Scenario 4:



Scenario 1:

Sam is a third grade student who is struggling with reading comprehension. He can recall new vocabulary words from stories. However, he is not able to consistently identify the beginning, middle, and end of a story using pictures. He is not able to consistently predict what happens in a story using pictures.

Annual Goal:

Sam will show comprehension in literature.

1. Write 3 short-term objectives that can be used to meet the goal?

• Sam will state the main idea of the story, video or situation (4/5 opportunities he is given to do so.)

• Sam will relate information (ie. Past events, stories, situations, etc…) sequentially (4/5 opportunities given to do so.)

• Sam will identify what happened first, in the middle, and last regarding a previous read story, past event, or situation.

2. Identify 2 types of materials that might be needed to meet the goal and objectives?

• Sam will need to use worksheets such as story maps, KWL charts, story pyramids, and other reading comprehension tools.

• Sam might need to use computer tools that are designed to aid in reading comprehension. This might include a story with guideline questions, interactive story lines, or other tools to help Sam comprehend the story. (ex. QuickReads)

3. Name one way to monitor the student’s progress?

• Teachers, parents, and other professionals involved in Sam’s learning will need to be aware of the things he is working on and watch him while he is reading. After reading stories someone will need to talk to him about the story and prompt him in answering the correct questions. If Sam completes worksheets, teachers will need to look at it and then go over them with Sam, regardless of correctness.

4. Identify at least two content areas or activities in the child’s school day in which he/she can work on the short-term objectives. Describe content strategies that can be use with the student.

• The short-term objectives can be worked on during free or structured reading time. He will, in the beginning, need to work with a paraprofessional during these times. The paraprofessional will need to make sure Sam stays engaged and is starting to understand what he is reading.

• Sam can also work on reading comprehension during any period in which a textbook is being used. It will be helpful if he also has someone working with him during these times to make sure he is understanding the factual information as well.

Scenario 2:

Allison is a second grader having trouble with her social skills. She is able to respond to “yes/no” and other simple questions “How are you?” and “How old are you?” and “Who is your teacher?” She still has consistent eye movement with the person speaking, and does participate in turn taking activities with minimal assistance.

Annual Goal:

Allison will demonstrate improved social skills.

1. Write 3 short-term objectives that can be used to meet the goal?

• Allison will initiate communicative interactions with others (4/5 opportunities she has to do so.)

• Allison will ask questions of others regarding topics initiated by self or others to sustain conversation for conversational turn-taking (4/5 opportunities she has to do so.)

• Allison will identify and understand various non-verbal social communication behaviors (ie. Tone of voice, personal space, vocal volume, body orientation, facial expressions) by stating their implied meaning (4/5 opportunities she has to do so.)

2. Identify 2 types of materials that might be needed to meet the goal and objectives?

• Allison might need to games and activities that deal with understanding emotional and facial expressions (i.e. matching game with facial expressions and the words of the emotions)

• Allison needs to use personal observation of proper ways to interact with people and mirror them. Videos or movies of different social interactions might be helpful.

3. Name one way to monitor the student’s progress?

• There are many different worksheets and activities that student can do that will show the progress of students social skills. Teachers and parents can observe Allison’s interactions with the people around her and also look over the any worksheets and behavior charts done in class.

4. Identify at least two content areas or activities in the child’s school day in which he/she can work on the short-term objectives. Describe content strategies that can be use with the student.

• During any activity and class period Allison can work on her social skills. She should start to talk to students when there is group work in the classroom. During lessons that involve partner work, Allison should also work with a Para educator to help her with communication efficiently.

• When having to talk to someone one on one, at lunch for example, Allison should practice looking at people in the eyes and asking them questions to start a conversation.

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