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I would like to focus on giving one-step directions orally and in writing. I also believe it is important to have students repeat the directions back or allow them the opportunity to turn and talk about them with an elbow partner. I would also like to pre-teach new and important concepts. In small group reading, this would include but is not limited to vocabulary from a new text, non-fiction topics, and comprehension strategies like identifying the central or main idea of a text.

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what will i try this year? more recorded loom lessons, dictation. different ways to respond, or a variety of projects, for example, explain the chemistry of acid rain verbally or with pictures. i already use partners, and pair work will include one person speaks while other writes. pre and post teach important concepts.

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Next year I would like to include visual aids to go with oral instructions. I would also like to give opportunities to show their knowledge/understanding of concepts by giving them choices. Such as videos, posters, and/or collages.

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The majority of these accommodations are reasonable and are often used in general education.  The important thing to remember is that accommodations are supposed to benefit students and allow them to be successful. The following accommodations are a few I plan to use this coming year.
1. Clarify or simplify written directions.
2. Use multi-sensory techniques.
3. Avoid penalizing for spelling errors, reversal, etc.
4. Provide visuals, auditory, and more hands on activities.
5. Ask students to repeat directions.

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I am learning a lot from this course and the websites provided as learning resources. Here are a few things I would like to implement in my classroom this upcoming school year:
1. Slow down instruction for clear and explicit teaching.
2. Connect everything by teaching concepts explicitly and one at a time.
3. Create anchor charts that are more colorful, easy, and fun for them.
4. Train students to read at various rates (skimming to find the gist vs. carefully reading for comprehension).

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Since I had a dyslexia student this past year, I was given some accommodations to use with the student. Some of the accommodations I used were make copies of notes, keep student close to me to frequently check for understanding, asking student to repeat the directions, use of grid paper, and help with reading word problems. Some of the accommodations I will use this year with dyslexic students or students who I suspect are dyslexic, will be more multi-sensory techniques. I will use more visuals when teaching math concepts, allow student to use a calculator, use some auditory techniques and also incorporate movement when teaching or reviewing a math concept.

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Wow! There are many things I would love to incorporate in my classroom. Without overwhelming myself, I would like to focus on 5.
1. Provide a visual outline for  notes and assignments.
2. SLOW DOWN instruction. I feel that this one is difficult at times with district pacing.
3. Look for a program where students could use for speech to text.
4. Assign peer reading buddies.
5. Provide visual representation of all oral instruction whenever possible.

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I will use the ideas that were presented to aid me when teaching math numbers and new concepts. The order/sequence that you present each new idea for each student must be address as it matches their evaluation and weakness. Each student must be treated as an individual to address their personal needs.

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These ideas are great ideas for the classroom. This past year has taught me that the kiddos cannot sit long periods. So, I am going to incorporate movement and songs with my lessons. I find that I can talk really fast, so I will slow down and model correctly what I need from the students. Use one step directions and visuals because sometimes the directions can be long. Give the students warnings before changing their activities.

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In my first grade classroom I will provide more multi sensory activities in both small group and whole group. These activities will make learning fun and engaging through using different/many senses that will increase students success in decoding and spelling. I will provide modeling, time to think and other avenues for students to show understanding.

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As a reading interventionist I will be sure to evaluate the student's oral performance more than written, not focus a lot on handwriting, model every time, and provide a quiet environment during learning.

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So many great ideas! As an ELD interventionist, one of the strategies I plan to incorporate next year is to provide opportunities for writing and spelling every day through the use of a journal, sending an email, writing thank you letters/notes, and writing on a large wall calendar. Another idea I would like to incorporate during our small group time is the multisensory method, to allow my students to make connections with print through movement.

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After watching the video and reviewing the accommodations I definitely plan on incorporating multi sensory learning with my students with a lot more pictures and movement for the students. Another tip I really will use is notes for the lesson. I believe this will foster their independence as well get them in the habit of using resources when they come to a hault in their thinking.

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DeAnna L. Jarver-Hunter Spec. Ed. Prek-4th

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DeAnna L. Jarver-Hunter Spec. Ed. Prek-4th

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As an In-Class Support Teacher for multiple grade levels, I think keeping visuals schedule chart for my students is important, especially when teaching Reading By Design. I did like the multi-sensory activity that the teacher was doing with writing. I think giving them various activities is a possibility especially when helping my lower students with identifying sight words in isolation. I will verbally remind students about the time to transition to the next activity, so they will be better prepared to move to the next activity.

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As a Reading Interventionist I will implement clear steps to instructions when I give a task. I will also use visuals and use auditory and kinetic tasks. I will also let my students use movement in activities we do and let them stand or fidget if they need to. Give them time to think and fix their mistakes.

