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SETT Framework for Student in Regular Education Setting By: Aimee Peguero

SETT Framework for Student in Regular Education Setting By: Aimee Peguero. The Student. Patricia, 11 years old, 5 th grade Problems in math, reading and writing. Not getting good grades. Motivated at school. Good imagination. The Student (continued).

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SETT Framework for Student in Regular Education Setting By: Aimee Peguero

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  1. SETT Framework for Student in Regular Education SettingBy: Aimee Peguero

  2. The Student Patricia, 11 years old, 5th grade • Problems in math, reading and writing. • Not getting good grades. • Motivated at school. • Good imagination.

  3. The Student (continued) • The student is in a regular education classroom. • Does not receive support services. • Has been diagnosed with, Dyslexia, Dysnumeria and Dysgraphia.

  4. The Disabilities • Dyslexia – a language-based disability in which a person has trouble understanding written words. It may also be referred to as reading disability or reading disorder. • Dysgraphia – a writing disability in which a person finds it hard to form letters or write within a defined space. • Dysnumeria (also known as Dyscalculia) – a mathematical disability in which a person has a difficult time solving arithmetic problems and grasping math concepts.

  5. The Environment • The room is set up with a writing, reading, math and content area centers. • A leveled library is located at the back of the room. • A rug is placed in front of the library for meeting area for students and teacher. • The students desk are set up in groups of 5 or 6 students. • The classroom has 5 working computers with internet access and one printer.

  6. The Environment (continued) • The classroom has an overhead projector used for lessons. • The student participates in all regular education classes. • The student is expected to participate and produce work in all classes. • The learning environment is learner driven and students abilities and disabilities are taken into consideration at all times.

  7. Tasks • Student will: • applied what she learned by using the vocabulary words to complete a character study. • use words from a read-aloud book to write their own stories • make text-to-self and text-to-text connections using two books by the same author • demonstrate comprehension of both the text and the vocabulary by competing a Web Quest about the books and author.

  8. Enduring Understanding and Essential Questions • How are reading and writing connected? • Why do we need vocabulary strategies to become better readers? • How does making text-to-self connection and text-to-text connection makes us better readers?

  9. Tools • The student needs different tools the different subjects she is having trouble in. • The lesson that I picked for this framework was for reading and developing vocabulary, but the students also needs tools for math and writing, after doing some research I include tools for all disabilities.

  10. The Lesson • A Schema-Building Study With Patricia Polacco

  11. The Lesson (continued) • This lesson uses Chicken Sunday and Rechenka’s Eggs to teach 3rd through 5th grade students new words while deepening their comprehension, encouraging text-to-self and text-to-text connections, and helping them study characters. • Web Resources http://www.readwritethink.org/lesson_images/lesson996/rubric.pdf http://readwritethink.org/materials/trading_cards/ http://interactives.mped.org/view_interactive.aspx?id=775&title

  12. Tools for Reading • Speech to Text Software. • Reading pen. • Text-reading software • Spell checker. • Multi-sensory teaching • Graphic Organizers (should be in color paper) • Use of visual aids - this can be useful as dyslexic students can have strengths in their visual-spatial skills. • Books on tape.

  13. Tools for Writing • Graphic-based writing software • Text-reading software • Visual concept-organization software • Word-prediction and speech recognition software • Writing templates and Graphic Organizers (should be in color paper) • Dictate ideas into tape recorder, then listen and write. • Talk aloud while they write. • Hand writing program or book. • Allow students to use the line width of their choice.

  14. Tools for Math • Allow use of fingers and scratch paper. • Use diagrams and draw math concepts. • Provide peer assistance. • Suggest use of graph paper • Suggest use of colored pencils to differentiate problems. • Work with manipulative. • Draw pictures of word problems. • Handouts and worksheets should be copied on color paper. • Use rhythm and music to teach math facts and to set steps to a beat. • Schedule computer time for the student for drill and practice. • Talking calculator.

  15. Conclusion Some people believe that students with disabilities might not be able to lead successful and productive lives but they are gravelly mistaken. I decided to do my case study on a person that I found on LD online. Could anyone guess who is the person that I did my framework on? Look for the hints….

  16. PATRICIA POLACCO • Author of over 50 children books….. To find out more about her visit her website at: http://www.patriciapolacco.com/

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