Paraprofessional Institute: Day 2

Megan Butler & Meagan McGarrity

Welcome To Day 2!

​

To ensure your success, please have the following items ready:

• Region 13 Paraprofessional Institute Handbook
• Writing Utensil

​

​

​

• Meagan McGarrity

​

• Megan Butler

Logistics

3

Logistics

4

5 Things Activity

With your table group:

​

• Have one person be the scribe and to make a list numbered 1-5.
• Together with your team, list 5 short things that you remember from Friday.
• Once you have completed your list of 5 things, wait for time to be called.
• Your team’s scribe will be prepared to share your team’s list when your table is called. When it’s your turn to share, leave off “things” that have already been mentioned by another table group.
• As other teams share, add to your notes in your handbook. (pg. 35)

​

​

​

5

Our Focus for Day 2

• Welcome Back!
• Differentiated Instruction: Learning Strategies
• The Writing Process
• Stages of Learning
• Reading Strategies
• Math Strategies
• Take Test for Title 1 Highly Qualified Certification

​

6

Differentiated Instruction

7

Teach Learning Strategies to Create Strategic Learners

The strategies that will be examined in this module include:

• KWL
• Visual mapping
• Venn Diagrams
• Power Notes
• Skimming
• Think-Alouds
• Vocabulary Flash Cards
• Mnemonic Devices

​

8

KWL graphic organizer�Pg. 27 (blanks)�

KWL is a generic pre-reading strategy used by many teachers across grade levels and content areas. It is such a practical strategy - it can be used for learning about spiders or a complex topic on government for a research paper. (Often used to introduce content.)

​

The acronym KWL stands for:

K - What do you know about the topic?

W - What do you want to know about the topic?

L - What did you learn about the topic?

​

9

http://www.theteachertoolkit.com/index.php/tool/kwl

KWL graphic organizer

10

KWL graphic organizer

KWL Example:

Topic: Snapping Turtles

​

​

11

Visual Mapping

Pg. 28

Visual mapping is the process of creating an organizational representation of a concept and its connection to its other subcomponents. It is useful before, during, and after reading or lesson presentation.

Mapping lends itself well for organizing ideas in materials where the subparts (main categories, sub categories and supporting details) are scattered throughout.

For example, it can graphically illustrate the structure of government institutions in a state, the characteristics of the Snapping turtle, or the major characters and their roles in a story read in class.

​

​

12

Visual Mapping Steps

1. Have materials on hand (paper, colored marker, pens, crayons).
2. Decide on the important key words (topics, subtopics, main ideas, supporting details) in the information presented.
3. On unlined notebook-sized paper, develop a way of organizing this information through pictures, words, colors, size of pictures/words.
4. Create visuals of the information. Check for completeness, accuracy, and clarity.

​

No two visual maps will be the same!

​

​

​

​

13

NOTE

Visual Mapping

14

FOOD

• Crayfish
• Small Turtles
• Frogs
• Fish
• Ducklings

HABITAT

• Marshes
• Ponds

DEFENSE

• Shell
• Strong Bite
• Stinky Smell

SNAPPING TURTLE

Visual Mapping Example

15

Teachers

Students

Why become a paraprofessional?

To give back

To have a better job

Someone who helped me

Better pay

To help others

Better hours

Visual Mapping Examples

​

​

16

Venn Diagrams

Pg. 29

This graphic organizer is commonly used for making comparisons. The Venn gives a visual picture of the similarities and differences between items. What the two items have in common would be listed in the middle section and characteristics specific to each item would be listed in the outer sections.

​

​

17

www.theteachertoolkit.com/index.php/tool/graphic-organizers

Venn Diagrams

A triple Venn can be used to compare three items. The center of the Venn would list what all three items have in common.

​

​

​

18

Venn Diagrams Example

19

Vermilion �Flycatcher (Male)

Dusky-Capped �Flycatcher (Male)

Blackish eye mask

Bright red head with crown and underparts

Short straight black bill

Blackish upperparts, wings and tail

Eat flying or crawling insects

Mate for life

14-15 day nesting

Chicks fed by both parents

Neotropical migrant

​

Wingspan 9.5 in.

Small grayish crest and

head

Grey chin, throat, and breast

Long slender black bill

Brown upper parts, 2 whitish wing bars

Wingspan 11 in.

Vigorously defends young in nest

Tame and approachable

Power Notes

Pg. 30

• This is a simple organizational strategy that is similar to outlining but is much easier to use.
• The student assigns numbers to the main ideas and supporting details. Main ideas are power 1’s and their details are power 2’s, 3’s, 4’s, etc. It is outlining without using Roman numerals or letters.
• Information that the student lists in the L of the KWL can be put into �power notes.

Power 1: Main Idea

Power 2: Detail or support for power 1

Power 3: Detail or support for power 2.

​

20

http://www.theteachertoolkit.com/index.php/tool/one-minute-note

Power Notes Example

I. Reptiles

A. Snakes

1. Venomous

a. Rattlesnake

b. Copperhead

2. Non-Venomous

a. Chicken Snake

b. Grass Snake

B. Turtles

1. Snapping Turtle

2. Loggerhead Turtle

1. Reptiles

2. Snakes

3. Venomous

4. Rattlesnake

4. Copperhead

3. Non-Venomous

4. Chicken Snake

4. Grass Snake

2. Turtles

3. Snapping Turtle

3. Loggerhead Turtle

21

If the student was studying reptiles, power notes might look like the example on the left. The traditional outline format is on the right.

​

Power Notes Options

Option 1

• Using the student’s power notes on the lesson, write power I, 2 and 3 words on separate index cards.
• Have the student sort the words into like categories and then sort them into power 1, 2, and 3.

​

Option 2

• Rather than using index cards, have the student underline main ideas and details directly on a copy of the teaching document.
• Have the student label the underlined text as power 1, 2, 3, etc.

​

​

​

Power Notes

Skimming

Pg. 31

If the teacher is using the textbook, a workbook, information from the Internet, magazine or newspaper articles, students need to know how to look for key terms that will provide cues as to what the content is about.

Skimming (or pre-reading) helps activate the student’s prior knowledge of the content and aids in comprehension.

It is a strategy that can be used in any content area.

Show students several things to look for:

• Unit or chapter introduction
• Headings and subheadings
• Novel or new terms
• Questions

​

23

Think-Alouds

Pg. 31

Another skimming strategy that students can learn to do independently is “think-alouds.”

​

The student asks: “What information is important for me to learn on this (page, lesson, chapter, or unit)?”

​

Then, the student generates a list from the bold terms, headings, subheadings, and questions of items the student thinks will be important to know.

24

www.theteachertoolkit.com/index.php/search/results/search&keywords=think+alouds/

Vocabulary Flash Cards (Pg. 32)

An effective learning strategy for any subject or grade level is Vocabulary Flash Cards. They have been proven to enhance retention and understanding of concepts.

• Have the student come up with an explanation or description of the term or phrase and write it on one side of the card.
• Have the student create a graphic or visual representation of the new term or phrase on the other side of the card that the term or phrase in written on.
• Research on memory retention has found that if the visual is a “mnemonic” of the term, there is longer retention.
• And, if the visual is absurd or ridiculous, retention is even longer (see examples).

​

​

25

It is important for students to create their own cards because research shows that the thought process required to mentally and physically come up with the definitions and visuals results in greater retention. Also, the more ridiculous the visual, the better the retention rate. And whenever possible, have students practice together!

NOTE

www.theteachertoolkit.com/index.php/tool/card-sort

www.theteachertoolkit.com/index.php/search/results/search&keywords=cards/

�Vocabulary Flash Card Examples

26

Front: Word

Back: Visual and Definition

�Vocabulary Flash Card Examples

See how the absurd or ridiculous image of a wild, partying panda carrying a bottle of ammonia portrays the definition of “pandemonium”? Wild panda + ammonia = pandemonium?