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1. I will provide students with step by step instructions and to the point.
2. I will include a more visuals, auditory and kinetic activities
3. Make it more fun with movement
4. Give them the opportunity to correct their own mistakes

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Since I am a Dyslexia teacher, I implement a lot of these accommodations already. The most helpful accommodations are sticking to the intervention routine and providing multisensory activities for my students. Students are more successful when they know the expectations in small group. But I will use the math strategies that were listed, as I work with dyslexic students outside of ALIEF. Breaking up the problems into smaller steps and checking their understanding are important strategies to use for math or any other content area.

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I will create worksheets that require minimum writing. Graphic organizers rather than paragraphs. Read aloud every slide and point to every word . Continue to use Close Captions for my videos and during zoom meetings. Preferential seating. Add audio for written instructions in schoology.

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I will provide my students with picture of directions and schedules, and use large print text.
I will simplify directions with key words for most important ideas and monitor the time frame for the task they are doing.
Repeat directions and check for understanding ( don't assume).
Stick to consistent daily routines, that are engaging and provide and apply multisensoty teaching.

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During small group, I will provide visual aids for students to be able to understand the assignment, as well as provide a lot of oral instruction/explanation. I will provide small pieces of information at a time to make sure the student understands. I will provide student with notes from the lesson, and graphic organizers so they can follow along plus add information to their notes. I will be reviewing skills taught from the previous day, and pre-teach new skills in small chunks.

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In my reading groups I will provide writing opportunities in many different ways such as; writing in a journal, writing in shaving cream, writing with magnetic letters, writing letters to friends and family, writing with fun markers. We also will make lots of connections to the stories we are reading to ourselves. I also want to try to send the story home with the student so that they can pre-read the book before group to improve comprehension.

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I will provide m students with multisensory activities so they can find their learning colorful, easy and clear. I will try to seat the student with dyslexia so I can monitor him/her closely. I will try to pre teach, teach and re teach in every single subject, and ask questions in a friendly environment where they have the opportunity to ask questions, make and correct mistakes.  I will include lots of visuals in my teaching and provide assignments and directions with large print so students can see better.
I will give students more wait time so they can assimilate the question and have more time to process and answer.
I will give directions step by step allowing time for students to comprehend what it is required to do.

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I will make sure that during my instruction I will pre-teach new concepts and vocabulary.
I'm going to incorporate and model the use of graphic organizer so that students can then fill them out independently.
I will be very clear and explicit when giving instructions and repeat them if necessary.
Have examples of what a complete and correct work will look like.
Have audio books and make books with stories that students dictate and illustrate.
I particularly found it very interesting to apply a multisensory teaching. It is great way to keep students engaged, involved and interested in learning.

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Some of the strategies I will incorporate include:

1.    Providing visual representations of oral instructions, such as directions for an assignment

2.    Giving one step directions at a time – Providing new information to students in smaller steps

3.    Providing visual outlines – This will help students follow and understand the lesson better

4.    Providing the use of graphic organizers - Help students organize information using visuals such as organizers

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Monique Sells-Reading and Math Interventionist

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Monique Sells-Reading and Math Interventionist

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I am going to make sure that I provide lots of visual, auditory and kinetic tasks so that all learners can be successful. I will also let students make mistakes without correcting them, and also give students an opportunity to talk about and correct their mistakes themselves.

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1.  I will keep assignments electronic so that they can use the keyboard rather than handwrite.
2. For outlining an essay, I will provide opportunities for students to add oral or video responses as well as audio excerpts of the text as well as use pictures or images to represent their claims and arguments (like a mock storyboard).
3. I will provide more movement by having them stand and walk to pair and share, peer review, and have collaborative discussions on reading and writing.
4. I like the idea of fidget toys and will work on ways to incorporate that.

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I am going to incorporate 3 out of the 8 ways to make your room dyslexia friendly.
1. Giving one direction at a time to allow time for process and asking questions if they do not understand. This strategy will help all students.
2. Provide visual representation, for example if they are completing an assignment in schoology I will have a picture of the schoology icon so they will  know exactly where to go to complete/turn in an assignment.
3. Preview learning for the next day. At the end of the day do a brief over with them to help build their background knowledge for the next day of learning.
I believe all 8 strategies are very beneficial, but the first 3 stood out as being a starting point to making my room dyslexia friendly. Once those are mastered ,I will move on to the others.

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2nd grade Chambers Elementary
I am going to incoporate a lot of movement im my classroom and doing learning activities were kids need to be active and learn. Example: Make any dish with his family. They will have to list all the ingredients and then all the steps (procedure) to cook that dish. Parents will have to be supportive of the activity and kids will have to share to classmates.
Vocabulary words will be doing movement. Flying like an eagle  ( and we will be flying across de classroom).

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Fingers-crossed, this is working now. Sorry for the inconvenience. 

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Fingers-crossed, this is working now. Sorry for the inconvenience. 