Electronic Strategy Card Catalog

Electronic Card Catalog
Kelly Wall
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Kelly Wall
This collection of strategies was collected during my field experience in an elementary

life skills support classroom. Some strategies were collect from my Cooperating teacher, while
others were researched throughout the semester. These strategies are focused around the three
content areas of Mathematics, Reading, and Written Expression. The students served in this
classroom were in grades Kindergarten through 5th grade. The students had a wide range of
disabilities including Specific Learning Disability, Attention Deficit Disorder, Intellectual
Disability, Autism, Orthopedic impairment, Physical Impairment, and Muscular Dystrophy. This
card catalog is aimed to support a wide verity of academic needs in such a diverse learning
environment.
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Electric Card Catalog

Strategies for Mathematics
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Think Aloud
Source:
Rosenzweig, C., Krawec, J., & Montague, M. (2011). Metacognitive Strategy Use of Eighth-
Grade Students With and Without Learning Disabilities During Mathematical Problem Solving:
A Think-Aloud Analysis. Journal of Learning Disabilities,44(6), 508-520.
doi:10.1177/0022219410378445
Description:
Instead of using this strategy as a way for teachers to model for students, students can use
this strategy to allow teachers to see their thought process when completing a math problem.
Thinking aloud can highlight the errors in computation, calculation, or problem solving; making
both the teacher and the student aware of where and why the error has occurred. This strategy
also allows the student and the teacher to hear the mistake as it is occurring and immediately
correct the error instead of waiting till the end of the problem to make the correction.
Procedure:
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 Students should first be encouraged to talk while working.

 Students will read the problem out loud.
 The student will then state what the problem is asking them to do.
 The student will verbally identify what they need to do to solve the problem (ex. What
operation is needed?)
 They will solve the problem step by step, verbally talking through each step.
 They will self-check their work by stating “My answer is _____. Does that make sense?”
If the answer does not make sense, the student will go back through and repeat this
process to attempt to identify the error.
 If the student or teacher hears an error during the problem solving process, the error will
be immediately correct the error and continue to solve the problem.
Appropriate use of the strategy:
This strategy can be applied to almost all levels of mathematics mastery and across
several different types of problems. This strategy is best used one-on-one with a student. This
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strategy can benefit skill acquisition or remediation as it helps the student break down the
problem and isolate the problem’s separate components.
Reflection:
This strategy was extremely beneficial to many of the student that I worked with.
Encouraging them to think aloud while completing math problems helped me, as the instructor,
understand exactly where they were making their errors so that I could correct them. Having
students think aloud also allowed them to hear their own mistakes and correct them immediately.
I found that many times students would complete a problem wrong, but after encouraging them
to try it again but thinking aloud, they were able to understand the steps they were taking, and
complete the problem correctly.
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Embedded Skill Instruction

