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Wayne Central Middle School

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Counseling

    1. Repeated readings
    2. Below grade level reading
    3. Poetry
    4. Phrase scooping
    5. Choral reading with an adult
    6. Choral reading with a buddy
    7. Sight word practice
    8. Pattern books
    9. Word families practice
    10. Error word drill:
    1. Readers theatre
    2. Reading goal for independent time

    1. Cover, Copy, Compare
    2. Focus facts on learning families
    3. Use of manipulatives
    4. Flashcards
    5. Daily computer based practice
    1. Instruct on the use of visuals

    1. Develop personal agendas
    2. Choice menu to complete activities
    3. Use of timer
    4. Incentive menu
    5. Job within the lesson
    6. Preferential seating
    7. Visual/verbal cues
    8. Proximity

    1. Self regulation-class routines, warm up procedures
    2. Managing frustration-perseverance to work through their frustration


    Art

    1. Self Monitoring:

    • a. Checklist of steps and provide a copy to the students
    • b. Provide students a copy of the rubric in order to check their work prior to the final assessment
    • c. Allow students to view other student and professional exemplars to make srue they are on track
    • d. Students will participate in peer reviews and critiques as appropriate

  • Smart but Scattered: Helping Adolescents with Executive Dysfunction at School and Home (Peg Dawson author) link:

    • http://www.grasp-online.org/files/execSkills.pdf


    **Below you will find an Executive Functioning Guide for Teachers that offers Tier One Interventions to be used in your classroom.

    Student Learning Profiles

    Students will indentify characteristics of the four major learning styles according to Thoughtful Education by Hansen, Silver, and Strong. Those learning styles are:

    • Sensing Thinking
    • Sensing Feeling
    • Intuitive Thinking
    • Intuitive Feeling
       

    Teaching children about learning styles is crucial if you will be using the styles in your classroom to meet the needs of all learners and differentiate instruction. Children need to understand their own learning styles; this will help them understand that just because one activity does not meet their strength does not mean none will. They will know you are aware of their strengths and will find things to fit those areas as well as the other student’s strengths. Also, it will help children to understand their teachers' approach to teaching, which will comfort them.