Instructional Program

Name of student: Student C Context for Instruction:

Initiator: Nicole Beck

The location for this instructional program will take place in Mrs. Shickedanzs room. Student C will be brought to a small table in the front where she will be seated by herself. This instruction will take place every day during spelling time. Materials needed will be a white board, dry erase marker and spelling list.

Program Objective: When taking a spelling test in the resource room, C will write at least 13/14 spelling words correctly for 4 consecutive weeks.

Generalization: To enhance generalization across writing situations, use sequential modification by first teaching the spelling strategy during spelling time in the resource room. Assessment will then take place during her writing time. I will watch to make sure she is using her strategy steps when spelling words in her writing. If she does not execute the strategy correctly during writing time, we will intervene and reteach the strategy during writing time. After that we will assess in another area that requires C to spell out her words.

Rationale: The skill that we will focus on with Student C is improving her ability to correctly spell her weekly spelling words. The reason for focusing on this skill with student C is due to the fact that the spelling words that she is given each week are very common words that this student will see frequently throughout the rest of her life. Spelling is the basis for many other aspects of life and in order for her to be successful in other subjects she will need to increase her ability to spell common words.

Assessment Procedures:

1. Spelling tests are given on the last day of attendance of the week at the small table in the resource room. Spelling lists will come from the level 2 Steck-Vaughn Linking Words to Meaning spelling book. 2. After C writes her name on the paper, say the first word on the spelling list. After saying the word, rad a sentence that includes the target word. 3. When C has finished writing the word and indicates that she is finished, move onto the next spelling word. There is no time limit for completion. 4. Dictate all words on the spelling list using the same procedures. 5. After she has finished writing all of her words, score the words that are correct and graph amount correct on data table.

Assessment Schedule: For baseline student C will be assessed the last attendance day of each week until stable. This pattern continues once instruction begins.

Instructional Procedures: At the beginning of instruction, introduce strategy in a lesson using the following routine. 1. Explain how good spellers use this strategy to be successful. 2. Model 3 words for C using the white board. 3. Coach her in using the strategies when writing together using direct verbal and indirect verbal for words. 4. Have C complete one spelling word independently, providing direct verbal error correction as needed and verbal/social praise for correct responses. All six steps of the following strategy will be introduced simultaneously.

1. Say the word out loud 2. Stretch the word 3. Stretch and make a line for each sound 4. Say the sound when you write it on the line 5. Read it back to check and make sure you agree with what you wrote 6. Read, in order, the letters that you just wrote

 C will be provided with a prompting chart that lists each step. C can always have this available if she chooses. There is no fading necessary. We will be using Most-to-Least Prompting o We will start with Direct Verbal Immediately after cue for step (e.g. initial cue or completion of previous step) provide full verbal assistance to C to ensure correct completion of step (e.g. saying to C Pick up your pencil, it is now time to write the lines down) Use this most intrusive prompt level for each step of the task analysis for the first 3 words. Then move to the next prompt in the hierarchy. o Next will be point prompt Immediately after cue/Sd for step (e.g. intial cue or completion of previous step) provide point/verbal prompt to C (e.g. While pointing to her prompt chart say C look at your strategy list and tell me what step comes next.) If C completes step correctly within 6 seconds of prompt record and provide specific verbal praise (e.g. C, that was great how you put down the lines according to how many sounds were in the word!) Move on to next step of strategy. If C does not complete step correctly within 6 seconds, tell her what the correct response would have been and provide direct verbal (e.g. Pick up your pencil, it is now time to write the lines down.) As C performs step correctly, record and provide specific verbal praise (e.g. C that was great how you put down the lines according to how many sounds were in the word!) Move on to the next step of the strategy. Use this prompt for each step of the strategy. When C has completed each step of the strategy with this prompt for 4 consecutive words, move to use of next prompt in the hierarchy. o Next will be Indirect Verbal Immediately after cue/Sd for step (e.g. intial cue or completion of previous step) provide indirect verbal prompt to C (e.g. C, show me what you should do next.) If C completes step correctly within 6 seconds of the prompt, record and provide specific verbal praise (e.g. Great job C, you sounded that word out perfectly!)

If C does not complete step correctly within 6 seconds, tell her what the correct response would have been and provide direct verbal (e.g. Pick up your pencil, it is now time to write the lines down.)

As C completes step correctly, record and provide specific verbal praise (e.g. Great work C, you sounded out that word perfectly!) Move on to the next step of strategy to respond independently to the Sd for each step.

Use this prompt for each step in the strategy. When C has completed each step of the strategy with this prompt for 3 consecutive words, move to allowing C to respon independently to the Sd for each step. o Allowing independent response Immediately after cue/Sd for step (e.g. initial cue or completion of previous step) allow C 6 seconds to respond independently to natural Sd. If C completes step correctly within 6 seconds of Sd, record and provide specific verbal praise (e.g. You picked the right letters that matched the sound for that word! Awesome job!) Move on to next step of strategy. If C does not complete step correctly within 6 seconds, tell her what the correct response would have been and provide direct verbal (e.g. Pick up your pencil, it is now time to write the lines down.) As C completes step correctly, record and provide specific verbal praise (e.g. Great work C, you put the letters that match the sound correctly on the lines!) Move on to next step of strategy and allow C the opportunity to respond independently.

Reinforcement Student C will receive verbal/social praise after every correct response. A penny will be given each day that she accurately uses the strategy on 80% or more of the words that are practiced that day. After criteria change in objective, change contingencies for a penny to be given on test day for using strategy during tests. Since she will continue to have new words introduced, there is no need to fade the strategy. Instruction will continue indefinitely.

Maintenance Every 4-5 weeks, maintenance of spelling words will be assessed through a review unit