Curriculum Name: Comprehension and Reading Strategies.

Practicum Student: Megumi Hoshi Coop: Chanita Jones-Howard Research Rationale Gajria, M., Burgess, C., & Jitendra, A. (2011). Cognitive strategy instruction for improving expository text comprehension of students with learning disabilities: The quality of evidence. (2 ed., Vol. 77, pp. P135-159). Arlington, VA: Exceptional Children. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=46c68a93b8f2-4551-8ff2-2546903a88ba@sessionmgr113&vid=6&hid=113 This article states the importance of improving comprehension for students. The main skills that the students needs to master are the ability to recognize the words and being able to comprehend the text. In order for students to master those skills, it is important to use content enhancements, which include graphic organizers, visual displays, study guides, summarizing and self-questioning, or reciprocal teaching. These enhancements are important in order to enable teachers to choose important information and instruct key ideas and the relationships it is presented.

Program objective Student B will complete a written comprehension assessment with two target skills to master from the Gretchen and Courtney skill set (predict, summarize, connect, question, infer and image) from a randomly selected article scoring a B or higher for three consecutive probe trials with an assessment every four days to master the comprehension skill targeted. Generalization Students will read the book, Monster by Walter Dean Meyers in order to master the skills from the Gretchen Courtney skill set which includes prediction, summarizing, connections, questioning, inferring, and imaging. Two skills will be introduced at a time and will be given instruction until mastery of those two skills. Strategies used in order to effectively instruct the students include: group discussions, independent reading and thinking, books on tape, constant assessment or evaluations, and using the six skills independently. Sequential modificationand probe and see if it transfers to other readings in classes or independent readings.

Rationale Student B must pass this course in order to graduate. Based on the curriculum standards as well as the expectations of the coop and the class, reading skills are important and necessary to master as the student continues education. Questioning, predicting, summarizing, connecting, inferring, and imaging are skills all readers do naturally, and in order for the students to become more independent, these skills are crucial to master. In addition, the curriculum standards and goals of the class also require students to understand and independently complete tasks. Assessments/Data Collection Procedures 1) Gather up materials and take student to the back of the room out in the hallway. Here is your assessment and here is the article, please read through the instructions carefully. I cannot help you, but let me know if you have may questions. 2) Give the task to the student, when the student completed the task, by saying done or looking up, you are going to score the paper. 3) Score paper and see what grade she receives. 4) Graph the data collected. Assessment Schedule 1) Conduct baseline daily until stable 2) Once instruction begins, probe every four days. 3) Randomly selected articles

Instructional Procedures/Reinforcement/Error Correction 1) 2) 3) 4) If there is a probe to be conducted, do that assessment first. Daily reading from text chosen by instructor and or required by school Skills focused are presented Engage students in discussion/ independent reading/ group reading

Monday, Tuesday: Reading text with group using smart board and implement instruction. Wednesday: Group work with students by encouraging the use of skills targeted. Thursday: Station work targeting curriculum based standards for the class that target students IEP.

Friday: Assessment and work instructed by Cooperating teacher. The student will be taught to master each specific skill from the Gretchen and Courtney Comprehension Strategy, which include predicting, questioning, connecting, summarizing, inferring, and imaging. Error Correction: Verbal correction Can you expand a little more on that? Thats not quite what I wanted to hear, can you try again? Lets think about it another way Nice try, but how about ____? Reinforcement: Reinforcement after every question answered or specific skill is used. Reinforcement fading: No particular reinforcement-fading plan is needed because the student is continuing to master each skill being presented within the text. Another skill will be replaced upon mastery.

Maintenance Basic skills that will be repeated frequently in future reading lessons, nothing special would need to be done since the student will be practicing these skills in an ongoing basis. As the student uses reading in her daily curriculum, the skill will be maintained. Her daily reading skills will be observed and assessed.