​

How about the second silly visual of a pea comforting a pea pal whose heart is beating extra fast? Pal + pea + (hands over beating heart) = palpitation?

​

Pretty absurd, but think about the process involved in creating such cards. If a student looks at the word and its meaning and can come up with some visual that has some, most or all of the sound of the word and its meaning in it, the student will remember it.

​

27

Mnemonic Devices

Pg. 33

Mnemonic Devices are acronyms that help us remember facts or other information. They are alphabetic memory devices.

​

Examples: (Do you know any?)

• ROYGBIV – for the colors of the spectrum (red, orange, yellow, green, blue, indigo, violet)
• My Very Easy Method; Just Set Up Nine Planets – (mercury, venus, earth, mars, jupiter, saturn, uranus, neptune, pluto)
• Never Eat Sour Watermelon – (north, east, south, west)

28

Which Could You Implement?

Pg. 33

Turn and talk to a partner about which you are excited to implement and why.

​

• Share out!

29

Take a Break!

10:00AM-10:10AM

30

Learning Strategies – Review

Activity Group Response

31

Question Activity

1. New to this country, Ivan needs to review basic English sight words. What would be an effective strategy to use and teach him?
1. KWL
2. Venn diagramming
3. Vocabulary flash cards
4. Power notes

​

​

​

​

​

​

​

32

Question Activity

1. New to this country, Ivan needs to review basic English sight words. What would be an effective strategy to use and teach him?
1. KWL
2. Venn diagramming
3. Vocabulary flash cards
4. Power notes

​

​

​

​

​

​

​

33

Question Activity

2. Jenny needs to look at the similarities and differences between the presidents, John F. Kennedy and Abraham Lincoln. What would be an effective strategy to use and teach her?
1. KWL
2. Venn diagramming
3. Vocabulary flash cards
4. Power notes

​

34

Question Activity

2. Jenny needs to look at the similarities and differences between the presidents, John F. Kennedy and Abraham Lincoln. What would be an effective strategy to use and teach her?
1. KWL
2. Venn diagramming
3. Vocabulary flash cards
4. Power notes

​

35

Question Activity

3. After compiling several Internet sources on different sea mammals of Alaska, what would be the most effective strategy to organize information about their characteristics?
1. Think-Alouds
2. Vocabulary flash cards
3. Skimming
4. Visual mapping

​

​

​

​

​

​

​

36

Question Activity

3. After compiling several Internet sources on different sea mammals of Alaska, what would be the most effective strategy to organize information about their characteristics?
1. Think-Alouds
2. Vocabulary flash cards
3. Skimming
4. Visual mapping

​

​

​

​

​

​

​

37

Question Activity

4. Randy brought his group the research packet on 15 tribes of Western Africa. What would be the best strategy to begin?
1. Skimming
2. Visual mapping
3. Venn diagramming
4. Vocabulary flash cards

​

​

​

​

​

​

​

​

38

Question Activity

4. Randy brought his group the research packet on 15 tribes of Western Africa. What would be the best strategy to begin?
1. Skimming
2. Visual mapping
3. Venn diagramming
4. Vocabulary flash cards

​

​

​

​

​

​

​

​

39

Question Activity

5. Juana made brief notes on what she thought might be critical information to know in the upcoming chapter. What strategy is Juana utilizing?
1. KWL
2. Power notes
3. Think-alouds
4. Vocabulary flash cards

​

​

​

​

​

​

​

40

Question Activity

5. Juana made brief notes on what she thought might be critical information to know in the upcoming chapter. What strategy is Juana utilizing?
1. KWL
2. Power notes
3. Think-alouds
4. Vocabulary flash cards

​

​

​

​

​

​

​

41

Question Activity

6. Ben brainstormed all that he knew about scorpions and then made a list of the things he wanted to learn about them before he began his Internet search. What strategy is he using here?
1. Venn diagramming
2. Visual mapping
3. Power Notes
4. KWL

​

​

​

​

​

​

​

42

Question Activity

6. Ben brainstormed all that he knew about scorpions and then made a list of the things he wanted to learn about them before he began his Internet search. What strategy is he using here?
1. Venn diagramming
2. Visual mapping
3. Power Notes
4. KWL

​

​

​

​

​

​

​

43

Question Activity

7. Sheila finds this way of listing information so much easier than outlining using Roman numerals. What strategy is she using?
1. Visual mapping
2. Power notes
3. KWL
4. Venn Diagram

​

​

​

​

​

​

​

44

Question Activity

7. Sheila finds this way of listing information so much easier than outlining using Roman numerals. What strategy is she using?
1. Visual mapping
2. Power notes
3. KWL
4. Venn Diagram

​

​

​

​

​

​

​

45

The Writing Process

46

Writing Process Order of Operations

Pg. 19

1. Prewriting - Brainstorming, researching ideas
2. Drafting - Putting ideas into sentences & paragraphs
3. Revising - Rearranging ideas for clarity, sentence sense & sentence expansion for meaning
4. Editing - Checking spelling, capitalization, punctuation, & grammar
5. Sharing/Publishing - Final copy for sharing with others

​

​

Important to know these definitions.

​

​

​

47

Prewriting

Pg. 20

Step 1: Prewriting

• Taking notes
• Talking to others
• Brainstorming
• Outlining
• Gathering information

​

Prewriting is idea-centered.

​

48

Prewriting

Pg. 20

49

Why become a paraprofessional?

Someone who helped me

Better pay

To help others

Better hours

To give back

To have a better job

Teachers

Students

Drafting

​

​

​

​

​

• Putting ideas and thoughts into sentences and paragraphs
• Less focused on proper spelling or grammar
• More focused on expanding and supporting your ideas

​

1. Intro Paragraph
2. Body – paragraphs have a structure
3. Conclusion

Revising

Most common errors in writing include:

​

Confusing plurals and possessives and contractions.

Examples include: its-it’s, their-they’re-there, your-you’re, students-student’s, to-too-two, who’s-whose, then-than, principal-principle, accept-except, quiet-quit-quite

​

Using incomplete words.

Examples include:

til – instead of until

cause – instead of because

thru – instead of through

alot – instead of a lot

​

Revising

Fragments (incomplete sentences)

Examples include:

Which is a big goal of mine, while also trying to give back.

Paraprofessional seems to be a great start for my career.

Helping these children realize how smart they truly are.

​

Complete sentences:

A big goal of mine is giving back.

Becoming a paraprofessional will be a great start for my career.

Helping these children realize how smart they truly are is my goal.

Revising

Run-on or Fused Sentences

​

Example:

Recently, I moved to Texas, and during an interview it was brought to my attention while I’m in school finishing my degree to become a paraprofessional.

​

Repaired :

Recently, I moved to Texas. During an interview, it was brought to my attention that while I’m in school finishing my degree, I could become a paraprofessional.

Revising

Run-on or Fused Sentences, continued

Example:

I want to be well prepared and improve me knowledge and my understanding about childhood and the different stages and strategies of the learning process to help the kids of the community and my own kids at home, and be a better parent.

Repaired:

I want to be well prepared and improve my knowledge, and my understanding of childhood, and the different stages and strategies of the learning process. I want to help the kids of the community and my own kids at home. And, I want to be a better parent.

​

54

Editing

Pg. 23

Step 4: Editing

• Checking for grammar, mechanics, and spelling

​

Check for the correct use of:

• Their/they’re/there; two/to/too; you’re/your; its/it’s; principal/principle;
• a lot not alot; until not til; because not cause;

​

Check for the correct use of:

• Capitalization – paraprofessional, teacher, principal; always capitalize “I”

55

Editing

Check for the correct use of punctuation:

• Periods (.) at the end of sentences
• Use commas (,) correctly

Check for the correct usage of grammar:

• went/gone
• bring/brought
• dragged/drug

Did you indent your paragraphs?

