Instruction on maintaining eye contact to speak first in oral group Instruction using choral responses situations Instruction using reading responses Individual instead of group presentations Instruction of relaxation strategies Relaxation strategies Other: Self-monitoring Other: Receptive Language Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the does” through What the student will use to access “teacher instructional practices curriculum Scaffolded Instruction to use visual, Preferential seating written, picture prompts & cues Repetition of directions Modeling Simple directions System of least prompts Gestures and visual cues Simultaneous prompting Paraphrasing and rephrasing Time delay Visual prompts Instruction in how to respond to verbal Concrete to abstract representations cues Picture schedule Instruction of core vocabulary with cue Picture cues Tactual cues Instruction in using visualization Object to picture schedule Instruction in using verbal rehearsal Calendar/routine system Cloze procedures Sentence strips Auditory bombardment of language Tape recorder targets Self-cueing strategies Verbal repetition Gradually building complexity of task Instruction of mnemonic strategies Teacher wait time Pre-teach critical information Instruction for understanding of and absurdities Explicitly elements of critical thinking Explicit Instruction in how to make inferences and predictions Explicit Instruction in how to draw conclusions and make generalizations
Instruction on maintaining eye contact Instruction using choral responses Instruction using reading responses Instruction of relaxation strategies Other: to speak first in oral group situations Individual instead of group presentations Relaxation strategies Self-monitoring Other: Receptive Language Specially Designed Instruction (SDI) What the “teacher does” through instructional practices Supplementary Aids & Services (SAS) What the student will use to access curriculum Scaffolded Instruction to use visual, written, picture prompts & cues Modeling System of least prompts Simultaneous prompting Time delay Instruction in how to respond to verbal cues Instruction of core vocabulary with cue Instruction in using visualization Instruction in using verbal rehearsal Cloze procedures Auditory bombardment of language targets Verbal repetition Instruction of mnemonic strategies Pre-teach critical information Instruction for understanding of and absurdities Explicitly elements of critical thinking Explicit Instruction in how to make inferences and predictions Explicit Instruction in how to draw conclusions and make generalizations Preferential seating Repetition of directions Simple directions Gestures and visual cues Paraphrasing and rephrasing Visual prompts Concrete to abstract representations Picture schedule Picture cues Tactual cues Object to picture schedule Calendar/routine system Sentence strips Tape recorder Self-cueing strategies Gradually building complexity of task Teacher wait time
IEP%20and%20Lesson%20Plan%20Development%20Handbook.docx