Source:
Teaching language arts, Math, & Science to Students with Significant Cognitive Disabilities
Description:
Math skills are taught using direct instruction during mathematic instructional time, and
then embedded or inserted into other content areas. When embedded in other content areas, math
skills are not being directly taught, but rather presented as a skill that is to be applied and
maintained. This helps students maintain and generalize math skills that they have previously
learned.
Procedure:
 Mathematic skills are taught using direct instruction during mathematic instructional
time.
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 Mathematic skills that can be used in other content areas are identified. These skills
include, but are not limited to, graphing and data collection, money skills, numeracy,
problem solving, and number identification, and one to one correspondence.
 Mathematics can be embedded in literature (reading math books), science (graphing and
data collection) , social studies (dates), community based instruction (counting money),
daily living (one to one correspondence setting a table) and instruction and leisure
activities (mathematics games).
 The math skills are not being specifically taught, but students are still expected to know
and apply these skills.
This strategy is most appropriately used to help student practice, maintain and generalize
skills. Students are asked to apply mathematic skills that they have already mastered. This skill
encourages generalization because students are asked to apply skills across content areas and
settings, not just in math class. This is an appropriate strategy to use in independent practice,
small group work and full class instruction.
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TouchMath
Source:
Yıkmış, A. (2016). Effectiveness of the Touch Math Technique in Teaching Basic Addition to
Children with Autism. Educational Sciences: Theory & Practice,16(3), 1005-1025.
doi:10.12738/estp.2016.3.2057
http://www.touchmath.com/pdf/touchmath_teacher_training_manual.pdf
Description:
Developed by Jannet Bullock to help students with difficulties. TouchMath involves
teaching students TouchPoints on the number symbols so that one to one correspondence can be
applied. TouchMath focuses on moving from concrete to abstract instruction and allows students
to compute quicker without the use of their fingers.
Procedure:
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 Each number has a designated TouchPoint or Points. The same touch pattern must be
followed consistently.
 Students are taught the correct pattern of touching the TouchPoints on each number
symbol.
 Once the student know the touch point pattern for all of the numbers, they can move to
using the TouchPoints to aid in addition.
 Students begin addition with the phrase “I touch and count all of the TouchPoints on the
numbers.”
 They start by counting the Touchpoints on the first number.
 They move to the second number and continue to count up starting where they left off
until they have touched all of the TouchPoints.
 The student records the answer.
 The problem and solution are repeated aloud to check and reinforce the process
 As they master the beginning level, they will move on to identifying the largest number
without counting the TouchPoints
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 They will state the largest numbers name and then count on from their using the other
numbers touch points
This strategy is appropriate to teach addition, subtraction, multiplication and division.
This strategy helps to not only teach these skills, but also supports students working
independently. TouchMath is designed to support students as they move away from concrete
instruction to abstract instruction. TouchMath is also designed with a plan to fade the prompts
overtime.
Reflection:
I decided to include TouchMath as one of my strategies because all of the students I
directly worked with used TouchMath. My students had to independently practice their addition
families daily and they utilized TouchMath to complete this task. One student in particular really
relied on using the TouchPoints to help him with his addition by 4’s. If I gave him a problem he
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would either ask for TouchPoints or make them himself. Because he utilized this strategy, he was
able to complete all of his addition problems quickly with very few errors.
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DRAW
Source:
Bryant, D. P., Bryant, B. R., & Smith, D. D. (2017). Teaching students with special needs in
inclusive classrooms. Thousand Oaks, CA: Sage Publications, Inc.
Description:
This strategy helps students solve problems for addition, subtraction, multiplication, and
division. Students are able to quickly learn the strategy. This strategy is a self-regulation strategy
that breaks down problem solving into more manageable parts.
Procedure:
Students should follow the following steps to complete this strategy.
 Discover the sign- what operation are you using?
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 Read the problem- Read the problem carefully.

 Answer the problem and Check- Solve the problem and check to see if your answer
makes sense.
 Write the answer
The DRAW strategy is useful to help students understand how to solve mathematic
problems. DRAW works most effectively when used as an independent, self-regulating strategy
and can be used for completing almost any math problem. Once they have mastered the DRAW
strategy, students can independently apply it to break down problems and check their work.
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Front end strategy

Source:
Description:
Students can use this strategy to estimate large numbers and even money values using
column addition. Students can either use this strategy to estimate numbers when exact number
are not needed, or to check their work to quickly see if there answer makes sense.
Procedure:
 All numbers should line up in the correct place values.
 Add the front numbers.
 Adjust the numbers in the tens and ones column to create forms of 100.
 Add front and adjusted numbers to get the estimate.
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This strategy can be used to teach estimation. It can also be taught as a self-regulating
strategy for students be able to quickly check their work to see if their answers make sense.
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Strategies for Reading
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Word Building
Source:
Gunning, T. G. (2018). Assessing and correcting reading and writing difficulties (Fifth ed.).
Boston, MA: Pearson.
Description:
The world building strategy helps to teach vowel and vowel patterns to students. This
strategy helps introduce rhymes and allows students to see the connections between words.
Procedure:
 Build the rhyme by reading a book that has a repetitive rhymes such as Cat in the Hat.
Call attention to all the words that follows the rhyming pattern. Start by having the
students spell the word at.
 Explain that you can use at to create other words. Ask the students for the letter that is
needed to make the word mat.
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 Emphasize the onset and then the rime. Then, say the word together.
 Write at under the word mat and ask the students for the letter needed to make the word
fat.
 Emphasize the f and the at. Then, say the whole word.
 Once you have built several words, provide the onset and have the students present the
rime
 Mix in other previously learned rimes to ensure they have learned the rime completely
and are not just ignoring the ending of words.
This strategy is most appropriately used to help students with the acquisition of new
words. The words are taught in families so a student can master a rime before moving on to a
different one. This strategy is most effective when taut in a small group or one-on-one
intervention.
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Poems
Source:
Description: Poems can be used to promote good decoding skills. Poetry is harder to misread to
the rhythm, rhyme and repetitiveness. There are several repetitive poems that allow student to
see a certain sight word repeatedly throughout the poems
Procedure:
 Select a poem that is repetitive and has a specific rhyming pattern
 Read the first few lines of the poem to the student to model good decoding and to allow
them to identify the rhyming pattern
 Read the next line, pausing at the last word to allow the student to decode the word.
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 Knowing the rhyming pattern, the student should be able to hear if they decoded the word
correctly or not because they can hear the rhyme
 As the student becomes more proficient in decoding, slowly fade teacher support to
eventually allow to read the poem independently.
This strategy is most appropriately used to help students acquire and master decoding
skills. The words are taught in families so a student can master a rime before moving on to a
different one. The rhyming of the words helps students self-regulate their decoding skills as they
develop. This strategy is most effective when taught in a small group or one-on-one intervention.
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Pronounceable word part strategy

