.

Graphical Models and Instructional Tools

in Reading, Writing and Math for Students with Special Needs

Edward A. Polloway and Jacqueline Lubin LYNCHBURG COLLEGE APRIL 2015

1

This document is intended for educators with interest in students with special needs. It

provides various graphical models and instructional tools that relates to teaching reading, writing

and math to students with disabilities. The paper is divided into three sections: reading, writing,

and math. In each section, several examples of models are provided. The information provided

can be used for general knowledge, as part of course content in special education classes and/or

as reference material.

The authors acknowledge the work of Allison Meade in developing an earlier edition of

this document.

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Table of Contents 1. SECTION ONE: READING

a. Key Reading Components .......................................................................................5

b. Model for Consistent Deficit Effects in Reading .....................................................6

c. Hypothesized Mathew Effects .................................................................................7

d. Phonological Considerations ...................................................................................8

e. Stepping Down: Elements in the Alphabetic Principle............................................9

f. Phonics Generalizations ........................................................................................10

g. Vocabulary Development ......................................................................................11

h. 50 High-Frequency Words for Older Students .....................................................12

i. Morpheme Meanings: Examples and Non-Examples ............................................13

j. Bound and Free Morphemes .................................................................................14

k. Most Common Prefixes .........................................................................................15

2. SECTION TWO: WRITING

a. Main Idea Map .......................................................................................................17

b. Graphic Organizer for Summarizing: Peer-Mediated ............................................18

c. Example of Semantic Mapping ..............................................................................19

d. Using a Story Map: Snow White ...........................................................................20

e. Writing Characteristics ..........................................................................................21

f. Use of Pronouns .....................................................................................................22

g. Story: Cluster Sentences ........................................................................................23

h. Paragraph Graphic Organizer ................................................................................24

i. Four Strategies for Composition Writing ..............................................................25

j. Narrative Story Frame............................................................................................26

k. Organization for an Explanation Paragraph ...........................................................27

l. Post-Writing Learning Strategy .............................................................................28

3. SECTION THREE: MATH

a. Problem Solving: Dilemmas & Strategies .............................................................30

b. Problem-Solving Strategy: SOLVE-IT ..................................................................31

c. Problem Solving Strategy: Determining Correct Computation .............................32

d. Strategy for Solving Word Problems: Look & Create, Select Usefully, Revise and

Re-strategize if necessary ......................................................................................33

e. Simple Math Computation Matrix .........................................................................34

3

Section

One:

Reading

4

Key Reading Components

5

Model for Consistent Deficit Effects in Reading

6

Hypothesized Mathew Effects

7

Phonological Considerations in Reading

Source: Adapted from Brenda Virgile and used with permission

Phonological Awareness Distinctions

between sounds in the broad sense

Phonetic Analysis builds on phonemic

awareness using decoding

generalizations for sound-symbol

correspondences

Phonemic Awareness e.g., speech

sounds &

syllables

Requires Explicit Instruction

8

Stepping Down: Elements of the Alphabetic Principle

9

Phonics Generalizations

Rule Examples Exceptions

(numbers)

Utility Rate

Ch= 1 sound church (103) - (0) 100%

Ee= long deem (85) keen (2) 98%

-are (care) bare (9) are (1) 90%

Silent e tone (180) gone (106) 63%

2 v’s walking lead (309) been (377) 45%

Medial vowel west (408) cold (249) 62%

Vowel ends 1

syllable word

she (23) to (88) 21%

r sound born (484) fire (134) 78%

ow as long flown (50) clown (35) 56%

y vowel =long “i” sky (29) sunny (170) 15%

c=s before e, i city (66) ocean (3) 96%

c=k before a, o car (143) - (0) 100%

10

Vocabulary Development

What’s The Word?

____________

Write me again.

____________

What do I mean?

_______________________________

Write me in a sentence.

______________________________

____________

_

What word am I like?

Meaning: _________

Sound: _________

11

50 High-Frequency Words for Older Students

after did his school through

always done inside semester two

any each just subject what

because first morning teacher where

become friend need teenager which

black give open tell while

book great people the white

choice help please their why

class her remember there yes

could here run they your

12

Morpheme Meanings: Examples and Non-Examples

Morpheme:

Prefix/Suffix/Root

Meaning Example Non-example

bi- two bicycle binder

un- not unlikely unite

pan- all pandemic panther

-ject to throw interject subject

-hood body of people priesthood likelihood

port to carry teleport report

post after postdate poster

-able capable of being suitable table

-pel- to drive compel spelling

13

Bound and Free Morphemes

Free Morpheme Bound Morpheme

boy un-

cat -able

tree -er

gentle -s

man -ceive

port -ful

post de-

script -atic-

script -tion

book -ing

14

Most Common Prefixes

Prefixes Example

Un- unfaithful

Re- reconnect

In- incredible

Dis- disappoint

En- endanger

Non- nonsense

Im- impractical

Over- overanalyze

Mis- misfortune

Sub- sublet

Pre- prejudge

Inter- interlock

Fore- aforementioned

15

Section

Two:

Writing

16

Main Idea Map

___

________________________________________________________________________

________________________________________________________________________

____________________________________________________________

______________________________________________________________________________

________________________________________________________________________

____________________________________________________________

________________________________________________________________________

________________________________________________________________________

____________________________________________________________

Title

___________________

_

Detail

one

Detail

Two

Main Idea Sentence

___________________________________________

___________________________________________

__________________________________________

17

Graphic Organizer for Summarizing: Peer-Mediated Strategy

Summarizing

What do I know after reading?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

What questions/answers do I have for my buddy/partner?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

What answers do I have for my buddy/partner?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

How can I summarize what I read in one paragraph?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

18

Example of Semantic Mapping

19

Using a Story Map: Snow White

Questions Answers

Who are the characters?

