Text Modules for Support Plans the Specialist Learning in the Subject German Grade 1

Text modules for support plans the "specialist learning" in the subject German Grade 1

Current status / Goals / Measures / Checks
Acoustic Wahrnehmunqsschwieriqkeiten:
¦ Confusion of similar sounding sounds (u / d, b / d, e / i, d / t, g / k)
¦ Allocation problems on the level of sound-letter
¦ Problems with out hearing the initial, middle, final sounds
¦ Failure of the syllabic speech of words and the clapping
¦ Trouble hearing out of syllables in the word inside
Writing motor skills problems:
¦ cramped Pin Retention
¦ Problems in the classification of the characters in the Ruling
¦ Problems in complying with the Ruling
¦ Missing space between words
¦ Inaccurate shape representation
¦ Problems with eye-hand coordination
¦ Problems in crossing the midline
Reading difficulties:
¦ Uncertain when reading simple two syllables (Mon, Wed)
¦ Unsure of simple syllable compounds (Li sa, So fa)
¦ Unsure Zwielauten (au, ei) and the Endphonemen (en, el, er)
¦ Uncertain in detecting the word-sense connection
¦ Unsure on refinement of new words using known letters
¦ Insecure in the refinement of simple sentences with familiar words
¦ Lack of ability structure in polysyllabic words
Problems in speech behavior:
¦ Refusal to speak (mutism) (consciously / unconsciously)
¦ Incorrect formation of individual sounds (eg lisp, B, seh, kr, Dr, gr) (dyslalia, sigmatism)
¦ Formulate Dysgrammatisches (syntax and / or morphology) Slurred speech (articulation indistinct)
¦ Monotone speech, lack of speech melody (prosody)
¦ misdirected voice onset
Language problems:
¦ Smaller vocabulary (active / passive)
¦ Erratic narrative
¦ Grammatically wrong language
¦ Not formulate coherent sentences
Spelling problems:
¦ According to assignment uncertain - letter (grapheme-to-phoneme mapping)
¦ Lack of acoustic differentiation of similar-sounding letters (o / u, e / i, b / p, g / k, d / t)
¦ Lack of faithful reproduction of loud syllables, words and sentences
Lack of storage capability of known word images
Accumulation of Wahrnehmunqsfehlern
WT-error (Word separation error)
WD Error: missing letters or superfluous letters in the word
Inverter Fault: Reversed letter sequence
WU-error: The beginning or end of a word missing) / ¦ Security in sound discrimination
¦ Can make conscious and localize sounds
¦ Safety in decomposing words into spoken syllables
¦ Relaxation of muscles
¦ Strengthening Fine motor skills
¦ Secure lettersknowledge
¦ Safety Grinding together of syllables
¦ Increase the classification ability
improvemen t of speech behavior:
¦ correct articulation
¦ clear pronunciation
¦ meaningful formative speech melody practice
¦ Extension of vocabulary
¦ Common practice sentence patterns
¦ Increase Spelling security in the area, according to true
¦ Insertion of word images
¦ Reduce the Perceptual error / ¦ Participation in the Förderunterricht
¦ 10 min daily practice Laut-/Silbendiktat
¦ Issuance of a phonologicalcal practice session for the home
¦ Remedial
¦ Kneading and Ausschneideaufgaben
¦ Stringing beads
¦ Fingering
¦ Handle grip for writing utensils
¦ Great Ruling
¦ Training session
¦ Swing exercises (see "The pin in the handle)
¦ Remedial
¦ Daily supportive home exercises (under the guidance of the parents)
¦ Anlautübungen
¦ Letters table
¦ Draw arcs of syllable
¦ Syllable carpets
¦ Gossip exercises
¦ Speech therapy lessons
¦ Review in the school for the deaf (audiometry)
¦ Remedial
¦ Domestic Storytelling Answer questions, retell
¦ Remedial
¦ Exercise session with differentiated work material
¦ Memory Training:
¦ ophthalmological examination
¦ Participation in the LRS classes: perception training / ¦ Weekly monitoring of processed pages in tray / Remedial
¦ And counter controldrawing by parents
¦ Smaller final test after each folder / exercise book as each learning success
¦ with domestic support
¦ Final test
¦ Failure analysis, Observation
Current status / Goals / Measures / Checks
Reading difficulties:
¦ Stock end practiced reading texts
¦ Control of mastered Worksheets in specialist / special education and
¦ limited sense-and playback with simple texts
¦ Unsafe structure through long, polysyllabic words
¦ Difficulties in refinement of words with consonant clusters
¦ Difficulty reading cursive texts
Problems in oral and written language use
¦ Fragmented narrative
¦ Not told in complete sentences
¦ Can not bring in the right order images
¦ Set Image - Assignment fails
Problems in the field of practicing speech and language viewing:
¦ Can not recognize simple sentences as a unit
¦ Unsure in recognizing parts of speech
Spelling Problems:
¦ Uncertainties in the transfer of letters in cursive, and vice versa
¦ Accumulation of perceptual errors (see Class 1)
¦ Insecure in error-free copying
¦ No rule application in speech (verbs and adjectives small, large noun)
¦ Insecure when writing to dictation with practiced words / language words
¦ Insecure when writing aloud faithful words by ear
¦ Error analysis
¦ Monitoring of learning progress
¦ Accumulation of perceptual errors (see Class 1)
Scripture:
¦ Difficulty in proper form line system to write / Increase reading ability:
¦ Improve the organization ability of reading speed and reading fluency
¦ Predictive Reading
¦ Increase the flow of speech
¦ Capture of meaningrelated and reproduction in whole sentence
¦ According to the fuseportfolio and the basic vocabulary
¦ Perception of self-control training exercise
¦ Training perception of spatial location,
¦ Consolidate the form of reproduction
¦ Position in the Ruling dominate (see Class 1) / ¦ Remedial
¦ Daily, home exercise 10 min, reading aloud with support for parents)
¦ Outline Exercises: Set of bows with long syllable words
¦ Daily reading by parents
¦ Create speech events
¦ Use of differentiated work material
¦ Participation in remedial education
¦ Abschreibtraining Participation in the LRS classes:
Awareness training
¦ Graphomotoric Exercise session
¦ Domestic Calligraphy training / ¦ Control of mastered Worksheets in specialist / special education and
¦ Smaller final test after each session / every exercise book as a learning control
¦ And counter controldistinguished by their parents
¦ Error analysis
¦ Monitoring of learning progress