56

Sharing / Publishing

Pg. 24

Step 5: Sharing/Publishing

• Final copy of paper to be turned in

Editing & Sharing/Publishing are reader centered.

57

TDEC Overview: K-1

​

T - Topic

D - Detail

E - Elaborate

C - Comment

​

​

58

TDEC Overview: 2-5

​

T - Topic

D - Detail

E - Elaborate

C - Comment

​

​

59

Writing Strategies�Pg. 25�

Writing is important because is it a way of knowing. It forces the student to organize learning and to make choices about meaning. It is part of the

learning process.

​

Writing is a communication tool.

​

It reinforces reading, enhances vocabulary development, and aids in comprehension.

​

​

​

60

Frames�Pg. 26 blanks�

Frames (charts) are a way of organizing information for the student. They can take a variety of forms depending on the content studied.

​

When developing a frame, teach students to ask two questions:

• What are the important categories of information to be covered?
• How might these categories be subdivided?

​

Model how the student can look at headings, subheadings, introductions and summaries for clues to frame the categories.

​

​

​

61

Frames

For example, the class is doing a unit on birds of North America. Looking at the material, you note that there are different categories that fall under each bird that include: behavior, breeding, and population.

62

Sentence Expansion

Pg. 26 blanks

Consider this scenario: you have been working with students who are starting to feel comfortable with the writing process. There is only one issue - their sentences are boring! Sentences are dull and lifeless.

Sentence expansion is a strategy that assists in giving sentences a “makeover” and it’s a fun way to learn to use a Thesaurus.

As with all the other strategies, you model and talk through the process which involves dissecting a sentence and replacing each part with more interesting words.

​

63

Sentence Expansion

Here is an example of how it works.

• Start with a simple sentence. Re-write a simple sentence from a book or a student’s paper. �Original sentence: The dog sat by me.
• Dissect the sentence. Replace each part of the sentence with more interesting words. �dog: four-legged creature, fuzzy companion, tenacious terrier, steady guard �sat: stationed, positioned, parked, rested, stood guard �by me: next to, near by, cozied up, his master, his best friend, the hand that feeds him.
• Do a “makeover” on the original sentence. �New and improved sentence 1: My four-legged companion stood guard next to his best friend - me.�New and improved sentence 2: My tenacious terrier was positioned next to me, his master.

64

Sentence Expansion

​

• For younger students, create a “Thesaurus wall of words.” Post a simple, tired word-we-use-all-the-time and then list all the “new and improved” versions of the same word. Have the students keep a list in their notebooks.

​

• For older students, show them where copies of the Thesaurus are kept on the book shelf for future reference!

​

​

65

Framed Paragraph

Pg. 26 blanks

Framed paragraph is an excellent tool for beginning writers or reluctant writers. It is basically a skeleton or shell (“fill in the blank”) format that has some information about the topic the student is supposed to write about along with transition words. It organizes the information and the development of supporting details.

66

Once a student has learned the general structure of writing organized responses to essay-type questions, framed paragraphs are no longer necessary.

As you read over the following examples, consider how you might utilize framed paragraphs.

Sometimes referred to as Writing Shells.

Framed Paragraph

Here is an example of a framed paragraph:

Marsupials “down under” in Australia are most unusual. First, the platypus lives _______. Second, the kangaroo has _______. Finally, the koala bear which is not really a bear has _________. It is hard to believe that ___________.

​

67

Framed Paragraph

Another example demonstrates how a framed paragraph can be used to write about characters in a story:

​

___________________ a character from the classic novel _______________ by ________________ seems to have been a(an) _______________ person. An example of this was when ________________. Another example was

____________________. Finally, _________________ and _______________. This character _____________ always _________________________.

​

​

​

​

​

68

5 Paragraph Essay

Pg. 26 blanks

Once the student has advanced beyond the use of a framed paragraph, it is time to move on to writing a paper. If the student needs assistance, then a 5 Paragraph Essay may be the next option.

​

A 5-paragraph essay is another format for organizing information through the use of an introductory paragraph containing a thesis, 3 supporting paragraphs, and a concluding paragraph. This format is useful for report writing and content area writing.

Also called a spool paper because it threads the paragraphs together using the main idea.

​

69

5 Paragraph Essay

The format for a spool paper is as follows and shows the connection to the power notes structure examined in the previous module:

Introductory paragraph. This begins with a lead (a question, interesting fact, quote, anecdote) to gain the reader’s attention (Power 0). The last sentence in the introduction is the thesis that is the controlling idea and topics for each of the following paragraphs (Power 1).

Body. Made up of at least two paragraphs, the body deals with the topics mentioned in the thesis. Each paragraph deals with one of the topics (Power 2) and includes support for each topic (Power 3’s and 4’s). In a persuasive paper, the weakest reason comes first with the strongest arguments in the last paragraph.

Concluding paragraph. This begins with a restatement of the thesis (Power 1) sentence from the Introductory paragraph. “Clincher” sentences follow that convey completion of the paper.

​

​

70

Writing Strategies

Once again, it is essential that you have a number of strategies that you can pull out of your “teaching bag” to use with, and to teach students to use on their own.

Strategies for comprehension such as power notes, visual mapping, Venn diagramming, frames and story plans assist in the writing process by organizing new information from which the student can write.

Other writing strategies that were covered in this section included: Framed paragraph, Spool paper, and Sentence expansion.

71

The Writing Process�Pg. 19 (self-check)�

Involves at least five distinct steps:

1. Prewriting
2. Drafting
3. Revising
4. Editing
5. Sharing/Publishing

​

​

​

​

​

​

​

​

72

Teaching Learning Strategies�Pg. 34 blanks�

Guidelines - “Teach One Strategy at a Time”

• Practice - Experience the strategy on your own and prepare at least three different samples on class subjects that the student would be familiar with. Also prepare “blank” practice forms where applicable for the chosen strategy.
• Model - Discuss how you would use this strategy - before starting a lesson, during a lesson, or at the end of a lesson. Implement the strategy and verbalize out loud your thinking process at each step.

​

​

​

73

Teaching Learning Strategies

Pg. 34 blanks

• Review - Go back over the strategy steps with the student and your thinking process at each step. Check for understanding and clarify any questions from the student.
• Guided practice - Walk the student through the first try giving cues/prompts and questioning as the student practices the strategy. Provide the student with additional blank forms when applicable, and a checklist of the strategy steps to keep in a binder that is used in all classes.

​

​

74

Teaching Learning Strategies

Pg. 34 blanks

• Independent practice - Point out opportunities prior to, during or at the end of a lesson when the strategy could be practiced independently. Only give input as needed, but do give praise and encouragement during this process.
• Debrief - Go over the student’s strategy samples when possible. De-brief the steps followed and how helpful the strategy was for the student in learning new material or preparing for a writing assignment or test. Again, praise and encourage student efforts.

Repeat steps 1- 6 with successive strategies.

​

​

75

Teaching Learning Strategies

Pg. 34 blanks

7. Give choices - Once the student has been taught two or more strategies, encourage the student to choose strategies based on appropriateness for content area and points within the lesson.
8. Praise – As the student works through the steps of each strategy, give praise. Use evidence of mastery (tests, projects) to justify praise, and emphasize the student’s use of the strategy, and encourage growing independence as a strategic learner.

​

​

76

Take a Break!

77

Take 5 minutes to stretch your legs and refuel

Levels of Support

Low: always available but not needed on a regular basis

Medium: necessary on a regular basis

High: absolutely necessary for the student to learn and must be provided consistently

Transitional: provided temporarily

​

​

78

“What the research says…”

There are several Potential Benefits of Paraprofessional Supports

• Assistance in instruction
• Connection to languages and culture
• Assistance in students’ personal care needs
• Time made available for the teacher
• Additional skills and talents to the instructional team

​

79

YOU are important!

