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Make Amanda responsible for fewer questions than the rest of the class.
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Have her write daily about herself. It should be short and should be marked and returned with constructive criticism.
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Praise her for good health.
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Have someone read to her every day.
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Have Amanda repeat directions to make sure that she understands what is expected of her.
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Have her write with a peer.
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Use the Specific Skills Series reading comprehension book.
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Plan a time every day to check on her organization.
Stage 5: The facilitator and the referring teacher went over the suggestions and the referring teacher assigned either number 1: an idea to try immediately; number 2: a good idea, but not a priority; or number 3: an idea that has already been tried or would not work. In this case, the referring teacher choose three ideas to try immediately.
Stage 6: The facilitator assisted the referring teacher in establishing the following action plan:
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The methods and resource teacher will arrange and participate in a meeting with Amanda’s parents to discuss her progress to date and to begin formulating a plan for her success.
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Amanda will begin repeated readings. The methods and resource teacher will supply a one-hundred-word passage each week and a chart to record the mistakes and time the exercise takes each day. Since these will both decrease, this activity will give Amanda a sense of accomplishment and greater self-confidence.
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Amanda will write daily about herself (about My Favourite Pet, What I Like About My Friend’s House, My Favourite Holiday). This exercise will be short and will be marked and returned to Amanda with constructive criticism.
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A follow-up meeting will take place in four weeks to review progess.
