High School Progress Monitoring Data Sheet Building Understanding of Words and Stories: Marcelo in the Real World Directions: Score each step during instruction or as soon as the lesson is complete. Score the step as unprompted correct with a Use a system to code level of prompting required for incorrect responses (e.g., V = verbal prompt, G = gesture, P = “+.” physical). Graph the number of unprompted correct responses to monitor progress. BUILD ESSENTIAL UNDERSTANDING: Teaching Story Elements Materials and Directions for Instructional Cue Student Expected Response X X X X X X Teacher Date: Present student with adapted Before we read our story, Reads/selects “Marcelo.” text and vocabulary response Matches to picture. let’s review some key words options. we will read in the first chapter. Read (or listen for) the word and then show me the picture that goes with the word. (Go through the vocabulary at a rapid pace, show or read each word). Marcelo (pronounced Marselo, not Marchelo) See above. Arturo Reads/selects “Arturo.” Matches to picture. See above. Aurora Reads/selects “Aurora.” Matches to picture. See above. research (study to learn things; Reads/selects “research.” how the brain works) Matches to picture. See above. straightforward (someone who Reads/selects says what they think Matches to “straightforward.” picture. See above. Asperger Syndrome (a form of “Asperger high functioning Autism) Syndrome.” Matches to picture. See above. independent (to do things Reads/selects “independent.” without help) Matches to picture.
High School Progress Monitoring Data Sheet Building Understanding of Words and Stories: Marcelo in the Real World Directions: Score each step during instruction or as soon as the lesson is complete. Score the step as unprompted correct with a “+.” Use a system to code level of prompting required for incorrect responses (e.g., V = verbal prompt, G = gesture, P = physical). Graph the number of unprompted correct responses to monitor progress. BUILD ESSENTIAL UNDERSTANDING: Teaching Story Elements Materials and Directions for Teacher Instructional Cue Student Expected Response Date: X X X X X X Present student with adapted text and vocabulary response options. Before we read our story, let’s review some key words we will read in the first chapter. Read (or listen for) the word and then show me the picture that goes with the word. (Go through the vocabulary at a rapid pace, show or read each word). Marcelo (pronounced Marselo, not Marchelo) Reads/selects “Marcelo.” Matches to picture. See above. Arturo Reads/selects “Arturo.” Matches to picture. See above. Aurora Reads/selects “Aurora.” Matches to picture. See above. research (study to learn things; how the brain works) Reads/selects “research.” Matches to picture. See above. straightforward (someone who says what they think Reads/selects “straightforward.” Matches to picture. See above. Asperger Syndrome (a form of high functioning Autism) “Asperger Syndrome.” Matches to picture. See above. independent (to do things without help) Reads/selects “independent.” Matches to picture.
unit_3_hs_progress_monitoring_ada.docx