Snow White

Seven Dwarfs

Wicked Queen

Prince Charming

Magic Mirror

Where does it take place? A faraway land

When does it begin? Once upon a time

What is the problem?

Snow White is in an enchanted sleep due

to a poison apple

What is the goal? To awaken Snow White with true love’s

kiss

What are the events?

Magic Mirror reveals Snow White is the fairest in the land

Wicked Queen tries to have Snow White killed

Snow White escapes and meets Dwarfs.

Snow White eats poison apple.

Prince Charming kisses Snow White

What is the result?

The prince and Snow White live happily

ever after.

Polloway, E. A., Meade, A. L., & Lubin, J. (2015). Graphical models and instructional tools in

reading, writing and math for students with special needs. Lynchburg College Journal of Special

Education, Lynchburg College, Lynchburg, VA.

20

Writing Characteristics

Stages of Writing Unskilled Writer Skilled Writer

Planning

Transcribing

Revising

Editing

Revising/Editing

21

Use of Correct Pronouns

Pronouns Question Applicability Example

it’s

(or)

its ?

Can you replace

the word with: it

is or it has ?

Yes→

it’s

No→

its

who’s

(or)

whose ?

Can you replace

the word with

who is or

who has ?

Yes→ who’s

No→

whose

I

(or)

me ?

Is I/me the

SAME person as

the subject of the

sentence?

Yes→

use I

(“The winner was I.”

Winner and I are the same

person)

No→

use me

(1.“Sally called me.” Sally

and me are not the same

person. 2. “The ball hit

me.” Ball and me are not

the same person.)

Stan and me

(or)

Stan and I ?

If you take

“Stan” away, is

it still right?

Yes→

Keep what you have*

*remember “be polite,”

and put yourself last.

No→

Switch to the other one*

*remember to “be polite,”

put yourself last

Adapted from Scott, J. (2011) and used with permission.

22

Story: Cluster Sentences

1. It was her birthday. 2. She was very happy.

Cluster: ____________________________________, and she__________________________.

3. She had planned all year for her party. 4. She had reserved the location with a swimming pool.

Cluster: As a result of ___________________ , she was able to_________________________.

5. Her father had assisted her. 6. He was very helpful too.

Cluster: Her father, ________________________, had __________________________.

7. Her father had ordered all the decorations. 8. She was very surprised when it came a month before her birthday.

Cluster: Prior_____________________________, and she__________________________.

9. She was bubbling with joy. 10. “I love you daddy,” she whispered in his ear while she hugged him.

Cluster: Feeling _________________________, she said “_____________________________.”

23

Paragraph Graphic Organizer

nnn

dddd

Topical sentence stated

Detail sentence # 1

Detail sentence # 2

Detail sentence # 3

Concluding sentence stated

(conclusion, clincher/transition)

24

Four Strategies for Composition Writing

Strategies for

Composition

Wheels for

Writing

Self-Regulated

Strategy

Development Text Structures

POWER

25

Narrative Story Frame

Characters

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Setting

_____________________________________________________________

_____________________________________________________________

Plot

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Conflict

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Resolution

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

____________________________________________________________

26

Graphic Organization for an Explanation Paragraph

Explanation Writing

Provide setting background (for task to be explained)

First, (initial step)

Second, (second step)

Third, (third step)

Finally, (last step)

27

Post- Writing Learning Strategy

28

Section

Three:

Math

29

Problem Solving: Dilemmas and Strategies

Problem

Solving:

Dilemmas &

Strategies

Processing

Extraneous

Information

Choosing

the Correct

Operation

Building

Problem

Strategies

Following a

Sequential

Process

Checking for

Correct

Computation

30

Problem-Solving Strategy: SOLVE-IT

S ay the problem to yourself (repeat) O mit information not needed L isten for clue words V change vocabulary to numbers, symbols* E write math equation I ndicate the answer T ransfer answer to problem’s context

31

Problem Solving Strategy: Determining Correct Computation

Miguel had 60 cents. He spent 38 cents for lunch. How much

does he have?

Do you have

the big number

(name total)?

Do you need the

big number (need

total)?

Same size/equal

groups? / X

Different size/unequal _ +

32

Strategy for Solving Word Problems: Look & Create, Select Usefully, Review and Re-

Strategize if necessary

Look for operational terms in word problems

Create a concrete or mental picture of word problem

Select a strategy to be used

Use that strategy

Review strategy and solution

Re-strategize if answer is incorrect

Simple Math Computation Matrix

Add, no

distractor

Add, with

distractor

Subtract, no

distractor

Subtract, w/

distractor

1 digit, 2 items Mary had two apples.

Her brother gave her

two bananas. How

many fruits does she

have?

Mary had two apples. Her

brother gave her two

bananas and a lollipop.

How many fruits does she

have?

Mary had nine apples and

five bananas. Her brother

ate two apples and one

banana for lunch. How

many fruits does she have

left?

Mary had nine apples

and five bananas. Her

brother ate one banana,

one carrot and two

apples for lunch. How

many fruits does she

have left?

2 digit, 2 items Jon bought 22 pencils

and 17 pens. How

many items did he

buy?

At the bookstore, Jon

bought 13 pencils, 12 pens

and 10 magazines. How

many pens and pencils did

he buy?

Jon bought 22 pencils

and 17 pens. He gave 10

pens and 13 pencils to his

best friend. How many

pens and pencils does he

have left?

Jon bought 22 pencils

and 17 pens. He gave

10 pens, 12 magazines

and 13 pencils to his

best friend. How many

pens and pencils does

he have left?