Instructional Program (Seminar)

7/30/2019 Instructional Program (Seminar)

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Julia Larson

Instructional ProgramSeminar

Name of Students: AT, AA, BG Initiators: I will manage this program.

Context for Instruction:

Location: The instruction will take place in the classroom at the main table.Assessment will also occur in the classroom but it will occur individually at a

separate table.

Time: Instruction and assessment will occur in the first 5-10 minutes of the 30-minute period that we see them. Instruction will occur Monday-Thursday and

assessment will occur on Friday.

Equipment and materials: I will need flash cards, the smartboard, dry eraseboards, dry erase markers, construction paper, wiki stix, shaving cream,

candyland, etc.

Description of learners: All 3 of the students are in tier 2 and they will allparticipate in the program however I will only be taking data on AT because she

is the student who is struggling with sight words the most.

Instructors or adults present: My cooperating teacher will be present during theinstruction and she will not have any concrete role other than to interject as she

sees fit.

Instructional Sequence/ Skill Sequence: See attached.

Research Rationale: The peer-reviewed article I found is Constant Time Delay and

Interspersal of Known Items to Teach Sight Words to Students with Mental Retardation


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and Learning Disabilities, by Melissa G. Knight, Denise E. Ross, Ronald L. Taylor, and

Rangasamy Rangasamy. This study compared the effectiveness of using constant time

delay versus interspersal of known items to teach sight words to students with learning

disabilities and students with mild intellectual disabilities. This study was done on two

eight-year olds with mild intellectual disabilities and two eight-year olds with learning

disabilities. Overall the study found that constant time delay was equally effective as

interspersal of known items specifically for students with learning disabilities. However,

constant time delay was more effective overall. The study suggests that constant time

delay has such high efficacy and efficiency because it provides pre response prompting. I

will use constant time delay in my instructional program by starting with a zero second

time delay for the first two days of instruction with new words, and then dropping to a

two second delay each time after that. By providing a prompt before they respond within

the specified time limit it should promote memorization of the sight word for the student.

Citation-

Knight, M. G., Ross, D. E., Taylor, R. L., & Rangsamy, R. (2003). Constant Time Delay

and Interspersal of Known Items to Teach Sight Words to Students with Mental

Retardation and Learning Disabilities.Education and Training in Developmental

Disabilities, 38(2), 179-191. Retrieved October 31, 2012, from

http://www.daddcec.org/Portals/0/CEC/Autism_Disabilities/Research/Publications/Educa

tion_Training_Development_Disabilities/Full_Journals/ETDD200306V38n2.pdf#page=5

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Program Objective: Across all settings, the student will be able to recognize each sight

word within 2 seconds. The student will demonstrate recognition by verbally saying the


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word. The student will be able to recognize all 30 words with 100% accuracy for 3

consecutive weeks.

Generalization: It is important for these students to be able to recognize the sight words

in all settings because we want them to be able to read in all types of settings, not just off

flashcards in class.

Generalization Strategy-To ensure that sight word recognition is generalized I willuse the teach sufficient exemplars strategy. I will do this by teaching sight

words across many different dimensions, rather than always using flashcards.

Method for monitoring generalization strategies- As the students come acrosssight words in their books or in other settings outside of instruction I will note

which words they are still missing and which words they are recognizing.

Rationale: It is very important for students to be able to recognize sight words

immediately because these are the most common words that they see. Also, most of the

sight words are not words that students can sound out, so they need to be memorized.

When students are able to recognize sight words, their fluency improves. When students

have improved fluency it leads to greater comprehension, and self-confidence. Overall

sight word recognition is essential to being a good reader.

Assessment Procedures: See attached for data collection sheets.

For the baseline and probes I will:

1. Show the student the flash card.2. Count in your head one, one thousand, two, one thousand.


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3. If they say the correct answer before you are done counting place a check next tothe word.

4. If they say the incorrect answer before you are done write the incorrect word nextto the word.

5. If they do not answering before you are done counting skip the word and place anX next to the word.

6. Total how many words they got correct out of 30 and find their percentage.Assessment Schedule: I will record baseline data for at least 3 days or until the data is

stable. I will also do an instructional assessment daily, for my own personal use. Once I

begin instruction I will conduct a probe every Friday, or on the last day of the week.

Instructional Procedures: *Regardless of which activity I am using I will follow these

instructional procedures. See attached for a complete list of activities. After collecting my

baseline data I organized the words into categories: Words they all know, words only two

students know, words only 1 student knows, and words none of the students know. Each

week I will start with two words from the list that none of the students know and add

about 4 that they all know. After I have taught all of the words that none of the students

knew originally, I will start teaching words that only one student knew and work my way

up. After the first week I will start including words that we worked on in the previous

week to make sure that those words are being maintained.

Zero Second Delay Trials

1. Give Sd to begin task (presentation of a sight word)2. Immediately after presentation of the Sd, provide prompt (e.g, this word is the

or whatever the word is, the, say the)


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After mastery has been met as outlined in the objective assess for maintenanceevery 3 weeks. If student is still at mastery after 3 consecutive trials (of 3 week

intervals), scale back to assessing for maintenance every 6 six weeks. If at any

point student is not at mastery reintroduce instruction until mastery has been met

again.

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Instructional Program (Seminar)