Strategy name: Text Lookback Academic Area: Reading Source: Garner, R., Hare, V.C., Alexander, P.

, Haynes, J., & Vinograd, P. (1984). Inducing use of a text lookback strategy among unsuccessful readers. American Educational Research Journal, 21, 789-798. Description: This strategy is used to increase the comprehension skills of the students, by using predetermined passages and lookback questions. Students work independently by looking back through the given text to answer questions that is given by the educator. All questions proposed must be able to be located within the text. Procedure: 1. Introduce the text- lookback strategy by telling students that people cannot always remember everything when they are reading. If you are reading a passage or text book and are asked a

fact question about it that we cannot answer, we can look back at what we read to find the information that we need. 2. Describe to the class the difference between lookback and think questions. Look back questions are those that can be answered by looking back through the article. Whereas think questions are thought provoking that encourage opinion, beliefs or ideas that cannot be found by rereading the passage. 3. Read through a sample passage aloud to the students. When reading through the passage is complete read the series of four text lookback/think questions directed to the class. As the educator is reading each question, highlight the word clues that indicate whether the question is probably located. 4. Explain to the students that they must reread carefully to find the answer to a text- lookback question. However they can save time by skimming the article to get the general idea of where the answer to the questions could possibly be located.

5. Thinking aloud, Demonstrate for students how to skim the example article to locate the correct answer to each text- lookback question. 6. Give additional example articles with text-lookback questions to monitor student mastery. Observe students use this strategy independently while being under your supervision. Use Of strategy: This would be a perfect strategy for individuals with special needs to aid them with building a concrete relationship of the text. Looking back through the passage will help students reevaluate the information they learned and increase their memory skills.

Strategy Name: Carousel Brainstorm Academic Area: Reading Source: Jones, Raymond. (1996). Carousel Brainstorm. Strategies for Reading Comprehension. Retrieved February 23, 2013, from http://www.readingquest.org/strat/carousel.html. Description: The carousel Brainstorms purpose is to aid the students in the thought process and encourage them to use previously learned knowledge to aid them in discovery. This procedure allows students to work as groups to discover as many subtopics they can think of with the given word an example would be heart then the students have to write down as much as they know about the heart. Procedures:

1. Give each group a sheet or chart paper. Each groups sheet has a different subtopic written on it. The groups are given thirty seconds to write down the terms they can think of that associate with their topic. After the allotted time is up have them pass their sheet over the next group. 2. Each time the paper is passed the students will be presented with a new subtopic. After a certain amount of passing give the students extend the writing time to forty seconds, then forty five because all the easy ideas will have been taken by previous groups and the students will need more time to brainstorm. Use of Strategy: This strategy would be excellent in a classroom because it allows students to use their knowledge to break down topics into subtopics. It is also beneficial because the students will have time to work on their social interaction skills by talking to other children to complete the desired task.

Strategy name: 3-2-1 Academic Area: Reading Source: Jones, Raymond (2012) Strategies for Reading Comprehension 3-2-1. Retrieved February 23, 2013 from http://www.readingquest.org/strat/321.html. Description: This strategy gives students a chance to summarize key ideas, rethink them and then pose a question that can reveal where their understanding is still uncertain. Procedure: 1. Have the students write three things they found out. 2. Allow the children to discover what two interesting things they learned. 3. Then have them develop one question that they still do not comprehend with what was learned.

Use of strategy: 3-2-1 would give the students a chance to evaluate how they are doing with the subject topic. The students will benefit from using this task as a refresher of everything learned after the instruction. The findings of this strategy will give the educator the chance to see what a student is having trouble with without the bias of the opinions of the other class. If they students are showing that they are grasping the material the teacher will know to move on with the instruction, if they appear to not grasp the material the educator will know to find a new method of teaching.

Strategy Name: Spin and Share Academic Area: Reading Source: Spin and Share. (2012). Instructional Strategies to the Journey North Teacher. Retrieved March 5, 2012, from: http://www.learner.org/jnorth/tm/InstrucStrat31.html Description: This instructional strategy is used to increase students comprehension and understanding of a text that they read. When setting up the spinner, the features can include: Main Ideas, Descriptive Details, Compare and Contrast Elements, Similes and Metaphors, Facts and Opinions, Authors Purpose, Authors Viewpoint, Personal Connections.