Text modules for support plans the "specialist learning" in the subject German Grade 2

¦ Ongoing monitoring of the exercise session by the parents and the teacher

Text modules for support plans the "specialist learning" in the subject German Grade 1

Current status / Goals / Measures / Checks
Reading difficulties:
¦ Difficulty exquisitely simple unfamiliar texts and to express the meaning
¦ Reading deficiencies (see also Class Level 2)
¦ Mastered control of the worksheets in the subject / and Remedial
¦ Lack of reading speed
¦ No forward-looking reading
Problems within the oral and written language activity:
¦ Lack of ability to relate logically to images
¦ Can not answer the set questions about the text
¦ Smaller final test after each folder / exercise book as each learning success
¦ (Eg write message) can not write texts appropriate to the situation
Problems in speech and language practice viewing:
¦ Can not recognize speech
¦ And counter controldistinguished by their parents
¦ Can not distinguish record types and therefore punctuation is not set correctly
Spelling difficulties:
¦ Insecure in error-free copying
¦ No rule application at the beginning and end of the sentence (sentence for beginning / end point of the sentence)
¦ No rule application in speech (verbs and adjectives small, large noun)
¦ Insecure when writing to dictation with practiced words
¦ Accumulation of errors according to the true writing by ear (see class 4)
¦ Accumulation of perceptual errors (see Class 1)
Scripture:
¦ Lack of compliance with individual letterforms
¦ Frequent brushing, erasing, or "killers" / ¦ Increase Read safety
¦ Security gain while writing text (see class 2)
(See class 2
(See class 2)
¦ Training Rule application / ¦ Remedial
¦ Additional material
¦ Use of differentiated work within the teaching material or for home exercise
Remedial:
¦ Abschreibtraining
¦ daily home exercise with additional material
¦ Participation in the LRS classes: perception training
¦ Calligraphy training / ¦ Mastered control of the worksheets in the subject / and Remedial
¦ Smaller final test after each folder / exercise book as each learning success
And counter controldistinguished by their parents

Text modules for support plans the "specialist learning" in the subject German Grade 3

Current status / Goals / Measures / Checks
Leseschwieriqkeiten:
¦ Uncertainties be taken meaningful reading and
when playing content
¦ To slow reading speed
¦ Read inaccuracy
Problems within the oral and written language activity:
¦ Difficulties in the preparation of texts for various writing events (physical description, of loss, experience reports, stimulus word story)
¦ Very limited vocabulary
¦ Uncertainties in the logical elements of narrative steps
¦ Problems in differentiating important and the unimportant
¦ Problems in reducing the rates on the essentials
Problems in speech and language practice viewing:
¦ Uncertainty in the recognition of speech
¦ Uncertainty in the recognition of sentence elements
¦ Lack of abstraction ability
¦ Uncertainty in the use of correct tenses (irregular verbs)
Rechtschreibschwieriakeiten:
¦ Uncertainty in fault-free copying
¦ No rule application at the beginning and end of the sentence (sentence beginning great point setting at end of block)
¦ No rule application in speech (verbs and adjectives small, large noun)
¦ Insecure when writing to dictation with practiced words / language words
¦ Problems in the application of spelling rules
¦ Accumulation of perceptual errors (WT, WD, WR, WU)
¦ Error priorities in the field of control error / ¦ Increase the reading accuracy (see Class 2and 3)
(See Class 2and 3)
¦ Gaining confidence in dealing with the written language
(See class 2 and 3)
¦ Training Abstraction ability
¦ Achieve security in Use the correct tenses
¦ Safety in the use of spelling rules (see class 2 and 3) / ¦ Remedial
¦ Improve reading skills
¦ Use of differentiated Worksheets within the classroom
¦ Additional exercises for domestic use
Remedial:
¦ Training with the help of computer programs
¦ Usually training
¦ Participation in the LRS classes: perception training / ¦ Control of mastered Worksheets in specialist / special education and
¦ Smaller final test after each folder / exercise book than any Lemerfolgskontrolle
¦ And counter controldistinguished by their parents
¦ Mastered control of worksheets in subject teaching

