I am not really sure how to go about this chapter, so I think that I will just pick through some of the strategies and say how I might use them with my students, or suggest them to classroom teachers to use with some of their students.

Strategy 2- Find It:

I like this strategy and could see it used in many different ways. It could be used in math- find different numbers, novel studies- find sight words/vocabulary words, spelling words-finding vowel patterns/letter combinations like digraphs, double letters, blends

 

Strategy  3- Cross It Out:

I have used this super quick strategy for changing a worksheet for a student. I used it on a multiplication sheet where the student was expected to do double digit x double digit multiplication. I simply crossed out the tens digits, making it a basic facts sheet. It can be done with addition, subtraction, multiplication and division. In spelling, if you are doing something with different endings, crossing that piece out might be applicable- the same could be done with prefixes.

 

Strategy 6- Who, When, and Where Is It?

This would be an excellent way for students to be able to participate in novel studies with their peers. A simple graphic organizer to support the learning of characters and settings. It could likely be used in a Social Studies/History class to identify key events such as WWI.

 

Strategy 8- Highlight It:

Another easy adaptation for students reading below grade level. It could be done by the teacher in advance or together with an EA or a peer. Great way for students to learn how to summarize and pick out key pieces of information in a passage to answerspecific questions.

 

Strategy 9- Spell It:

This is a strategy I never would have thought about doing! Such a great way to give the students the same work, with more appropriate words. After practicing these words throughout the week, the test could be that the student needs to find and highlight their word within the spelling word given.

 

Strategy 13- List It:

I can see this strategy being used in any subject really- science, math (geometry, number sense, etc), language arts, social studies- any subject/lesson that requires students to sort between different concepts. The graphic organizer for this is not necessary or could be changed for your specific needs. To make it easier, it could have 1 column, for a bit more difficulty, you could add a third or fourth column (if the content allows).

 

Strategy 15- Show It:

This strategy would be great for students with an artistic side.

 

Strategy 16- Follow It:

I have done this with various math concepts- I made posters for in my classroom on the steps for multi-digit multiplication and long division. I have also had index cards outlining the steps for addition, subtraction, multiplication and division. My students loved these visuals.

 

Strategy 18- Choose It:

This strategy is great for helping students who are not reading at grade level. Finding the answers when the correct answer is right in front of you takes some pressure off. It could be done on any assignment- not quite multiple choice, but still giving an opportunity for success. In fact, when multiple choice is given on a test, it could be limited to 2 choices as well.

 

 

I will check out the next section of strategies- strategies for comprehension- next week.

 

What are some of the strategies that pop out for you?

Have you used any of these strategies?

What are your impression of these strategies so far? Would you/have you recommended them to your colleagues?

 

 

 

 

 

 

This chapter was quite short and I believe that it is really trying to set-up Chapter 7, where some strategies are outlined.

 

The one key topic that I took from this chapter is that students who require additional supports to access learning should not be limited to low-level thinking type questions. Their brains are also capable of, and should be encouraged to use, higher-order thinking. The revised curriculum is all about critical thinking, creativity and communicating our learning. Students with special needs are not excluded from this, nor should they be! They, too, need opportunities to show off their higher-order thinking skills. That is what sets us apart from other animals on this planet is it not? Let’s not limit the abilities of some of children just because they are not able to access the curriculum at the same level as their peers.

What are your thoughts on this chapter? What stood out for you?

 

Chapter 17 begins with an introduction, then moves into the strategies. I would like to go through the strategies looking at the first 20, showcasing our favourites and then the last 20 doing the same thing. Thoughts?? Should we look at 10 at a time and do them weekly?