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TRANSCRIPT
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! Pro-Vocabulary Instruction ! Syllable Types ! Words and Questions Chart ! Sensory Planner ! Writing Frame ! People, Places, Things Chart ! Reading Reflection Chart ! Thinking Skills ! Show What You Know ! Interest and Strengths Questionnaire ! SMART Goals ! Self-Regulation Chart ! My Behavior Chart ! My Rules ! EMT ! Frayer Model ! A-Z Listing
Inclusion does not begin and end in the classroom, but it is a philosophy that continues
throughout life.” (Karten, T. 2015) Toby J. Karten Email: [email protected] Web: www.inclusionworkshops.com Facebook: Inclusion Education Services Follow on Twitter: @TJK2INCLUDE pinterest.com/tkarten/inclusive-education
LEARNERS
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Navigating the Core Curriculum © 2017 Solution Tree Press • SolutionTree.com Visit go.SolutionTree.com/RTI to download this free reproducible.
R E P R O D U C I B L E
PRO-Vocabulary Instruction
Name:
PrioritizeSelect important words.
RelateCite text that uses the vocabulary.
OwnWrite a sentence with the word. Where else have you seen or heard the word?
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Navigating the Core Curriculum © 2017 Solution Tree Press • SolutionTree.com Visit go.SolutionTree.com/RTI to download this free reproducible.
R E P R O D U C I B L E
Syllable Types
Name:
Directions: Find at least five words with these syllables. If the word has more than one syllable, highlight or underline the syllable type.
Closed Vowel-Consonant-e
Open Syllables Vowel Teams r-Controlled Consonant-le
bat, fig, pup smile, hope, love
no, he, hi fair, meat, play more, far, first, purple
handle, angle, purple
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Navigating the Core Curriculum © 2017 Solution Tree Press • SolutionTree.com Visit go.SolutionTree.com/RTI to download this free reproducible.
R E P R O D U C I B L E
Words and Questions Chart
Name:
Directions: Review the text and respond to these prompts.
Word Exploration Assignment
Affixes and Roots
List four words in the passage that have affixes.1. 2. 3. 4.
Document-Based Vocabulary
Select four vocabulary words to compose a text-related sentence.1. 2. 3. 4.
Sentence:
Picture Response
Draw a picture of a word you learned.
Syllables List four words that have three or more syllables.1. 2. 3. 4.
Classification Select five words to sort into the following categories: nouns, verbs, adjectives, and adverbs.
Nouns Verbs Adjectives Adverbs
Compare and Contrast
Think about what you just read and compare it to another point of view on the same topic. Record answers in a Venn diagram.
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Navigating the Core Curriculum © 2017 Solution Tree Press • SolutionTree.com Visit go.SolutionTree.com/RTI to download this free reproducible.
R E P R O D U C I B L E
Hear See Smell Touch Taste
Sensory Planner
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Navigating the Core Curriculum © 2017 Solution Tree Press • SolutionTree.com Visit go.SolutionTree.com/RTI to download this free reproducible.
R E P R O D U C I B L E
Use the following writing frame to organize your thoughts.
First Paragraph (Introduction)
The story’s action begins with _________________________________________________________, who ____________________________________________________________________________________________________. He/she _____________________________________________________________________________________ because ____________________________________________________________________________________________________. Unexpectedly, ________________________________________________________________________________________. The most interesting thing about the beginning of the story is ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.
Second Paragraph (Sensory Details From Chart)
The author uses many descriptions of sights, sounds, smells, and tastes when ________________________________________________________________________________________________________________________________________________. Some include ___________________________ and _________________________. _______________________ sounds like __________________________________, and ________________________________ looks like ____________________________. The most exciting part is when ________________________________________________________________________________ and ____________________________________________________________________________________________________________________________________.
Third Paragraph (Conclusion)
Overall, ____________________________________________ is about ____________________________________________________________________________________________________________________________________________________________. It can best be described as ___________________________________, _____________________________________, and ____________________________________________. To sum up, I think ___________________________________________________________________________________________________________________________________________________________________________________________.
Writing Frame
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Navigating the Core Curriculum © 2017 Solution Tree Press • SolutionTree.com
Visit go.SolutionTree.com/RTI to download this free reproducible.
R E P R O D U C I B L E
People, Places, and Things Chart
Name:
Directions: Identify the important people (characters), places, and things you read about in the novel, passage, article, or text.
People Places Things
Write a paragraph describing the important people, places, and things you read about. Use three words from each column.
Use this space to write your paragraph.
Nine words used:
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Navigating the Core Curriculum © 2017 Solution Tree Press • SolutionTree.com Visit go.SolutionTree.com/RTI to download this free reproducible.
R E P R O D U C I B L E
Reading Reflection Chart
Name: Directions: Complete the chart to reflect on your reading experience.
I am a skilled reader, because I:
□ Preview the text
□ Talk about what I read
□ Reread the text
□ Think about what I read
□ Ask questions
□ Read for enjoyment
□ Read to learn
□ Read to write
□ Read a variety of books and genres
□ Research more
My Reading Comments
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THINKING SKILLS-Word Problem Strategies
1. Read the word problem once. 2. Now read the word problem again for more understanding. 3. Write down necessary information in the data box. 4. Write the question you need to answer in the question box. 5. Place a penny or an X in the strategy box you have chosen. 6. Using a step-by-step approach, figure out the answer to the question. 7. Go back to the question box. Does your answer make sense?