Source:
Description:
This strategy takes advantage of readers’ instincts to find familiar word parts in unknown
words. In this strategy readers identify parts of words that they already know, to help decoded
unknown words.
Procedure:
 Explain to students that hard words often contain parts that they know or can be sounded
out.
 The student will first pick out known parts form an unknown word.
 The student will identify known parts and begin to decode the word.
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 The student will check to see if the word makes sense by blending all of the letter sounds
together.
This is a great word attack strategy to help students attack unknown words. Many times
students will see and unknown word and immediately give up or guess, but this strategy can help
them beak apart the word into parts that they know. This strategy is also great because it is a
strategy the students can use independently.
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Sight Word Fluency Flashcards

Source:
Description:
This strategy is aimed at moving students away from decoding and towards instant word
recognition through the use of flashcards. This strategy not only helps improve fluency, but also
teaches students to recognize words that cannot be decoded because they do not follow English
rules.
Procedure:
 Sight words should be taught during reading instructional time through repetition. They
can be taught a number of way including a scripted program, reading, poems, ect.
 Make flash cards of sight words that have been taught and the student will recognize.
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 Tell the student to look and answer fast. They should not be decoding the words.
 Hold up the card and ask the student “What is the word?”
 Give the student 3 to 5 seconds to respond.
 If the student gives an incorrect response, does not know the word, or waits to long to
answer, the teacher’s response should be “this word is_______. Say ______. That is right
the word is _______. What is the word?”
 Return incorrect responses to the deck and continue.
 This strategy should be implemented as frequently as possible to ensure that the skill is
maintained and autotomized.
This strategy should be used to autotomize rapid sight word recognition. Flashcards
provide quick and repetitive instruction which aids students in quickly memorizing new sight
words, and maintaining words they have already mastered. New words should be introduced
slowly, no more than 4 words at a time.
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ALAR
Source:
Tompkins, G. E. (2015). Literacy in the early grades: a successful start for PreK-4 readers and
writers (4th ed.). Boston, MA: Pearson.
Description:
ALAR is a comprehension strategy that is used to help students make inferences and
draw conclusions from the texts that they read. Inferring is a higher level thinking skill that many
students struggle with. ALER is an acronym that helps facilitate the process to help students
make inferences.
Procedure:
 Activate Background Knowledge- Students apply their experiences and prior
knowledge to the text that they are reading
 Look for Clues- Find specific examples and details stated in the text
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 Ask Questions- As they read, students should be asking questions about what is
happening, what will happen next, why something happened, and things they do not
understand.
 Reach Conclusions- Readers will make inferences by answering the questions they
asked by applying their background knowledge and the details from the text.
This strategy would be appropriate for whole class instruction, small group instruction or
independent work. This strategy is appropriate for all ages to help aid in comprehension and
application of comprehension skills to encourage higher level thinking.
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Strategies for Written Expression
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Tell-Show Strategy
Source:
Peha, S. (n.d.). Writing Strategy Guide - ttms.org. Retrieved May 3, 2017, from
https://www.ttms.org/PDFs/01%20Writing%20Strategy%20Guide%20v001%20(Full).pdf
Description:
Telling is very different from showing. Telling is very simple statement, while encourages
writers to add details and descriptive language. By “showing” ideas with words, writing becomes
more enriched and readers are able to picture a writers ideas clearly in their mind. This strategy
helps writers add details to their writing, so they can move away from telling and towards
showing.
Procedure:
 Explain the difference between telling and showing to the student.
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 Then have the student divide a piece of paper in half to create a T-Chart. The right side
will be labeled “tell” and the Left side will be labeled “show”.
 On the tell side, the students will very write a very plain sentence abut a topic “It rained
last night”.
 The teacher will then instruct the student to close their eyes and imagine what that looked
like. The student can draw a picture if that helps.
 The student will then write new sentences, describing the scene in their mind. (“The wind
blew the rain hard against my window, making it sound like the beating of a loud drum.”)
This strategy should be implemented with a student who struggle with expressive writing
or adding details to their writing. This strategy can be implemented in a whole class, small group
or individual instruction.
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Writers Checklist
Source:
Description:
This checklist is designed to aid students in the editing process of their writing. This
strategy provides students with reminders of all of the things that they should check before
handing in their final writing. The checklist can be adapted to include more or less skills
depending on the education level of the student.
Procedure:
 Provide a writers checklist including the following
o I expressed myself clearly.
o I capitalized the first letter of the first word in each sentence.
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o I capitalized proper nouns.

