Notes: Strategies Instruction

The NCLB Act of 2001 and the IDEA requiring that students with disabilities (1) meet the standards as students without disabilities, (2) have access to the general education curriculum, and (3) be served with nondisabled peers to the maximum extent appropriate

The Strategies Instructional Model (SIM)

• curricular materials that can be modified to meet the unique learning needs of students
• routines for teachers to facilitate the success of students with learning disabilities
• strategies that students can use
• 4 conditions exist when using this model
• both group individual need are valued and met
• integrity of he content is maintained
• critical features of the content are selected and transformed in a way that promotes learning for all students
• instructions is carried out in a partnership with students

Student-Focused Interventions - Learning Strategies

• help students acquire information
• help students store and keep information
• help students show what they have learned
• response to intervention (RTI)
• used to determine specific strategies

Strategies to Acquire Information

• decoding strategies
• word identification strategy (seven step strategy DISSECT)
1. discover the context
2. isolate the prefix
3. separate the suffix
4. say the stem
5. examine the word
6. Check with the teacher
7. Try the dictionary
• WIST - word identification strategy training
• word identification by analogy
• vowel variations
• SPY, or seek the part you know
• peeling off
• vocabulary building strategies
• directly linked to comprehension and fluency
• learning walls
• assist students in developing vocabulary associated with particular lessons
• sorts
• students sort the words using different groupings
• morphemic analysis
• break words down into syllables, pulling off prefixes and suffixes until they can identify the root word
• weekly vocabulary list
• vocabulary list focuses on specific words that are associated with the weeks lesson

Strategy for Comprehension

• embedded story strategy - consists of 3 components
• self-questioning strategy
• story structure analysis
• summary writing strategy
• SQ3R reading method
• survey the reading materials
• develop questions while surveying
• read the material looking for answers to your questions
• recite or orally ask questions about what has been read
• review the reading material over the next several days
• paraphrasing summarizing
• read a passage
• ask yourself what the passage is about
• ask yourself what is happening
• make up a summary of what happened
• RAP - read a passage
• read a passage
• ask questions about the passage
• put ideas or information into their own words
• story map
• visual representation of what they have read
• visualize how information fits together
• reciprocal teaching
• summarize what happened
• clarify with teacher if they have any questions or are confused
• question what was important 
• predict what will happen next

Strategies for Acquiring Information from Textbooks

• SCROL
• survey what they know about the topic
• connect key words and headings
• read material
• outline major ideas
• look back and check their validity of their outline
• the KWL method
• know - think about topic and list what they already know
• will or want - develop questions to help students figure out what they will/want to become familiar with
• learned - students list their answers and check what they have learned with what they wanted to learn

Strategies for Note-taking

• note-taking from oral presentations
• sustain their attention
• comprehend what the teaching is saying
• discriminate between critical and irrelevant information
• paraphrase the information into a note format
• organize it into a coherent way
• record it readable and quickly
• guided notes - "skeleton outline"
• increases attention because the students are actively engaged
• increase perception because 3 modalities are involved
• increase discrimination between essential and nonessential information because the teacher has guided the note taking process
• decrease confusion because the student is guided through the note taking process with 3 modalities involved
• increase memory if used with daily review
• strategic note-taking
• taking notes using the information they already know
• record/reduce/recite/reflect/review
• record notes on one section
• after class, reduce the notes using keywords, phrases, or question
• then recite or talk aloud from memory, what has been learned from the lesson
• think over what has been learned and connect it to previously known facts
• then review notes prior to the next class or next test
• note-taking from textbooks
• writing down questions as context is read
• listing vocabulary that is new to the reader
• when permissible, emphasizing parts of the material by highlighting parts either through the use of highlighter or underlining
• power notes
• bold subheading within chapters
• pull information from subheading
• this process helps students organize information and may even serve as a motivator for students who view the activity as a puzzle

Organizational Tools

• oral organizers
• provide students with an oral "heads up" about information that is about to be presented
• outline what you will be going over in the lecture
• graphic organizers
• cause-and-effect diagrams
• sequence charts
• main-idea-and-detail charts
• compare-and-contrast-diagrams

Strategies for Strong and Retrieving Information

• mnemonic strategies
• verbal or visual clues that will help students remember and retrieve information
• keyword method
• students find words that sound like target words, make up a story using the words and visualize a picture that demonstrates the story
• reconstructive method
• used with more abstract information, students can visualize just about anything related to the fact(s) being remembered
• pegword method
• students are trying to remember a particular order of words
• first letter mnemonics
• used when students need to learn a large amount of material

Strategies for Expressing Learned Materials

• writing strategies
• break down assignment into specific steps
• develop topic
• identify audience
• research topic
• organize and outline paper
• develop an initial draft and write completed paper
• revise paper
• proofed for final paper
• sentence writing strategy
• paragraph writing strategy
• error monitoring strategy
• inspecting strategy
• theme writing strategy
• test-taking strategies
• inform students on what, when and how they will be tested
• provide students with reminders of when test will be
• remind students to be prepared for test mentally and physically
• provide practice test
• teach students general test taking strategies that can apply to multiple tests
• DETER (direction, examine, time, easiest, review)
• read the directions and ask teacher to explain anything unclear
• examine the entire test
• decide how much time you have for each question
• answer the easiest questions first
• review your answers to ensure you answered them all
• ANSWER strategy (analyze, notice, set-up, work, engineer, review)
• analyze action words in the sentence
• notice the requirements for the questions
• set-up an outline
• work in detail
• engineer your answer
• review your answer
• homework completion strategy - PROJECT (prepare, record, organize, jump, engage, check, turn)
• prepare your forms
• record and ask
• organize
• breaks down assignment into various steps
• estimate the approximate time spent on assignment
• schedules time to work on assignment
• make sure they have all the appropriate materials they will need to complete the assignment
• jump into it
• engage in the work
• check your work
• turn in your work