Retrieved from the companion website for Inclusion Strategies That Work! Research-Based Methods for the Classroom
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Inclusion Strategies and Interventions © 2011 Solution Tree Press solution-tree.comVisit go.solution-tree.com/specialneeds to download this page.
42 | REPRODUCIBLE
Show What You KnowChoose one of the options below to show what you know about what we just learned.
sing a song about the subject answer a WebQuest about the concepts
create a poem
choreograph a dance that portrays the main idea and emotions involved
design a PowerPoint presentation on the concepts learned with graphics and custom animations added
draw a comic strip or storyboard that outlines the main concepts, people, and/or events
design a test on the subject cooperatively write a skit, build props, design costumes, and act out the concepts in a script dialogue
classify and pantomime words or concepts into categories
create a board game or iMovie about the subject
create or take a survey about one of the ideas, issues, or concepts and then graph the results
sculpt a clay model about an important person, event, or object
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Inclusion Strategies and Interventions © 2011 Solution Tree Press solution-tree.comVisit go.solution-tree.com/specialneeds to download this page.
146 | REPRODUCIBLE
Interests and Strengths QuestionnaireWhat I like about myself and others:
What I’d change about myself and others:
Favorite subjects and activities:
Least favorite subjects and activities:
Best friends:
Songs, books, and movies I like:
A job that I might like to do one day:
Skills that would help me to do that job:
What might stop me from doing what I want (people, my weaknesses):
Who could help me achieve my goals:
Other things I think about:
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Source: https://www.flocabulary.com/unit/goal- setting/video/
GOAL SETTING
RULES for WRITING SMART GOALS:
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An example of a goal statement:�Ņ�ų±ĜŸå�ĵåĵÆåųŸĘĜŞ�Ņü�ĵƼ�ÏŅĵĜÏ�ÆŅŅĩ�ÏĬƚÆ�ŅĹ�ϱĵŞƚŸ�ÆƼ�ĜĹÏų屟ĜĹč�±ÏƋĜƴĜƋƼ�ŅĹ�ŸŅÏĜ±Ĭ�ĵåÚĜ±�±ĹÚ�ŅĹ�ŸĜƋå�üųåå�åƴåĹƋŸ�ÆåüŅųå�ƋĘå�ÏĬƚÆ�ü±Ĝųţ
�Ęå�±ÆŅƴå�åƻ±ĵŞĬå�ÆåčĜĹŸ�ƵĜƋĘ�ƋĘå�ƵŅųÚ�ŮƋŅŰØ�ĜĹÏĬƚÚåŸ�ƋĘå�ƴåųÆ�Ůų±ĜŸåŰØ�±ĹÚ�ƋåĬĬŸ�what, whyØ�±ĹÚ�when.
S
M
A
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GOAL:
Is it measurable?
Is it actionable?
Is it realistic?
Is it timely?
Is it ŸŞåÏĜĀÏ? Š�ĘŅũ��ʱƋũ��Ęåųåũ��ĘåĹũ��ĘƼũš
ŠBŅƵ�ĵ±ĹƼũ�BŅƵ�ĵƚÏĘũš
Š�±Ĺ�ƋĘĜŸ�ųå±ĬĬƼ�Ę±ŞŞåĹũ��ʱƋ�ŸƋåŞŸ�±ųå�ĜĹƴŅĬƴåÚũš
Š�ʱƋ�ĩĹŅƵĬåÚčåØ�ŸĩĜĬĬŸØ�±ĹÚ�±ÆĜĬĜƋĜåŸ�±ųå�ĹåÏ域±ųƼ�ƋŅ�ųå±ÏĘ�ƋĘĜŸ�čŅ±Ĭũš
Š�ʱƋ�±ųå�ƋĘå�Úå±ÚĬĜĹåŸũš
�ŅĵŞĬåƋå�ƋĘå�SMART Worksheet�ÆƼ�ƚŸĜĹč�ƋĘå�ųƚĬåŸ�±ÆŅƴå�üŅų�ƵųĜƋĜĹč�±�čŅ±Ĭ�ŸƋ±ƋåĵåĹƋţ�
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Developing Effective Learners © 2017 Solution Tree Press • SolutionTree.com Visit go.SolutionTree.com/RTI to download this free reproducible.
R E P R O D U C I B L E
Figure 5.8: Self-Regulation Tally Form
Had Eyes on Teacher Listened to Directions
Waited My Turn Finished My Work
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Navigating the Core Curriculum © 2017 Solution Tree Press • SolutionTree.com Visit go.SolutionTree.com/RTI to download this free reproducible.
R E P R O D U C I B L E
My Behavior Chart
Name:
Directions: Complete this chart to describe your behavior this week.
Check the behaviors that apply. □ I had eye contact with the teacher or student who was speaking to me. □ I can repeat or paraphrase what I heard. □ I did not understand what to do next, so I asked for help. □ I achieved good results because I attended, listened, and responded. □ Other:
Part of the Time Most of the Time Almost All the Time
Days My Reflections
Monday
Tuesday
Wednesday
Thursday
Friday
Week Total
I helped my peers today, when I . There was a disagreement, but then we . Together, our group .
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Navigating the Core Curriculum © 2017 Solution Tree Press • SolutionTree.com Visit go.SolutionTree.com/RTI to download this free reproducible.
R E P R O D U C I B L E
A–Z Vocabulary List
A
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F
G
H
I
J
K
L
M
N
O
P
Q
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U
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X
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Select five words to use in a paragraph about .
My paragraph: