# data[].attributes.headline
Associate raising hand with a given cue such as a sign he is to raise, kept on his desk 

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Associate raising hand with a given cue such as a sign he is to raise, kept on his desk 

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As he reads slowly, he may need more intensive guided reading strategies, such as book walks where themes and vocab are pretaught.

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As he reads slowly, he may need more intensive guided reading strategies, such as book walks where themes and vocab are pretaught.

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Provide Josh with demonstrations to break down tasks as he has trouble with tasks. Give him manipulatives and task cards to break down activities into chunks.

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Provide Josh with demonstrations to break down tasks as he has trouble with tasks. Give him manipulatives and task cards to break down activities into chunks.

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Working in pairs or smaller groups is more comfortable

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To check for understanding, asking the class to show their understanding on their fingers 1-5.

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Provide josh with multiple forms of instruction/material. Perhaps a diagram, a written example, a video and verbal instruction.

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Provide regulation strategies that are built into classroom mental breaks such as palm presses, chair pulls, angel wings and arm taps. 

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Provide regulation strategies that are built into classroom mental breaks such as palm presses, chair pulls, angel wings and arm taps. 

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Grouped seating and activities, options for partner work. 

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Grouped seating and activities, options for partner work. 

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Daily Checklists in the class or going through agenda as a class and noting important things to bring home/school

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Daily Checklists in the class or going through agenda as a class and noting important things to bring home/school

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Providing speech to text technology

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pair with other students in smaller group

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pair with other students in smaller group

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Since he works better in smaller groups, he can be paired with students who may need help from him. eg. how to make things with hands on activity

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A little dictionary for his tricky words so he can reference them when writing. If technology not available.  

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A little dictionary for his tricky words so he can reference them when writing. If technology not available.  

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Writing multi-step instructions on the board

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Writing multi-step instructions on the board

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Having his desk in a group of desks or sitting at a table with others regularly

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He could lead an activity about dogs in science or teach the class to sketch dogs. This would be reciprocal teaching and help him use his executive functioning. structural cues would be provided to aid as needed.

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He could lead an activity about dogs in science or teach the class to sketch dogs. This would be reciprocal teaching and help him use his executive functioning. structural cues would be provided to aid as needed.

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Could create an interest checklist

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Incorporating play/games into instruction to keep him engaged.

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Being partnered with a student with good pronunciation and have them take turns reading pages in a book. This way he can see how the other student pronounces words.

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Make sure everything in his desk has a space

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Make sure everything in his desk has a space

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Organizational steps and systems that do not change.

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Peer networking

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Having a word wall in the classroom or a high-frequency word booklet on hand to assist with spelling.

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check understanding by not raising hands but by holding the answer to a question close to the body... ex. if multiple-choice, hold the number one if answer is A, hold number 2 if answer is B, and so on. This ensures josh is included in the learning but not put on the spot