Based on the below scenario, how would you describe a specialized instructional strategy for reading that Mrs. Patel should use with Mei during the implementation of a lesson plan on 4th grade math? Mrs. Patel, a fourth-grade teacher, plans on teaching a lesson with the objective of having the students solve and write math problems (a.k.a. math story problems). See the attached “Mrs. Patel’s Lesson Plan.” Mrs. Patel has three students in her classroom who have IEP goals. Below is more information on each student: In the classroom, Mei struggles with decoding words and recognizing sight words, which affects her fluency (i.e., reading accuracy and rate). Mei is currently reading 15 words per minute, which is the average for students in the middle of first grade. To be on grade level, Mei should be accurately reading at least 70 words per minute. Mei is able to decode initial and final consonant letters but struggles with medial vowels and consonant blends. Mei’s IEP goal is written as follows: “When given a selected reading prompt, Mei will increase reading fluency from 15 to 50 words per minute, with 80% accuracy.” Ahmed has a specific learning disability (SLD) in written expression, which causes him to struggle to complete a coherent short five-sentence paragraph. Ahmed currently has 18 correct writing sequences (CWS) in a five-sentence paragraph. His IEP goal is written as follows: “When given a writing prompt, Ahmed will increase his CWS from 18 to 45 in a five-sentence paragraph, with 80% accuracy.” Lucas has a mild cognitive impairment and is three years behind his peers in mathematics. In mathematics class Lucas becomes easily frustrated and throws his assignments and books to the floor when he does not understand what he is supposed to do. His IEP goal is written as follows: “Given minimum assistance, Lucas will accurately solve double-digit addition problems that do not involve carrying over and that use visual supports or manipulatives (or both), in four out of five recorded opportunities.”

Based on the below scenario, how would you describe a specialized instructional strategy for reading that Mrs. Patel should use with Mei during the implementation of a lesson plan on 4th grade math?

Mrs. Patel, a fourth-grade teacher, plans on teaching a lesson with the objective of having the students solve and write math problems (a.k.a. math story problems). See the attached “Mrs. Patel’s Lesson Plan.”

Mrs. Patel has three students in her classroom who have IEP goals. Below is more information on each student:

In the classroom, Mei struggles with decoding words and recognizing sight words, which affects her fluency (i.e., reading accuracy and rate). Mei is currently reading 15 words per minute, which is the average for students in the middle of first grade. To be on grade level, Mei should be accurately reading at least 70 words per minute. Mei is able to decode initial and final consonant letters but struggles with medial vowels and consonant blends. Mei’s IEP goal is written as follows: “When given a selected reading prompt, Mei will increase reading fluency from 15 to 50 words per minute, with 80% accuracy.”

Ahmed has a specific learning disability (SLD) in written expression, which causes him to struggle to complete a coherent short five-sentence paragraph. Ahmed currently has 18 correct writing sequences (CWS) in a five-sentence paragraph. His IEP goal is written as follows: “When given a writing prompt, Ahmed will increase his CWS from 18 to 45 in a five-sentence paragraph, with 80% accuracy.”

Lucas has a mild cognitive impairment and is three years behind his peers in mathematics. In mathematics class Lucas becomes easily frustrated and throws his assignments and books to the floor when he does not understand what he is supposed to do. His IEP goal is written as follows: “Given minimum assistance, Lucas will accurately solve double-digit addition problems that do not involve carrying over and that use visual supports or manipulatives (or both), in four out of five recorded opportunities.”