Procedure: 1. Create spinners that describe elements of the reading selection that will evoke discussion. 2. Divide the class into small groups. 3. Each group receives a spinner.

4. They reread the selection. 5. Following the selection, each person in the group spins and shares based on what the spinner designates.

Use of Strategy: This strategy could be used in teams of paring students by high achievement levels and lower achievement level students. The pairs aid each other while answering the questions on the spinner. This activity will allow the children to participate actively and without biased influences.

Strategy Name: Picture It! Academic Area: Reading Source: Naughton, V. M. (2008). Picture It!. Reading Teacher, 62(1), 65-68. Retrieved on February 23, 2013, From http://ehis.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=c47d08ac. Description: A mnemonic technique known as STORY to help students visualize each component of a passage that they are reading. While the students are reading, have them go through the Story steps to gain knowledge of the story. Procedure: 1. Setting- Draw a box or picture frame around the letter to emphasize that this is for setting- a picture of where the story takes place. 2. Talking characters- Turn the letter T into a stick figure by adding a head to the top and feet to the bottom of the letter to illustrate the characters. 3. Oops, a problem! - Make a frowning face to show the problem.

4. Attempts to resolve the problem- Add a light bulb over the letter R to indicate ideas or attempts found in the story to solve the problem. 5. Yes the problem is solved! - Make Y into a stick figure with is arms raised as a sign of success by adding a head between the fork of the letter. Use of Strategy: This instruction can be very beneficial for students with disabilities because it has them on the lookout for the clues to the story. This strategy aids students with comprehension, visualization during reading skills and helps form solid knowledge of story elements.

Strategy name: Number Sense Academic Area: Mathematics Source: Siegler, R. S. (2009). Improving the numerical understanding of children from low-income families. Child Development Perspectives, 3(2), 118-124. Description: A counting-board game session that encourages the student to say numbers out loud while moving their token throughout the game. The numbers on the board game range from one to ten. Procedure: 1. The student is told that he or she will attempt to beat another player. The student is given a penny or a small game piece. The student is then told that players take turns spinning the spinner to determine how many spaces they can move on the Great Number Line Race! Board. Each player then advances the game piece, moving it through numbered boxes of the

game board to match the number 1 or 2 selected in the spin or block toss. While continuing through the game the player must call out the number of each box as the penny is being moved over it. The individual who reaches the 10 box first is the winner. 2. At the conclusion of the game, the elucidator records the winner by using the form found on the Great Number Line Race! Form. 3. Continue the game until the student has played this particular game for at least an hour of play on a span of multiple days. Use of Strategy: The number Sense strategy is outstanding for students with a variety of disabilities. The repetitiveness of this game will aid the students that have memory issues. By constantly repeating this exercise the students will be able to retain the necessary information while playing an interactive game that will keep them engaged.

Strategy Name: Peer Guided Pause Academic Area: Mathematics Source: J. Hawkins, M. B. (1994). Math Instruction: Consolidate Student Learning During Lecture Through the Peer-Guided Pause. Retrieved Feburary 23, 2013, from http://www.jimwrightonline.com/php/interventionista/interventionista_random.php?intv_ ID=319 Description: This is an instructional strategy used to help student retain more instructional Content while in large-group math lectures.

Procedure: 1. Teacher lectures for 10 minutes 2. Teacher directs students to pair up to work together for 4 minutes and teacher gives students a worksheet that contains one or more correctly completed word or number problem illustrating

the math concept(s) covered in the lectures. The sheet also contains several additional, similar problems that pairs of students work cooperatively to complete, along with an answer key. 3. Student pairs are reminded to (a) monitor their understanding of the lesson concepts; (b) review the correctly math model problem; (c) work cooperatively on the additional problems, and (d) check their answers. 4. The teacher can direct student pairs to write their names on the practice sheets and collect them as a convenient way to monitor student understanding.

Use of Strategy: This strategy would be used to help students with disabilities become more efficient in retaining instructional content. When having students pair up into groups, the teacher can group a higher achieving student with a lower achieving student. This will maximize instruction for both high and low achieving students because the higher achieving students are reinforcing their skills by working with the lower achieving student and the lower achieving student is practicing the skill fully with the help of a higher achieving peer.