Text modules for support plans the "specialist learning" in the subject German Grade 1

¦ Error Analysis

Text modules for support plans the "specialist learning" in the subject German Grade 4

Text modules for support plans the "specialist learning" in the subject German Grade 1

Current status / Goals / Measures / Checks
o Complementary to 10 numbers uncertain; preferred supplement method is to count
o Addition and subtraction in the space 20 preferably by counting
o Complete the full number by ten disassembly only after much practice, but not a safe learning component; faster return to the counting method
o Mental arithmetic tasks wg. severely restricted ability to concentrate only in ZR to 10 possible
o Not yet sufficiently developed idea size for numbers over 20
o Orientation in room 100 with view available
o Computing tasks in the 100 room only with number plate or other counting aid possible
o Technical tasks only at the action level possible (with material)
o The concept of sharing Malnehmens and d is uncertain
o Individual 1x1 series are still (very) uncertain
o Dealing with a ruler to draw lines of certain length or for measuring lengths still very inaccurate / o Increase safety in the decomposition of numbers to 10
o Increase security in computing to 20
o Replace Abzählmethode at Zehner-über-/unterschreitung by appropriate number decomposition
o Reinforce concept of numbers up to 100 by use of variables (money, length)
o Learn to recognize, for practical activities computational activities
o Promote vorstellendes Computing
o The understanding of the operations of "times" and "shared" deepen
o Practice the 1x1 series
o Safer measuring and drawing handling m. achieve d ruler / o Continuation of existing support measures
o Extremely kleinschrittiges approach with constant repetition and practice
o Playing and inventing stories of computing
o Use pencil and ruler as a normal work equipment
o Exercise session for
Ø d number of decompositions to 10
Ø Computing d to 20
Ø d Convert to 100
Ø d-and part-time term
Ø d 1x1-series
for handing out at home
o Processing of the exercise booklet on the topic: ______
o The parents of the child involved in dealing with numbers (eg when shopping, exercise on a PC with software for board games, etc.).
o Parents work with their child's mental arithmetic and the 1x1. / o Daily / weekly check with the page (s) of the exercise session
o Inspection and copying by the parents
o Conduct performance reviews 2-4 weeks
Current status / Goals / Measures / Checks
o Size idea of numbers above 100 is not secured.
o The orientation on the number line, the narrowing between neighboring steps and rounding of numbers is still very uncertain.
o Important properties of our number writing is correctly applied in practice mostly similar tasks, but without having internalized them enough.
o The ABC is only on the current JVieder recovery yet sufficiently quickly.
o Reverse operations (subtraction and division) are often solved only with great loss of time.
o The multipl. Division and the number of stages is still uncertain.
o The discovery of suitable number of partitions at half written multiplication and division is still uncertain.
o The written addition and subtraction is still uncertain.
o Long division and multiplication is still uncertain.
o When converting units still appear great difficulty understanding.
o Occur at particular tasks still difficulties to transfer the meaning associated to an appropriate arithmetic operation.
o Dealing with the set square in the drawing and measuring is too imprecise. / o U.d. more security in the concept of numbers Develop guidance on the number line
o Learn place value structure of the system to 100 and beyond understand and apply
o In dealing m. d square one be sure
o Can perform reverse operations safer
o More safety in the execution of halbschr. Multipl. achieve and Division
o More security when executing obtain written addition and subtraction d / u division multipl
o Be safer in dealing with their sizes and Maßumwandlungen
o Solve simple word problems independently
o Achieve greater safety in measuring and drawing dealing with the protractor / o Participation in remedial math
o D folders to edit the following topics:
Ø Expect the ZR to 100
Ø Expect the ZR to 1000
Ø Expect sizes (lengths, weights, room dimensions, times)
Ø halbschr. Multiplication and division and arithmetic with decimal numbers of stages
Ø The number line, neighbor numbers and rounding
Ø Add Schr. and subtraction
Ø Schr multipl. and Division
Ø Dealing m. d.Geodreieck
o Processing of (commercially employed union) exercise booklet on the topic: ______
o The parents of the child involved in dealing with numbers (eg when shopping, exercise on a PC with software for board games, etc.).
o Parents work with their child's mental arithmetic and the 1x1. / o Mastered control of the worksheets in the subject / and Remedial
o Smaller final test after each session or each exercise book as learning success