The teachers rely on you and the students rely on you.

Pg. 40

“What the research says…”

Paraprofessional supports can also be linked with inadvertent detrimental effects.

​

What are some inadvertent detrimental effects you can think of?

​

80

Pg. 40

“What the research says…”

Effect: Separation from Classmates

Seated together in the back or side of the room, physically separated from the class

​

Remedy: Whenever possible, walk to where students are seated among their classmates to provide support. Be sure to assist any student in the class, which will reduce the stigma of being different for those with special needs.

​

​

81

Pg. 40

“What the research says…”

Effect: Unnecessary Dependence

Student with a disability is hesitant to participate without paraprofessional direction, prompting, or cueing.

​

Remedy: Use a hierarchy of cueing and prompting before immediately providing a solution. This gives the student more opportunities to think and respond independently.

82

Pg. 40

“What the research says…”

Effect: Interference with Peer Interactions

Paraprofessionals can create physical or symbolic barriers that interfere with interactions between a student with disabilities and classmates.

​

Remedy: Avoid hovering over student(s) and move on to assist other students so that peers can interact more easily.

83

Pg. 40

“What the research says…”

Effect: Insular Relationships

Student with a disability and paraprofessional do most everything together, to the exclusion of others (i.e., teachers and peers).

​

Remedy: Include other students whenever possible to encourage relationships between peers.

​

84

Pg. 40

“What the research says…”

Effect: Interference with Teacher Engagement

Teachers tend to be less involved when a student with a disability has a paraprofessional because individual attention is already available.

​

Remedy: Continue to ask direction from the teacher regarding the role of the paraprofessional in supporting the student. Encourage the teacher to model appropriate re-teaching directly with the student.

85

Pg. 40

“What the research says…”

Effect: Feeling Stigmatized

Student with a disability expresses embarrassment or discomfort about having a paraprofessional; makes him or her stand out in negative ways.

​

Remedy: Include other students whenever possible and move away as soon as possible to assist other students.

​

86

Pg. 41

“What the research says…”

Effect: Limited Access to Instruction

Paraprofessionals are not always skilled in providing effective instruction; some do the work for the students they support.

​

Remedy: Direct student attention to the teacher during instruction to reinforce what has been taught. Continue to access training on needed skills for reinforcing teacher instruction.

87

Pg. 41

Stages of Learning

88

Stages of Learning

Anytime an individual learns a new skill or concept, he has to start at the beginning.

It is important for you in your role as paraprofessional to recognize the various stages of learning so that you can push students beyond the initial stages to become independent learners.

The following section describes the different stages of learning and suggests strategies for each stage: acquisition, proficiency, maintenance, generalization, and adaptation.

​

89

Pg. 42

Stages of Learning�Pg. 42 boxes�

Acquisition Stage:

acquiring/learning new knowledge or skills (modeling, demonstration, cueing, prompting, matching samples)

​

Proficiency Stage:

exhibiting speed and accuracy or fluency with the knowledge or skills (set performance goals, positive reinforcement for meeting goals, self-monitoring)

​

Maintenance Stage:

demonstrating high level of proficiency with knowledge or skills without additional instruction (periodic practice)

90

Stages of Learning

Pg. 42 boxes

• Generalization:

applying knowledge and skills with different people, different times, and different situations. (transfers knowledge to other areas such as learning a timeline in history will help in English and science, and learning fractions in math will help with cooking)

​

• Adaptation:

creating something unique or new without direction or guidance (Apollo 13 example)

​

​

​

91

Stages of Learning

92

Group Response

93

Activity

Stages of Learning Practice

1. Ja’netta is now solving 10 two-digit times three-digit multiplication problems in less than four minutes.
1. Acquisition stage
2. Proficiency stage
3. Adaptation stage

​

94

Stages of Learning Practice

1. Ja’netta is now solving 10 two-digit times three-digit multiplication problems in less than four minutes.
1. Acquisition stage
2. Proficiency stage
3. Adaptation stage

​

95

Stages of Learning Practice

2. Vince is sounding out four out of 20 English sight words correctly from the third-grade list.

• Acquisition stage
• Proficiency stage
• Maintenance stage

​

96

Stages of Learning Practice

2. Vince is sounding out four out of 20 English sight words correctly from the third-grade list.

• Acquisition stage
• Proficiency stage
• Maintenance stage

​

97

Stages of Learning Practice

3. Raul figured out how to add the heights of each student in the class and divide the total sum of the heights by the number of students to come up with an average mean height for a typical sixth-grader on his own.

• Adaptation stage
• Proficiency stage
• Maintenance stage

98

Stages of Learning Practice

3. Raul figured out how to add the heights of each student in the class and divide the total sum of the heights by the number of students to come up with an average mean height for a typical sixth-grader on his own.

• Adaptation stage
• Proficiency stage
• Maintenance stage.

99

Stages of Learning Practice

4. Ms. Jones gave Madison a pop quiz on identifying the characteristics of mammals that had been covered the previous six weeks and noted that she scored a 90.

• Adaptation stage
• Proficiency stage
• Maintenance stage

100

Stages of Learning Practice

4. Ms. Jones gave Madison a pop quiz on identifying the characteristics of mammals that had been covered the previous six weeks and noted that she scored a 90.

• Adaptation stage
• Proficiency stage
• Maintenance stage

101

Stages of Learning Practice

(SLIDES 97-107 may be summarized or deleted depending on time)

5. Matthew applied the concept mapping strategy he learned to complete in Ms. Jones’ science class to causes of the Civil War in his history class.

• Adaptation stage
• Generalization stage
• Maintenance stage

102

Stages of Learning Practice

5. Matthew applied the concept mapping strategy he learned to complete in Ms. Jones’ science class to causes of the Civil War in his history class.

• Adaptation stage
• Generalization stage
• Maintenance stage

103

Stages of Learning�Pg. 34 boxes�

Acquisition Stage:

acquiring/learning new knowledge or skills (modeling, demonstration, cueing, prompting, matching samples)

Proficiency Stage:

exhibiting speed and accuracy or fluency with the knowledge or skills (set performance goals, positive reinforcement for meeting goals, self-monitoring)

Maintenance Stage:

demonstrating high level of proficiency with knowledge or skills without additional instruction (periodic practice)

Generalization:

applying knowledge and skills with different people, different times, and different situations (transfers knowledge to other areas – Venn in science & history, timelines in history & English & science, fractions in math & cooking)

Adaptation:

creating something unique or new without direction or guidance (Apollo 13)

104

Let’s Do Lunch! 11:15-12:15

Reading Basics

Reading Acquisition, Fluency, and Vocabulary Strategies

106

The Basics

Pg. 43

Remember the three R’s? Reading, ‘Riting and ‘Rithmetic? The basics then are still the basics today - no matter how sophisticated our world has become.

​

Students still need to know how to read to access the World Wide Web, how to write to fill out college and job applications, and how to apply computations to a household budget.

​

​

​

​

​

107

Five Components of Reading

• Phonological Awareness
• Phonics
• Fluency
• Vocabulary
• Reading Comprehension

108

Five Components of Reading�Pg. 43 blanks�

1. Phonological Awareness - awareness of spoken language and the ability to distinguish and manipulate sounds, such as words in a sentence, syllables, onset, rime segments, and individual phonemes (smallest letter sound).
2. Phonics - the study of the relationship between letters (symbols) and the sounds they represent.
3. Fluency - the ability to read text quickly, accurately and with proper expression; is also the bridge between word recognition and comprehension.
4. Vocabulary - meanings and pronunciations of words needed for communication; can be categorized as oral (listening and speaking) or reading (reading and writing) vocabulary.
5. Reading Comprehension - ability to understand and derive meaning from written and spoken language. This is the ultimate goal of learning to read.