Strategy name: TouchMath Academic Area: Mathematics Source: Heller, Kathryn (2013). Examining the Effectiveness of TouchMath With Students with Physical Disabilities. Retrieved on February 24, 2013, From http://rse.sagepub.com/content/32/4/309.refs. Description: Students are taught a dot notation for the numerals 1 through 9 in which they touch dots on the numerals that correlates with what the number is. Procedure: 1. The educator must first teach each student the system of dots that correspond to the numerals one through nine.

2. Students are instructed to begin at the top of the numeral, and touch each dot while counting. 3. After the children have grasped the material, move them onto addition by having them add up the dots on the two numbers given. Use of Strategy: This strategy is aimed towards helping students that have issues with simple addition. By adding up the dots on the numbers the students can accurately add up the numbers with reassurance. This strategy will build the students self esteem because they will be able to answer the addition problems on their own and have reliable answers.

Strategy name: Cover- Copy- Compare Academic Area: Mathematics Source: Intervention Central. Cover- Copy- Compare. Retrieved Feburary 27, 2013 from http://www.interventioncentral.org/academic-interventions/math/cover-copy-compare. Description: Students who can be trusted to work independently and need extra drill and practice with math computational problems may benefit from Cover- Copy- Compare. It allows them to work on math problems with self correction. Procedure: 1. Instruct the student to cover the correct model on the left side of the page with an index card. 2. The student is then directed to answer the math problems on the right side of the page.

3. The student then uncovers the correct answer on the left and checks his or her work.

Use of Strategy: The Cover- Copy- Compare strategy would be helpful to any student because students are free to answer the problems without judgment even if they get the answer wrong. If the answers of the student and the activity are not matching, the student is given the chance to go back and retry the equation without the constant worrying about not correctly answering. This strategy is also helping for the educators because while some students are working on the activity, the teacher may pull children aside to give extra instruction.

Strategy Name: Response Cards Academic Area: Mathematics Source: F. Armendariz, J. U. (1999). Math Instruction: Increase Student Engagement and Improve Group Behaviors With Response Cards. Retrieved 4 2012, March , from http://www.jimwrightonline.com/php/interventionista/interventionista_random.php?intv_ ID=355

Description: Response cards can increase student active engagement while participating in group math activities. This activity will also reduce disruptive behavior that can get the students off task. .

Procedure: 1. In the group-response technique, all students in the classroom are supplied with an erasable tablet (response card), such as a chalk slate or laminated white board with erasable marker. 2. The teacher instructs at a brisk pace.

3. The instructor first poses a question to the class. 4. Students are given sufficient wait time for each to write a response on his or her response card. 5. The teacher then directs students to present their cards. 6. If most or all of the class has the correct answer, the teacher praises the group. 7. If more than one quarter of the students records an incorrect answer on their cards, however, the teacher uses guided questions and demonstration to steer students to the correct answer.

Use of Strategy: This strategy can be used to instruct disabilities by allowing response to questions private. Due to a student putting their answers on cards and holding it up, the student will be able to provide their response without having to be judged by other students. Only the teacher will be able to see the student understandings of the content.

Strategy Name: Shared Rime Academic Area: Writing Source: Conrad, N. J. (2008). From reading to spelling and spelling to reading: Transfer goes both ways. Journal of Educational Psychology, 100, 869-878. Description: The student is provided with the reading and spelling of words from word families that have similar pronunciation and the same spelling patterns. Procedure: 1. During the reading intervention session, the educator shows the student flash cards of the same rime family. Each card is shown to the student in five second increments and is encouraged to read it aloud. If the student reads the word correctly, the teacher shows positive reinforcement

and moves to the next card. If the student takes longer then the allotted five seconds to say the word, the teacher will say the correct word then move onto the next flash- card. 2. During the writing component of this intervention, the teacher reads the word from the flashcard but does not show the card to the student. The student is then encouraged to write the word. After the individual writes the word, the educator shows the student the correct model on the flash card and asks the student if they spelled the word correctly. If the word was correctly spelled the student moves to the next word. If the spelling was not correct, the student is directed to cross out the word they wrote and rewrite it the correct way. 3. While conducting the activity, the teacher records each word the student reads and spells correctly. 4. The intervention continues until the student can respond to the intervention without errors. When no errors are recorded, the educator will move onto a new word family and generate a new list.

Use of Strategy: This strategy will allow students to rehearse the spelling of words in a variety of forms. This exercise will build self confidence because the words used are a part of a word family; the words have a lot of the same spelling, except for a few contingencies. This strategy is also helpful due to the constant positive reinforcement given to the student.

