Reading Comprehension Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the does” through instructional What the student will use to access “teacher practices curriculum Explicit Instruction in how to use graphic Recorded books with appropriate organizers pacing Modeling Recorded materials Instruction in procedures Electronic/digitized materials “Cloze” Mnemonic strategies Highlighting Instruction using advance organizers Large print materials/textbooks Instruction using visual prompts (specified font size) Pre-teaching concepts/vocabulary Standard text to accompany print Strategy Instruction; for example, text for colored illustrations/maps strategy Braille List what you know Refreshable Braille Explore what you want to know Braille N’ Speak Access information Type N’ Reflect on what you’re learning Reader Now make connections Paraphrasing KWL Strategy Oral/visual presentation of materials List what you Know above independent reading level Tell what you Want to know Manipulatives (i.e., story strips, etc.) Tell what you Learned Advance organizers Instruction in verbal summarization Tactual graphics Instruction using open-ended stories Visual prompts QAR (Question, Answer, Response) Frequent rest breaks to reduce eye strategy fatigue and strain Instruction using choral reading Limit visual clutter/stimuli Instruction using paired reading Slant board/stand Instruction using echo reading Note-taking guides Instruction visual imagery guides Instruction using story mapping Highlighted study guides Modeling through Think aloud strategy Use of black marker ONLY on dry Direct Instruction in: monitoring for erase board meaning, determining importance, creating Talking books mental images, synthesizing, relating new to Screen enlargement software questioning, inferring Magnifier Direct instruction and support for Monocular/Binocular specialized software and equipment Colored overlays for Applying Braille reading (or use of low reduction (specify color) vision devices for literacy tasks) in Copy of notes written on the board authentic contexts Regular text along with large print Instruction in hand/finger skills, tactile texts for colored illustrations and maps discrimination/perception skills Reading Sticky notes or highlighter to mark key points in the textbook or manual
Reading Comprehension Specially Designed Instruction (SDI) What the “teacher does” through instructional practices Supplementary Aids & Services (SAS) What the student will use to access curriculum Explicit Instruction in how to use graphic organizers Modeling Instruction in “Cloze” procedures Mnemonic strategies Instruction using advance organizers Instruction using visual prompts Pre-teaching concepts/vocabulary Strategy Instruction; for example, strategy List what you know Explore what you want to know Access information Reflect on what you’re learning Now make connections KWL Strategy List what you Know Tell what you Want to know Tell what you Learned Instruction in verbal summarization Instruction using open-ended stories QAR (Question, Answer, Response) strategy Instruction using choral reading Instruction using paired reading Instruction using echo reading Instruction visual imagery Instruction using story mapping Modeling through Think aloud strategy Direct Instruction in: monitoring for meaning, determining importance, creating mental images, synthesizing, relating new to questioning, inferring Direct instruction and support for specialized software and equipment Applying Braille reading (or use of low vision devices for literacy tasks) in authentic contexts Instruction in hand/finger skills, tactile discrimination/perception skills Recorded books with appropriate pacing Recorded materials Electronic/digitized materials Highlighting Large print materials/textbooks (specified font size) Standard text to accompany print text for colored illustrations/maps Braille Refreshable Braille Braille N’ Speak Type N’ Reader Paraphrasing Oral/visual presentation of materials above independent reading level Manipulatives (i.e., story strips, etc.) Advance organizers Tactual graphics Visual prompts Frequent rest breaks to reduce eye fatigue and strain Limit visual clutter/stimuli Slant board/stand Note-taking guides guides Highlighted study guides Use of black marker ONLY on dry erase board Talking books Screen enlargement software Magnifier Monocular/Binocular Colored overlays for reduction (specify color) Copy of notes written on the board Regular text along with large print texts for colored illustrations and maps Reading Sticky notes or highlighter to mark key points in the textbook or manual
IEP%20and%20Lesson%20Plan%20Development%20Handbook.docx