​

​

​

109

Reading Acquisition Strategies�Pg. 44 blanks�

At the acquisition stage of reading, students may still be learning the alphabet.

1. Practice with Alphabet flashcards

• Drilling students for a few extra minutes each day can make a difference.
• Have the student sort the letters according to shapes - those with straight lines, those with curves, and those with both.
• Using other forms of text, such as magazines, posters, books, have the student identify letters. This promotes generalization of letter recognition skill.
• Play alphabet games on the Internet. Always share sites with your partner teacher before using them with students for practice.

110

Keep track of student’s progress - especially if recognizing letters is an IEP objective.

Reading Acquisition Strategies

2. Identify the onset - the first letter of the word

Think: Sesame Street – Today is brought to you by the letter …”S”. Where words are encountered in the classroom and beyond, have the student point out the onset of a variety of words: “b” in book, “p” in pen, “m” in Mary or money, “c” in cafeteria, and so on.

“b” in book “p” in pen “m” in money “c” in cat

​

111

Reading Acquisition Strategies

3. Print Awareness
• Use examples of different types and styles of print (text) including italics, capitalization, etc.

I can read. I can read. I can read.

• Use examples from newspapers, magazines, textbooks, and other forms of PRINTED materials to enhance recognition skills.
• Have the students point out different fonts in different formats – texts.

​

112

Reading Acquisition Strategies

4. Stick to it
• Give students sticky notes and have them write both the capital and lower case of a letter on a single sticky note. Have the students go around the classroom and stick the notes to objects that begin with the first letter written on the note.
5. Blend it together
• Practice blending phonemes into words. Start simple with three-letter words. Point to the first letter of a written word (cat) and pronounce the first letter sound /k/. Point to the next letter, a, with your finger saying, /aaaa/, and then following the two letters as you blend them saying. “/kaaa/.” Then point to the last letter, t, saying /t/ and then follow all three letters with your finger as you blend them, /kat/.

​

113

Reading Acquisition Strategies

6. It’s time to rhyme
• Create a set of cards with words from the same rime families and have the students sort them based on common rime families.
• For example, mix up a set of cards with dug, bug, mug, pug, hat, mat, cat, rat, log, dog, cog, fog and have the student sort them.
• Rime – part of the syllable that contains the vowel and any remaining consonants. Ability to segment the onset and the rime usually produces full phonemic awareness
• (bug, pug; hat, mat; dog, log)
• Rhyme – words that have a different onset and the same rime
• Homonyms- bear, bare; hair, hare; there, their

​

114

Reading Acquisition Strategies

7. Play Wheel of Vowels. Create a spinner made from a cardboard circle divided into 5 segments and label each with a vowel (a, e, i, o, u).
• Create playing cards by cutting a sheet of laminated paper into three separate cards. Write a list using a water-soluble marker of 8 to 10 three-, four-, or five-letter words with the vowels deleted.
• With three students, have one student spin the spinner and try to use the vowel landed on by the spinner to complete a word on his card. If the student cannot use the vowel, he loses a turn. Go to the second player and repeat the game steps. The first student to complete every word with the correct vowel is the winner.

115

Reading Acquisition Strategies

8. Read the room
• Have students pair up and go around the room carrying a “pointer” made from a long cardboard tube. They will take turns reading sentences to each other on items posted around the room, such as poems, wall stories, posters, “wall of words,” student work samples, etc. They will use the pointer to emphasize each word as it is spoken.

​

• Play Word Bingo
• This activity is easily adapted for current word lists. Make a set of laminated blank bingo cards with 5 squares across and five squares down. Using water soluble markers, have students copy words from the list of 25 onto the squares.

​

​

116

Reading Acquisition Strategies

There are many Websites loaded with strategy information.

Readingrockets.org is funded by the United States Department of Education, Office of Special Education Programs. It has a wealth of information for students who struggle with reading and techniques for teaching reading effectively.

Readwritethink.org is sponsored by the International Reading Association and the National Council of Teachers of English and has a large array of lessons, reading standards by grade level, other Web resources, and student resources.

​

Be sure to share these websites with your partner teacher before supporting students with it.

​

​

117

Reading Fluency Strategies�Pg. 45 boxes�

The goal with these strategies is to increase the speed and accuracy with which students read and spend less time decoding words.

​

1. Read aloud

• When any opportunity presents itself, read aloud and have the students follow along in the text. Develop your reading voice by varying the volume and tone and use different voices for each character. Pause to ask questions, make observations and have students predict what they think will happen next.

​

​

​

118

Reading Fluency Strategies�

2. Read, point, and ask
• Like reading aloud, the difference here is you are reading to students from a big picture book or projectors, a computer monitors, television monitor, and so forth. You point to words as you read them and pause to point at illustrations, point out rules of grammar, how characters are developed, and have the students ask questions and make observations. If the text is something they have heard several times, have the students speak or sing as a “chorus” to promote their involvement with the text.

119

Reading Fluency Strategies��

3. Reading Sight Words
• Sight words are those words which are read automatically that are most often found in English language. These high frequency sight words are found in the “Dolch List” (which is actually several lists) that was put together by Edward W. Dolch’s book, Problems in Reading, published in 1948.
• There are 220 words on the lists that do not include any nouns. The most often used list of Dolch words in the English follows:
• the, to, and, he, a, I, you, it, in, was, said, his, that, she, for, on, they…
• They have to memorized because they cannot be sounded out.

​

​

120

Full List of Sight Words in Resources page 99

Vocabulary Strategies�Pg. 45 blanks�

The purpose of reading is to comprehend or understand what is read. In order to understand what is read, a student needs to build vocabulary. The following are strategies you can use to reinforce vocabulary.

121

1. Build a Word Wall (or in a notebook)
• Post a new word a day with definitions and when possible, include visuals that illustrate the word. Encourage students to add new words to the wall. Work with a student or small group of students to review saying the words, their meanings and using them in a sentence.
2. Can you hear me now?
• Record new words and definitions on an audio in smart devices and write them on a list for students to read as they play them back for review.

​

Vocabulary Strategies

3. Make an idiom list
• Create a list of commonly used idioms (colorful phrases that are not written literally) with their definitions and, if possible, a visual to illustrate - this is especially helpful for English language learners.
• For example: Burning the candle at both ends. Means to work so very hard that it might harm the person.
• Can you think of other idioms?
4. Look it up.
• Give students practice on looking up words in the dictionary or terms in the encyclopedia, but not on the computer so that they will continue to use them as a lifelong resource.

122

Vocabulary Strategies

5. Vocabulary Flash Cards
• Build speed and accuracy by learning new words using flash cards.
• The word on one side of the card. The definition, picture, and sentence using the word on the other side.
• If the picture is funny it helps set the word in memory.
• Creating their own Vocabulary Flashcards helps students learn new terminology to enable comprehension of new information, with speed & accuracy. �

​

123

What Good Readers Do

Before examining strategies for promoting reading comprehension, let’s look at characteristics of fluent readers:

• Know that some ideas in the text are more important than others and can identify those ideas.
• Self-monitor and ask questions to gain a better understanding of the text.
• Problem-solve independently when they don’t understand what they have read.
• Read smoothly using appropriate speeds.
• Able to scan ahead/predict and make inferences.

124

Comprehension Strategies

Pg. 46

To support students' understanding of written material, there are a variety of comprehension strategies. These are three

techniques that can be used in the classroom to promote comprehension.

We will look at 3 types of comprehension strategies

1. SQ4R
2. QAR
3. Story Mapping

125

SQ4R

Pg. 46 boxes

1. Teach students to use SQ4R method.

Developed initially as SQ3R by Francis P. Robinson (1961), it is primarily used for science and social studies but can also be used in other areas as well. After teaching students the strategy, provide them with a picture prompt (SQ4R) to tape to the desk as a reminder to complete the following steps.

Survey: Have the student scan or skim the assignment and inspect any graphic aides such as photographs, tables, and charts. This provides a framework for organizing the information as he or she reads.

Question: The student comes up with questions to be answered from the reading. Rephrasing the headings and subheadings into questions can serve this purpose.

​

​

​

Pg. 56 boxes

126

SQ4R, continued

Read: The student reads the material with the intent of finding answers to the questions and may take notes along the way.

Recite: The student recites the answers to the questions and looks away from the material and notes to help set the information in memory.

Relate: The student makes a personal connection to the information.

Review: The student reviews the material and checks memory of the content by reading portions of the text or notes to verify answers given during the recite step.

127

​

SQ4R

​

Survey

Question

Read

Recite

Relate

Review

​

QAR

2. Teach students to use QAR.

Developed by Taffy Raphael (1982), this strategy, Questions-Answers-Relationships or QAR, helps students realize the need to consider the text for information. Relating the information to their background knowledge is essential for comprehension.

There are two categories of questions with two types of questions in each category.

The categories of QAR are In-the-Book questions and In-My-Head questions.

​

128

QAR (In-the-Book)

In-the-Book QARs include Right There questions and Think and Search questions.

Right There questions have answers that are easy to find in the text.

​

​

For example, the text may read: The male cardinal is a brilliant color of red.

The Right There question will ask, “What color is a male cardinal?”

129

QAR (In-the-Book)

Think and Search questions have answers in the selection, but the student has to put together different pieces of information to get the answer.

​

For example, a text may read: Cardinals are the official bird of seven states. They sing a variety of songs year-round. Male cardinals fight other birds to defend their territory and have been known to attack their own reflections in windows, chrome, car mirrors, and hubcaps. They forage in trees, bushes and on the ground. They eat insects, seeds, grains, fruits and snails. Cardinals drink sap from holes drilled by sapsuckers. They hop rather than walk on the ground.

​

A Think and Search question would be, “List three characteristics of cardinals.”

​

130

QAR (In-my-Head)

In-My-Head questions include Author and You questions (inference) and On My Own questions (extension).

Answers to Author and You questions are not found in the text. The student has to think about what is already known, what the author says in the text and how the information fits together.

For example, in the previous text: Cardinals are the official bird of seven states. They sing a variety of songs year-round. Male cardinals fight other birds to defend their territory and have been known to attack their own reflections in windows, chrome, car mirrors, and hubcaps. They forage in trees, bushes and on the ground. They eat insects, seeds, grains, fruits and snails. Cardinals drink sap from holes drilled by sapsuckers. They hop rather than walk on the ground.

An Author and You question would be, “Why might a sports team choose the cardinal as its team name?”

​

131

QAR (In-my-Head)

In-My-Head questions also include On My Own questions.

Answers to On My Own questions are not found in the text. The student could answer the question without reading the text. The student has to use personal experience and prior knowledge to answer the question.

For example, prior to a unit on birds of North America, an On My Own question would be, “Why should we be concerned about chemicals in our environment?”

​

132

QAR

Students need to learn how to write these types of questions to teach themselves about question-answer relationships.

Let’s say that the teacher and you have been working with students to learn the QAR strategy and you have the opportunity to reinforce it in a small group activity.

Have each student develop four questions using the QAR strategy. Then have each student ask a question they developed without telling what type of question it is. Don’t ask for the answer first, have the members of the group discuss what type of question it is and why it is that type of question. Then have the students answer the question. Each student takes a turn in the group until all questions have been shared and answered.

133

QAR

So why is QAR such an awesome strategy?

• It pushes students into higher level questioning that requires analysis and synthesis - a level that often gets overlooked but is essential regardless of developmental age or abilities of the students.
• Higher level thinking is required during discussion about the type of question given and the discussion can be as important as the answer to the question.
• Oral and written language skills for English learners are practiced.
• It is exciting and motivating for students when QAR questions they developed on the topic, chapter, or unit are used in a test.

​

134

Graphic Organizers

Students comprehend more when they understand the structure of a text.

Graphic organizers for story mapping are structured documents in which students fill in the information as they read.

Story mapping assists in summarizing the plot and setting of the story.

Story mapping can also assist the student in writing drafts and for re-telling of stories.

Story Mountains are just one example of a graphic organizer for story mapping.

​

​

​

135

Story Mapping

A story plan usually contains the following key elements to which students respond:

• Major characters
• Setting of time and place
• Problems the characters are attempting to solve
• Goal or plan for the characters to solve the problem
• Main events of the story
• Resolution of the story

​

​

136

Story Mapping (example)

Setting: Wolf’s neighborhood, way back in “once upon a time” time

Characters: Wolf, 3 pigs, reporter, police

Problem: Wolf doesn’t have any sugar for his granny’s birthday cake

Goal: To make a birthday cake for Granny

​

​

137

Story Mapping (example)

​

Events leading to goal:

• Wolf visits first neighbor to get sugar; house is built of straw, no answer; wolf sneezes, house falls down, accidentally kills pig, eats it.
• Wolf visits next neighbor to get sugar; pig tells him to go away; wolf sneezes, house falls down, accidentally kills pig, eats it.
• Wolf visits third neighbor pig, house built of bricks, pig is obnoxious; tells him to go away, makes fun of his granny; wolf sneezes, tries to destroy house, pig calls police, wolf goes to jail.

​

Resolution: Wolf is in jail; doesn’t get to make birthday cake for Granny.

​

138

Story Mapping for

Different Content Areas

These plans can also be adapted for other content areas.

For example, after reading about a historical event or a current events article, a history plan can contain the following key elements:

• Historical event or current event
• People, groups, or countries involved
• Setting
• Problem
• Goal
• Steps to resolution
• Consequences of the resolution

​

139

Learning Strategies for Comprehension�

The following is a quick review of the strategies already mentioned in this training that also promote comprehension.

• Skimming and Think-Alouds preview what will be covered in the text, activate prior knowledge and prompt consideration of what will be important to know in the text.
• KWL does the same but also reviews key pieces of information learned after experiencing the text and assesses whether prior knowledge about the topic was correct.
• Creating their own Vocabulary Flashcards helps students learn new terminology to enable comprehension of new information, with speed & accuracy. �

​

140

Learning Strategies for Comprehension

Power Notes gives students a simpler, yet effective outline structure for organizing for review and writing about the information learned. (outlining with numbers – not using letters & Roman numerals)

A student can create representative images of information through Visual Mapping to increase comprehension. (A pictorial representation to organize subparts scattered throughout the material.)

Venn diagramming allows the student to review key points through comparing and contrasting two or more major concepts or topics in the text.

​

141

Take a Break!

1:15PM-1:20PM

142

Activity-Slap Down Game

To Prepare:

​

• Each person take 4 post-it notes (any color or size)

​

• Label each post-it note with 1 letter, A-D

​

• Line up post-it notes in alphabetical order in front of you

on the table

​

​

143

A

B

C

D

Activity-Slap Down Game

As each of the following scenarios are read aloud, respond with the correct answer from the possible responses given that best describes the strategy applied in the scenario.

​

Respond by “slapping” the letter of the correct answer choice.

​

Good luck!

