Data Centered Instruction for Below Level Reading Fluency Essay

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Running Head: DATA BASED INSTRUCTION 4DATA BASED INSTRUCTIONData-Based InstructionBelow-Level Reading FluencySam Magee is a student with a learning disability who qualifies for IDEA services. He has organizational issues, tends to be impulsive, and is two years behind in reading and math. He needs a structured environment and organizational assistance for success.Tier 1The activitiesWhether you are teaching older or younger children with a learning disability, these easy and fun activities will guarantee successful lessons (McLeskey et al., 2018).· Art - Drawing, painting, gluing, and cutting can be taken up a notch when used as a language activity. Have the kids asking each other for their art materials and mention what they would do with them. In the end, the children will have a beautifully created art project while practicing language and vocabulary.· Pretend Encounters – Establishing encounters for children to pretend can assist with language and listening when the real encounter happens. Develop a restaurant and practice role-playing every component such as chef, clients, server, and ordering from the menu. With older children, practice ordering pizza to help give the students the chance to practice pragmatic, syntax, and vocabulary language while listening in a quieter place. The actual fun can happen if the pretense encounter is made real (McLeskey et al., 2018).· Games – Commercial- and Teacher-formed games are a crucial means of practicing pragmatic and syntax language. Practice asking and answering questions, vocabulary, turn-taking, and games such as Memory and Candyland. Adapt a commercial-formed game by replacing the cards with the targeted language.· Experience Stories – Capture pictures during science experiments, field trips, and nature walks. Use the pictures to develop a book and make Sam dictate the language used in the encounter.· Role Plays – Use role-plays to retell tales using targeted language. Use simple books with characters that have a dialogue with the others. Add props to make the activity more fun.Rules· Personal induction to computer equipment and laboratory is crucial.· Assist Sam with finding a practical notetaker from the class.· A health and safety examination for Sam is crucial and should be done beforehand. Reasonable modifications should be considered in case of any perceived risk.· Give electronic hand-outs in advance of lectures (King-Sears, 1997).· Arrange field trips early and ensure site accessibility and transportation. Offer plenty of warning for adaptive equipment or a personal assistant can be arranged.· When desks are arranged in rows, leave the front seats open for kids with hearing issues.Consequences· Lack of Resources – Usually, schools cannot supply children with learning disabilities with proper technology to increase the learning development process. Some of these assistive technologies are: ASL videos for testing materials, VRI, interactive whiteboards, closed captioning on videos and movies, digital pen technology, and chat rooms (King-Sears, 1997).· Social Concerns – Kids with learning disabilities usually feel uncomfortable in class when drawing attention to their disability.

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The kids want to be like their peers, which drives them to keep to themselves and prefers not to engage in class activities. The lack of engagement usually makes the kid tired, causing headaches.· Collaboration – Because of the school year’s busy schedules, it is usually hard to hold collaborative meetings with the people who are a crucial part of the students with learning disabilities’ academic progress. Teachers should remain in close communication with the kid…

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…offers.Teachers delivering Tier 3 intervention should continue progress monitoring weekly. Besides, they need to collaborate with the general education teacher about kids’ progress. Adaptations for delivering core instruction must depend on students’ data and their responses to past instruction (Bull et al., 2013). The individualized and intensive Tier 3 instruction depends on research-validated instructional strategies that meet each child’s individual needs. Three variables that affect types of instructional intensity are time, duration, and reducing group size.Addresses Why Teachers Need to Use Assessment Data to Analyze their Instructional PracticesAssessment data motivates students. Studies reveal that students will be confident and motivated learners when they encounter achievement and progress instead of the defeat and failure linked to being compared to more successful peers.Assessment data helps assign report card grades. Grades give institutions, governments, and parents summary information about kids’ learning progress.Assessment data assists students in setting learning goals. Students require frequent chances to reflect on where their learning needs to be done to attain their learning objectives (Levin & Nolan, 2014). When learners are actively involved in examining their next learning processes and developing goals to accomplish them, they comprise the major advances in directing their learning and understanding themselves as students.Assessment data helps in guiding and informing learning and teaching. An ideal classroom examination plan collects proof of students learning that informs instructional decisions of teachers. It offers instructors information about what learners know and can accomplish. To plan practical instruction, teachers also require to know what the learner misunderstands and where the misconceptions lie (Levin & Nolan, 2014). Besides assisting instructors in formulating the next teaching processes, an ideal classroom examination plan offers learners a road….....

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