Strategy name: Suggest- Choose- Plan - Compose Academic Area: Writing Source: Wiesendanger, K., Perry, J., & Braun, G. (2011). Suggest-Choose-Plan-Compose: A Strategy to Help Students Learn to Write. Reading Teacher, 64(6), 451-455. doi:10.1598/RT.64.6.8 Description: The students brainstorm characters and settings as a whole group. The students then break down into smaller groups throughout the activity as they add more detail to their stories. Procedure: 1. Suggest: The educator should inform the entire class to brainstorm of possible characters and the setting the story will take place in. The teacher will record all ideas on a visible chart. 2. Choose: The class will separate into small groups and choose the characters and setting they wish to include in their story from the options previously discussed.

3. Plan: During this stage the objective is for students to plan the plot. Each group will develop an outline and focus on the beginning, middle and end sections of their story. 4. Compose: After students outline the plot, they focus on composing their story. Each group will separate into three sets of partners who then divide the responsibility for writing the story on the basis of their outline. The educator should have students rotate partners during this section; therefore every student has a part in writing every section of the story. Use of Strategy: This strategy helps students build upon their story writing skills by using step by step instruction and peer assistance. By slowly decreasing the size of the groups, the students will be able to rely on themselves more when it comes to adding the detail.

Strategy name: Tree Diagram Academic Area: Writing Source: Nair, G., Rahim, R., Setia, R., Mohd Adam, A., Husin, N., Sabapathy, E., & ... Seman, N. (2012). Writing Descriptive Essays Using 'the Tree Diagram' as a Tool. Asian Social Science, 8(7), 4044. doi:10.5539/ass.v8n7p40. Description: This is a strategy that utilizes a diagram which has branch-like subdivisions. The diagram aids students with refining composition skills in a more concrete form. Procedure: 1. Have the children develop a thesis statement 2. From the thesis statement the student will develop three topic sentences. 3. Examples and more detailed oriented sections branch off from the topic sentences.

Use of Strategy: This strategy will be a very good way to introduce to students to proper methods of writing stories or papers. The students will be able to work out their thoughts and efficiently place them within these steps to improve their writing skills and aid them in the thought process. This process also encourages the students to get more detailed with their stories over time.

Strategy name: Magnet Summaries Academic Area: Writing Source: Barasoyska J, (1998). Wisconsin Literacy Education and Reading Network System. Retrieved on February, 22, 2013 From literacy.kent.edu/eureka/strategies/magnet_summaries.pdf Description: Students will pick out magnet words and write them on an index card; in groups they decide which were more important out of all the magnet words discovered. Then students must form sentences by using the words they previously picked. 1. Explain the concept of magnet words to students (words that other details and bits of information are attracted to like a magnet, typically found in headings and titles or bold face print). 2. . Have students read portion of reading assignment and then generate possible magnet words for that section of the text.

3.

Provide students with 3x5 cards to write magnet word on. Have students provide details pertaining to magnet word. Write these on the board and have students write them on their cards.

4.

Have students read the rest of the assigned text, recording magnet words as they find them.

5. Place students in groups and have them choose best magnet words and important details related to each magnet word. Have students write each magnet word and their important details on 3x5 cards. Students should now have four or five cards with magnet words and details on them. 6. Show how information on cards can form a sentence. Have students construct one sentence for each magnet word, writing the sentence on the back of the magnet words card. 7. Have students arrange sentences into the order they want for their summaries. Have them check to be sure that all important information is included and all excess information is removed. 8. Have students test their summaries by reading them aloud

Use of Strategy: It helps students see the important concepts in a large quantity of information, which allows them to summarize a text. This strategy would be very beneficial for any student that expresses difficulty with remembering what was previously learned.

Strategy name: Unsent Letters Academic area: Writing Source: Blessing, E. (1998). Content Area Reading: Literacy and Learning Across the Curriculum. Retrieved February 22, 2013, from http://literacy.kent.edu/eureka/strategies/unsent_letters09.pdf. Description: Students form letters to write to individuals that are being studied within the educators lessons. Procedures: 1. Students enter a role play situation in which they respond to the material being studied in the lesson by writing letters. 2. The letters may be written to a historical figure, a famous person. Or someone in the students life.

Use of strategy: This activity will be helpful for students will disabilities because it requires children expand their use of imagination and often requires students to engage in interpretive and evaluative thinking.