Special Education

Running head: SPECIAL EDUCATION 1
Special Education
Name
Institution

SPECIAL EDUCATION 2
Prompt 2.a
The second direct instruction related to the SMART goal #2is Self-Questioning and
technology to assist Abbie in reading and understanding his class work.
Self-Questioning requires Abbie to find some of the text evidences which will enable her
to be curious and make an attempt to look for their probable. After this she is supposed to make
some inquiries about the meanings of such text clues and also proceed in making the
expectations concerning the answers. She is required to study and look for the answers by
estimating the forecasts. Abbie should go ahead and resolve the variances amid her questions, the
expectations of the answers and even the information that is communicated by the author of the
book in the text. The simple and comprehensive explanations may highpoint the dismal
characteristics of the self-questioning methodology. This is even made much easier when one
gets access to the assortment of assistive knowledge.
The third direct instruction is presentation of techniques which is among the best
components of direct instruction. Through presentation techniques the lessons are established on
the basis of active participation of the students to allow them the chance to respond to the
questions and the prompts. This is to ensure that all the students have the time to practice the
contents. This requires Abbie to go through her passage well during her studies so as to note
down the important points to present in class.
The forth direct instructional goal is the program design for that makes teaching much
easier. For clear communication to the students, the teacher must ensure that everything is well
and clearly written in consistent manner to avoid confusion for the students. This equips the

SPECIAL EDUCATION 3
Abbie with different skills and also better understanding of her classwork and even during her
personal studies.
The fifth direct instruction is the instructional organization that basically involves much
of the group work for the students and they are supposed to present their class work in groups.
When participate in group work, she will be able to share her opinions and also learn more skills
from other students with different opinions.
Prompt2.b
Where:
Self-Questioning will be used before, during, and after reading a text in the reading class.
Throughout Reading Self-Questioning Strategy should be taught so as make Abbie know how to
apply the self-questioning method during her studying moments as she reads through the
paragraphs and the divisions of the text. The Previous Reading Self-Questioning Strategy should
be taught to enable Abbie apply the use of the self-questioning method as a means of reviewing
the text just before she starts reading and it enables her to prepare some directing questions so as
to understand the passage in the reading process. The self-questioning strategy that comes after
the reading process should also be taught to Abbie so that she may have the skill of getting some
of the questions and answers from the passage she has just read. This is of great importance as it
is used for reading to understand and after that one may test himself or herself to gain something
from the text.
How:
The teacher should be ensuring that Abbie is at a point to understand the three types of
the assessments which include evaluative, inferential and literal. The responses to the literal