144

Question Activity

1. Gina reconsidered what she wrote and changed it to read, “My tenacious terrier stood guard next to me, his best friend.” ��What strategy did she use?
1. Framed Paragraph
2. Spool Paper
3. Sentence Reduction
4. Sentence Expansion

​

​

​

​

​

​

​

145

Question Activity

1. Gina reconsidered what she wrote and changed it to read, “My tenacious terrier stood guard next to me, his best friend.” ��What strategy did she use?
1. Framed Paragraph
2. Spool Paper
3. Sentence Reduction
4. Sentence Expansion

​

​

​

​

​

​

​

146

Question Activity

2. Ms. Tanner showed Riley how he could take his power notes and use them to create a report.��What strategy did she use?
1. Framed paragraph
2. 5 paragraph essay
3. Sentence Reduction
4. Sentence Expansion

​

​

​

​

​

​

147

Question Activity

2. Ms. Tanner showed Riley how he could take his power notes and use them to create a report.��What strategy did she use?
1. Framed paragraph
2. 5 paragraph essay
3. Sentence Reduction
4. Sentence Expansion

​

​

​

​

​

​

148

Question Activity

3. The categories Scotty defined while he reviewed the chapter helped him write an excellent research paper. ��What strategy did he use?
1. Frames
2. Spool Paper
3. Sentence Reduction
4. Venn Diagram

​

​

​

​

​

​

​

149

Question Activity

3. The categories Scotty defined while he reviewed the chapter helped him write an excellent research paper. ��What strategy did he use?
1. Frames
2. Spool Paper
3. Sentence Reduction
4. Venn Diagram

​

​

​

​

​

​

​

150

Question Activity

4. Jenny needs to look at the similarities and differences between the

presidents, John F. Kennedy and Abraham Lincoln. What would be an effective strategy to use and teach her?

• KWL
• Venn diagramming
• Vocabulary flash cards
• Power notes

​

151

Question Activity

4. Jenny needs to look at the similarities and differences between the

presidents, John F. Kennedy and Abraham Lincoln. What would be an effective strategy to use and teach her?

• KWL
• Venn diagramming
• Vocabulary flash cards
• Power notes

​

152

Question Activity

5. Fluency in vocabulary and reading aids in comprehension. What is

the most effective strategy for gaining fluency?

• Memorizing sight words
• Playing instructional games
• Student created flash cards
• Reading aloud

​

153

Question Activity

5. Fluency in vocabulary and reading aids in comprehension. What is

the most effective strategy for gaining fluency?

• Memorizing sight words
• Playing instructional games
• Student created flash cards
• Reading aloud

​

154

Question Activity

6. Sometimes called a writing shell this strategy is often used with

beginning writers.

• 5 paragraph essay
• Story Plan
• Print awareness
• Framed Paragraph

155

Question Activity

6. Sometimes called a writing shell this strategy is often used with

beginning writers.

• 5 paragraph essay
• Story Plan
• Print awareness
• Framed Paragraph

156

Question Activity

7. An alphabetic memory device used to help students remember

multiple facts related to a subject.

• Mnemonic device
• Print awareness
• Onset
• Idioms

157

Question Activity

7. An alphabetic memory device used to help students remember

multiple facts related to a subject.

• Mnemonic device
• Print awareness
• Onset
• Idioms

158

Question Activity

8. Being able to recognize and read words in any form of text is

considered to be…

• Mnemonic device
• Print Awareness
• Rhyme
• SQ4R

159

Question Activity

8. Being able to recognize and read words in any form of text is

considered to be…

• Mnemonic device
• Print Awareness
• Rhyme
• SQ4R

160

Question Activity

9. Sesame Street has made this famous by using the phrase “today’s

program is brought to you by the letter…”��This is also the first letter of the word.

• Onset
• QAR
• Phonics
• Frames

161

Question Activity

9. Sesame Street has made this famous by using the phrase “today’s

program is brought to you by the letter…”��This is also the first letter of the word.

• Onset
• QAR
• Phonics
• Frames

162

Question Activity

10. The strategy of organizing information in charts and tables is also

called…

• Idioms
• Frames
• Story Plan
• Power Notes

163

Question Activity

10. The strategy of organizing information in charts and tables is also

called…

• Idioms
• Frames
• Story Plan
• Power Notes

164

Question Activity

11. Using the strategy of QAR, words used to make up the questions

and words to answer the questions can be found in the same

sentence in the text. ��These questions are called…

• Right there questions
• In your head questions
• On your own questions
• Author and you questions

165

Question Activity

11. Using the strategy of QAR, words used to make up the questions

and words to answer the questions can be found in the same

sentence in the text.��These questions are called…

• Right there questions
• In your head questions
• On your own questions
• Author and you questions

166

Question Activity

12. Using the strategy of QAR, words for the question and words for

the answer are not found in the same sentence, but they are found

in the same text.

• In your head questions
• Think and search questions
• On your own questions
• Author and you questions

​

167

Question Activity

12. Using the strategy of QAR, words for the question and words for

the answer are not found in the same sentence, but they are found

in the same text.

• In your head questions
• Think and search questions
• On your own questions
• Author and you questions

​

168

Question Activity

13. In this stage of the Writing Process, sentences are read carefully

for completeness, and sentence sense, and paragraphs are

checked for cohesion and continuity.

• Editing
• Drafting
• Revising
• Publishing

​

169

Question Activity

13. In this stage of the Writing Process, sentences are read carefully

for completeness, and sentence sense, and paragraphs are

checked for cohesion and continuity.

• Editing
• Drafting
• Revising
• Publishing

​

170

Math Strategies

​

​

​

Math Basics�Pg. 74 (blanks)

• Having an understanding of mathematics is one of those essentials we cannot do without.
• We need it for budgeting our salary, buying groceries, selecting insurance policies, estimating flooring amounts, how many more miles before the next gas station stop, how much longer is this training – and the list goes on and on.
• As you support students, you may need to make these connections for them.

​

172

Arithmetic and Mathematics: �Is There a Difference?��

1. Arithmetic is defined as computational skills �of basic addition, subtraction, multiplication, and division.

Pg. 74 blanks

173

Arithmetic Before Math

Before venturing into all the territories that make up the world of math, we must be skillful at arithmetic.

​

There are five areas that are necessary for learning arithmetic:

• Understanding
• Basic facts
• Place value
• Structures (laws)
• Regrouping

​

​

174

Arithmetic Before Math

2. Understanding - Having an understanding means being able to grasp the arithmetic operations of addition, subtraction, multiplication and division at the concrete, semi-concrete, and abstract levels.

​

2. Basic facts - These have to be memorized because they are the tools of computation. A basic fact is an operation of two one-digit numbers to obtain a one- or two-digit whole number, such as 2 + 4 = 6, 6 x 6 = 36.

​

​

​

​

There are 390 basic facts: 100 addition, 100 subtraction, 100 multiplication, and 90 division facts. They are the “sight words” of math.

NOTE

175

Arithmetic Before Math

4. Place Value - The value of the place that a digit occupies in the numeral. Once understanding and basic facts are mastered, place value can be applied to expand specific operations. (Example: 7 is the thousands place of 17,342)

5. Structures - These are mathematical properties, rules or laws that help a student solve math problems. For example, knowing that if 5 x 3 = 15, then 3 x 5 = 15.

​

176

Arithmetic Before Math

​

6. Regrouping - Whether the teacher calls it, regrouping, carrying or borrowing, it is essential to understand why and how to regroup to solve more complex problems in each of the four operations (+, -, x, /).

​

7. Mathematics is defined as including arithmetic, numeration, number systems, fractions, decimals, problem solving, geometry, measurement, money, time, algebra, calculus, interpretation of charts, tables, and graphs.

Everything that is number related!

​

Keep these six areas in mind as you reinforce arithmetic instruction. That way you can provide information for the teacher on areas where the student is successful or in need of further remediation.

​

177

Concrete, Semi-concrete, Abstract

(CSA)

Using CSA Sequence�Pg. 76

It was mentioned earlier that students should have an understanding of arithmetic operations of addition, subtraction, multiplication and division at the concrete, semi-concrete, and abstract levels.

The CSA sequence strategy teaches a student a computational skill at each level - Concrete, Semi-concrete, and Abstract.

Concrete, semi-concrete, and abstract levels will be explained along with an example of how a CSA sequence strategy looks at each level teaching the basic multiplication fact: 5 x 2 = 10.

