Strategies.
Fiona has a problem with her reading and math. One of the strategies adopted to facilitate learning for Fiona is mnemonic devices. The use of pneumonic devices will help Fiona, especially with her word problems. Figuring out word problems is the first step for Fiona to allow her to gain comprehension of what is required. Guided practice for the first few days has to be provided from Fiona to teach her how to use the mnemonic device on their own. Additionally, the motivation of students in their learning is important. Fiona, through the use of concrete -representational-abstract strategy, will be motivated to learn.
Part 2:
Unit plan Instructional and sequencing
Materials for learning in this strategy should be arranged in such a way that it is easy to move from one level to the next. Fiona is to be guided through the learning by the educator. The first step is for Fiona to learn how to comprehend word problems followed by more complex calculations. The main objectives of when teaching the lesson should be explained to the students in order to give them knowledge on what the course lesson entails and what they are expected to have learned at the end.
Unit plan AAC and Assistive technology.
The use of mnemonic devices for Fiona is recommended. Mnemonic devices generally help students with learning especially in word problems (Bellezza & Reddy, 1980). Learning should be done through the use of examples by the educator. Mnemonics used various strategies that can be applied to Fiona. One of the strategies is the keywords mnemonics. Keywords are the main ideas of a question. Another mnemonic strategy to help Fiona is the use of rhyming and acronyms. Rhyme schemes are easy to recall and facilitate further learning. In acronyms, each letter represents a specific word. The composition of the letters into one word makes it easier for Fiona to recall.
Unit plan assessment
Assessment of the progress of Fiona should be determined frequently. Different representations of problems should be presented to her. Fiona solving the problems shows good progress while problems indicate that the lesson plan may be ineffective. The problems should be structured differently to increase the scope of learning. Assessment can be carried out through various techniques such as through interactive learning and examinations and tests from time to time. From the tests, weak areas can be identified and concentrated on in order to improve performance and increase the average grade.
Unit plan ELA integration.
The integration of strategies to integrate ELA implies that learning should be done in three phases i.e., a lesson, guided independent practice, and reflection. ELA strategies encourage independent learning. ELA integration facilitates the inclusion of text-based evidence questions. Text-based evidence questions facilitate the learning of word comprehension and are linked to some calculations from the text. Text annotation is also a strategy that can be used in ELA. Text annotations allow Fiona to highlight the main ideas that form the basis of any question in order to facilitate understanding.
Part 3:
Home connection
Parents have a role to play in the learning process of their children (Epstein, 1985). The incorporation of homework in Fiona’s plan indicates that parents have to help her solve the problems where they arise. The parents of Fiona are on the same page with the educators on helping Fiona with her math problem. The parents are encouraged to teach her new vocabulary. After learning new vocabulary, the parents still have a role to play for Fiona since she will also need assistance with her math problems.
References
Epstein, J. L. (1985). Home and school connections in schools of the future: Implications of research on parent involvement. Peabody Journal of Education, 62(2), 18-41.
Bellezza, F. S., & Reddy, B. G. (1978). Mnemonic devices and natural memory. Bulletin of the Psychonomic Society, 11(5), 277-280.