o I ended each sentence with a punctuation mark.
o I spelled all of the words correctly.
o I used apostrophes correctly.
o I capitalized “I”.

This is an appropriate self-regulating strategy for all writing. This strategy can be used
for editing writing. This checklist does not teach the students these skills, but reminds of the
things they should check before completing their writing.
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RAFT
Source:
Tompkins, G. E. (2015). Literacy in the early grades: a successful start for PreK-4 readers and
writers (4th ed.). Boston, MA: Pearson.
Description:
This strategy is used to help children creatively write. This strategy helps children assume
a role, write geared towards a specific audience, format their writing correctly, and identify the
topic of their writing.
Procedure:
 Role- The students assume a role for this assignment.
 Audience- The audience is determine and the student keep that audience in their mind as
they write
 Format- The students pick the format of their piece
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 Topic- Finally the students pick a topic and begin to write.

This strategy is appropriate for independent writing activities. RAFT is a great way for
children to think about what they are writing and how it should be written. This strategy makes
students aware that writing is different depending on its purpose and the audience. RAFT helps
student plan how to alter their writing to make it appropriate and affective.
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SWEAT
Source:
Description:
This strategy assist students in writing a persuasive essay. The mnemonic is easy for
students to remember and the steps are simple, so that students can easily follow along.
Procedure:
 State the topic sentence- Have students come up with a topic sentence that states their
stance on an issue
 Write examples to prove the topic sentence- have students provide facts and evidence
to support their stance
 Explain each example- after stating the evidence, go into detail to explain it.
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 Add an interesting ending-catch the reader’s attention again

 Take a look back at the piece- review the piece to make sure that it achieves its purpose
This strategy is appropriate for independent practice to guide students through the writing
process. This strategy is specifically designed to assist with persuasive writing, but can be
adapted to assist with other types of writing as well.
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Framed Paragraphs
Source:
Description:
This strategy is an extremely structured form of writing. The basic structure of the
writing is already created and the students fill in the missing information. This allows students
who aren’t ready to writ on their own, a structure to help them develop good writing
independently
Procedure:
 Indicate a main topic
 Provide a topic sentence
 Designate the number of supporting examples you would like the students to list
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 Provide transition words

 Provide a conclusion
This strategy can be used across the curriculum in any content area. This strategy can be
used to help aid student who have good ideas but still struggle organizing them. This strategy
build idea development and works on scaffolding the structure and format of a writing.
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This collection of strategies was collected during my field experience in an elementary

Electric Card Catalog

 Students should first be encouraged to talk while working.

Embedded Skill Instruction

 Read the problem- Read the problem carefully.

Front end strategy

Appropriate use of the strategy:

Electric Card Catalog

Pronounceable word part strategy

Sight Word Fluency Flashcards

Electric Card Catalog

o I capitalized proper nouns.

Appropriate use of the strategy:

 Topic- Finally the students pick a topic and begin to write.

 Add an interesting ending-catch the reader’s attention again

 Provide transition words

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