used to separate an intro from a clause.
Step 5. W stands for words in a list, students will know if they have a list
there will be commas.
Step 6. A stands for adjectives for the same noun, students will know to use a
comma to separate two adjectives.
Step 7. I stands for independent clauses with coordinating conjunctions.
Step 8. T stands for titles, which follow a name, students will know there are
commas in titles in peoples names.

This strategy is implemented in skill acquisition to help students know the
different times commas are used in writing. The strategy uses a mnemonic device to
list the different times commas are used. This strategy will help the students master
the skill of using commas, which will help them become better writers.

















3. IBC
The Learning Toolbox - Power. (n.d.). Retrieved April 27, 2016, from
http://coe.jmu.edu/Learningtoolbox/power.html

IBC is a strategy that is used to guide students in writing a paragraph. The
strategy is a short abbreviation given to students to allow them to self check
their components of a paragraph and also remember how to write a
complete paragraph.

Step 1. Introduce the mnemonic device strategy IBC to the students
and define what each letter stands for.
Step 2. Students use IBC when writing a paragraph by first starting with the
letter I, which stands for introduction with topic sentence. This
reminds the students that their paragraphs need to have an
introduction, which is a topic sentence.
Step 3. The next step is the letter B, which stands for body with descriptive
sentences. This reminds students that there paragraph needs a
minimum of 3 sentences for the body that explain the topic sentence
in detail.
Step 4. The final step in the strategy is the letter C, which stands for the
concluding sentence. This reminds students that their paragraphs
must have a closing sentence that summarizes the main idea and
points in their paragraph.

This strategy was used with fourth grade learning support students in the field to
help the students acquire skill acquisition in writing complete paragraphs. The
strategy helps the students distinguish the components that go into writing a
complete paragraph by giving them a mnemonic device to use while writing a
paragraph.

















4. Text to Text, Text to Self, Text to World
Text-to-Text, Text-to-Self, Text-to-World. (n.d.). Retrieved April 27, 2016,
from https://www.facinghistory.org/resource-library/teaching-
strategies/text-text-text-self-text-world

The Text to Text, Text to Self, Text to World strategy is a strategy used to help
students write a passage. The graphic organizer helps students organizer
their connections and then they use their connections to write a passage.

Step 1. The students read the text or passage.
Step 2. The students think about themes or events that happened in the text.
Step 3. The students fill in a graphic organizer making connections from this
text to another text.
Step 4. The students fill in a graphic organizer making connections from this
text to themselves.
Step 5. The students fill in a graphic organizer making connections from this
text to the world.
Step 6. The student chooses which connection they felt the most strongly
towards.
Step 7. The student uses their graphic organizer to write a paragraph making
connections on the category they selected.

This strategy was implemented in the field with fifth grade learning support
students. The students used the graphic organizer filling it in as they read. This
strategy helped the students not only with writing but also with comprehension.
The graphic organizer serves as a recording sheet that helps the students organizer
their thought. Once they selected which category they had the most connections for
they would use their graphic organizers to write a passage. This strategy helped the
students in writing skill acquisition by giving them a process to use to generate their
thoughts and use those together to write a complete paragraph.