Whitaker.Case Study
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School
Liberty University *
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Course
302
Subject
Arts Humanities
Date
Jan 9, 2024
Type
docx
Pages
4
Uploaded by MagistrateHummingbird626
Part One
Reading comprehension can be a challenge, especially for a child who is still learning the
mechanics of reading. For Lamar, seeing as questioning-based activities have helped him, it will
be important to incorporate those in before, during, and after reading activities. There are various
methods for this and I will focus on accommodating all learning styles.
For the pre-reading activity, I will display a cover of the book on the projector and talk
about it with the class. I will ask them what they see and what the title says. I will then hand out
the same cover photo for the students to have a closer look and have them think aloud in their
groups and discuss what they think the story might be about based on the cover alone. I will have
them write down their prediction and a question they have about the story and share my own
prediction and question before starting the reading.
Using this method will be helpful because “Talking about visual elements related to a
selection before reading can help students to activate their prior knowledge about the material.”
(Roe, Smith, & Kolodziej, 2019, p. 250-251). By working in groups, students will be able to
compare their personal backgrounds on the topic and will expand their background and help
them form specific questions prior to beginning reading. Lamar will be able to activate his
background knowledge and form substantial questions that will help him practice his
comprehension.
For the during-reading strategy, I will rely heavily on think-alouds. Students and I
will think aloud about the text as we read certain sections, taking moments to talk about
predictions from various students and seeing if anyone’s questions have been answered or if new
questions have been formed. I will switch between full-class reading, group reading, and
individual reading to give students a chance to practice their methods in a variety of reading
situations. This will be good practice for students, but especially for Lamar. He will get the
benefit of his own question forming, as well as the examples of other students.
Seeing as how our textbook says, “Using think-alouds can enhance students’
comprehension monitoring, leading to enhanced comprehension of text,” (Roe, Smith, &
Kolodziej, 2019, p.252) it is safe to assume that practicing the think-aloud strategy will be
especially helpful to Lamar. By using it in various settings throughout the lesson, he will see
examples of it and get to use it himself, verbalizing it externally and thinking about it internally.
This will be great practice for him, and something he can apply to his personal reading. It can
also make him eager to continue a story and grow a fondness of reading in general.
The post-reading activity will be a combined retelling and visual representation activity.
Students will be paired and asked to retell the story to each other and work together on a picture
to present to the class. I will pair Lamar with someone who is just above his comprehension so
that they may help each other without the more advanced student taking over the project. By
working with another student, Lamar will get immediate feedback on what parts of the story he
thinks are important enough to be included in the art. This has him thinking about the material
and deepening his comprehension of it.
The textbook says that retelling “may help students mentally organize material, a key
aspect of active comprehension.” (Roe, Smith, & Kolodziej, 2019, p.257) When it comes to
presenting the art and retellings, I will record the students' presentations. This will be helpful in
the future to assess students skills and show them how far they have come in their learning.
Part Two
The combination of these three strategies will be helpful to student engagement because
there will be various ways to participate. Working with the full class will give students a chance
to see me model the various strategies we will be using. By putting the students into groups, they
will hear various questions and predictions, expanding their background knowledge. Ending it in
suitable pairs will help the students work together, rather than have one advanced student work
over the other. With close supervision, students will have someone to compare and contrast ideas
with as well as what parts of the story should be prioritized into their presentation.
All of these activities are shown to help student comprehension. Using questions and
predictions give students motivation to read the text. Using think-alouds during the reading helps
keep the student actively thinking about the text as it's being read. By combining a retelling and
visual representation for the post-reading activity, students have an opportunity to audibly talk
about and draw their comprehension of the story. This will not only help comprehension, but be
helpful in helping me gage comprehension levels and keep tabs on who needs further help. By
recording the presentations, I will have the tools to assess students at a later time, compare their
skills with that of previous and future projects, and show parents to encourage parental
engagement and at-home discussions about the reading. Just as God uses the bible “to prepare
and equip his people to do every good work,” (2 Timothy 3:16-17, NLT, n.d.) so too must we use
various reading and comprehension strategies to aid students in doing good work, not just now,
but in their future endeavors.
References
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New Living Translation Bible. (n.d.) YouVersion. https://www.bible.com/versions/116-
nlt-new-living-translation
Roe, B. D., Smith, S. H., & Kolodziej, N. J. (2019). Teaching reading in today’s
elementary schools (12th ed.). Cengage Learning.