Basic HTML Version
Support Materials
for
Students with
Special
Education Needs
IMPLEMENTATION
•
identifying
students who
require
additional
support,
practice
and/or
feedback,
to
use
cognitive
strategies
and
the
type
of
support
that
they
require
(Baker
et
al.
2003)
•
providing
opportunities
for
students
to
help
each
other
and
discuss
their
strategy use.
Memory aid
Purpose:
To
remember
the
correct
spelling
of
here
and
hear
according
to meaning.
‘You h
ear
with
your
ear
.’
Procedural prompts
Purpose:
Procedural
prompts
scaffold
a
student’s
use
of
cognitive
strategies
by
breaking
the
strategy
into
small
steps. Procedural
prompts
assist
students
to
remember how
to use
a
strategy.
The
example
below
is
a
set
of
steps
to
guide
students
in
answering
questions
to
demonstrate
reading
comprehension. The
procedural
prompts
also
include
the
cognitive
strategies
of
underlining
and
notetaking.
Example: procedural prompts for comprehension
Instructions
Step 1:
Read the question carefully.
Step 2:
Underline the key words in the question.
Step 3:
Put the question into your own words.
Step 4:
Look for the part of the text that will help you answer the question using the
key words or word in your question.
Step 5:
Note down or underline the parts of the text that will help.
Step 6:
Check if other parts of the text can help or give more information.
Step 7:
Write your answer.
Step 8:
Read the question again, and read your answer.
Step 9:
Ask yourself:
•
have I answered the question?
•
do I need to include more information?
•
should I make changes to my answer?
Step 10:
Make changes to improve your answer.
Metacognitive
strategies
Metacognitive strategies support the effective use of
and involve
planning, monitoring, evaluating and modifying one’s thinking/strategic behaviour
(Westwood 2004). When using metacognitive strategies, students monitor what they
are doing and how to selfcorrect (Westwood 2004), eg ‘this isn’t working, I need to try
another way’ (Curriculum Corporation 2005).
Teaching
and
learning
cycle
23
English K–6