179

Using CSA Sequence - Concrete Level

Pg. 76 blanks

The concrete level means that a student uses three-dimensional objects (“manipulatives”) to represent a computation problem to solve it.

​

Concrete strategy in action. A student is told to look at the first number in a multiplication problem, 5 x 2, and choose shapes (from the collection of shapes) to represent 5 groups. Next, the student is told to look at the second number, 2, and put 2 beans on each shape he has chosen. Then, the student is told to count the total number of beans and gets the answer, 10.

180

Using CSA Sequence - Semi concrete Level

Pg. 76 blanks

The semi-concrete level means that the student makes drawings to solve computation problems. Think: pen and paper

​

Semi-concrete strategy in action. The student looks at the first number in the problem 5 x 2, and draws five circles to represent the number of groups. Next, the student looks at the number 2, and draws two tally marks in each circle and then counts the total number of tallies to get the answer, 10.

181

Using CSA Sequence - Abstract Level

Pg. 76 blanks

The abstract level means that the student looks at the problem and tries to solve it without using objects or drawings.

​

Abstract strategy in action. After reading the problem, 5 x 2, the student remembers the answer or the way to solve the problem.

​

Consider how you may use CSA sequence strategy as guided practice as you support students in math.

182

CSA examples

Pg. 76 blanks

183

Benefits of Manipulatives�Pg. 77

• See-Touch (Tactile-Kinesthetic)
• Concrete language
• Easier to visualize concepts
• Become Risk-takers
• Motivation
• Real world problem-solving situations
• Used cooperatively
• Promote understanding
• Allow checking with a visual scan

​

MATHEMATICS IS FUN!

​

​

​

184

Increasing Math Fluency�Pg. 77

Once students have acquired the math skill, proficiency or fluency is the next step in the instructional process. At this point, you as paraprofessional can play a major role.

​

The goal is to get the student to respond with automaticity to basic skill questions. That is, the response is made fluently with speed and accuracy.

​

The following are techniques that you can apply to improve fluency in math computation.

185

Increasing Math Fluency�Pg. 77 (blanks)

​

Drill difficult problems with flash cards. Having the visual of the problem can help the student to see the numerals, place value, and the operation required. Flash cards can be easily created to reinforce whatever concept is being covered.

Reinforce high rates of correct responses. Give an extrinsic reward chosen by the student from a “teacher and paraprofessional-approved” list paired with social praise or give social praise only. Rate is computed by dividing the number of correct responses by the time taken for responding.

Set a rate goal. Increase the goal along with reinforcement after reaching the rate for several response trials.

Chart the student’s performance and end daily practice once goal is achieved. Do periodic rate checks and decrease frequency of reinforcers.

​

​

​

​

186

Increasing Math Fluency�Pg. 77 (blanks)

​

Challenge the student to beat his last rate score. Competition is good - especially when the competitor is one’s self. Being able to beat your own score can be very empowering.

Teach the student to use rules. Math has a multitude of rules and “shortcuts” to help students solve problems faster. For example,

“any number times 2 is double that number,” 4 x 2 is the same as 4+4,

or patterns to remember the 9’s multiplication facts (the first number times ten minus the first number) 1 x 9 = 9, 2 x 9 = 18, 3 x 9 = 27, 4 x 9 = 36, etc.”

Play instructional math games. Not only are games interesting, they allow for competition, social interaction, and are motivating. Games could be practiced on the computer, with playing cards, or with teacher- or paraprofessional-made math Bingo cards that can be adapted to whatever concept is being covered.

​

​

​

187

Increasing Math Fluency

Pg. 78 (blanks)

Provide rate practice in short intervals (10-20 seconds). Squeezing even a little practice each day will yield big results.

​

Stop and Evaluate

• Which 2 strategies would have helped YOU most?
• Think of a student you know right now who is struggling with math. Which 2 strategies would help that student the most?

​

188

Generalizing Math Skills

Pg. 78 (blanks)

Generalization is the application of skills in new, different conditions across subjects, people, settings, behaviors, or time.

​

You can assist in teaching generalization of math skills by doing the following:

• Whenever possible, discuss why students need to learn the math skill and when the skill would be useful. For example, being able to subtract helps them make correct change for a purchase.
• Give several examples and multiple experiences with the math skill.

​

​

189

More Math Tips

Use color-coding when introducing computation skills like regrouping in addition, subtraction, or division.

​

​

​

​

​

​

​

​

​

190

More Math Tips

Recopy problems with plenty of space for writing and aligning numbers.

​

Encourage students to verbalize their problem-solving process as they work problems.

​

“Chunk” lengthy drill sheet assignments into smaller bites. For example, if the worksheet has thirty problems, give the student six at a time.

​

Work with student to draw pictures of word problems. 1 pair = 2 shoes.

​

​

​

191

More Math Tips

Use graph paper to write numbers within the squares for problems that require alignment of numbers.

​

192

Problem Solving�Pg. 79 (other tips)

Problem Solving involves being able to solve word problems by applying previously learned information to new and different scenarios.

​

Skills include using trial and error, asking the right questions, choosing the correct operation, writing up results according to the text in the scenario.

​

Problem solving is the application of mathematical skills to problems in the context of word problems. It is the most important aspect of math for daily living.

​

Problem solving connects math skills to functional uses in students’ lives and helps them see the need for learning math skills.

​

193

Problem Solving

Guidelines for problem-solving instruction offered by Mercer and Mercer (1993) include:

• Link instruction to students’ prior knowledge and help them connect that knowledge to learning new information.
• Teach students to understand concepts and operations in the context of word problems.
• Teach students learning strategies for problem solving, such as Understand-Plan-Solve
• Practice word problems at the same time with computation skills. This reinforces application of computation beyond “drill and kill” worksheets and that problem solving should not be secondary to computation.

​

​

​

​

194

Twelve Components of Mathematics�Pg. 80 (blanks)

1. Problem solving is the application of mathematical skills to problems in the context of word problems. It is the most important aspect of math for daily living.
2. Communicating mathematical ideas. The student can apply the language and notations of math that makes use of objects, drawings, writing, and speaking.
3. Mathematical reasoning. Students conduct investigations of math concepts by drawing conclusions supported by their own math knowledge.
4. Applying mathematics to everyday situations. Students relate own experiences through mathematical representations (i.e., graphics, tables, charts, math expressions) and interpret results.

Here is the gist of the National Council of Supervisors of Mathematics (NCSM)1988 statement on the Twelve Components of Essential Mathematics:

195

Twelve Components of Mathematics

5. Alertness to reasonableness of results. Students must be able to check their results via computers and calculators.

6. Estimation. They must be able to do mental approximations quickly to establish the reasonableness of a math solution.
7. Appropriate computational skills. They need to be proficient in using operations with whole numbers and decimals, fractions and know how to use a calculator.
8. Algebraic thinking. Students must learn how to use letters to represent math quantities and expressions and represent mathematical relationships and functions with graphs, tables, and equations.
9. Measurement. Knowing and applying basics of measurement (that is, distance, weight, time, capacity, temperature, angles) to concrete experiences is essential.

​

​

196

Twelve Components of Mathematics

​

10. Geometry. Students must be able to apply geometric concepts, such as parallelism, perpendicularity, congruence, similarity, and symmetry in their everyday life.
11. Statistics. Being able to collect, organize, and interpret data to answer daily questions is critical.
12. Probability. Students must be able to predict the likelihood of events based on basic notions of probability.

​

197

Testing Time!

​

Please take until 4PM to take the LTISD Paraprofessional Institute Test via Google Forms.

Reminders:

**You MUST pass this test to gain Highly Qualified status.

**Upon completion, we will fill out the Determining Title 1, Part A Para Requirements Form, and submit it to HR. They will send you a copy as well.

​

198