D163 Task 2

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School

Western Governors University *

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123

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Communications

Date

Jan 9, 2024

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docx

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Uploaded by AgentStarOkapi3280

Lynda S Heath Secondary Reading Task 2 D163 A. Sophia: The system that I will use to assist the understudy with further developing their perusing will be realistic coordinators. As indicated by Learning Incapacities Relationship of America, realistic coordinators can assist with picturing and build thoughts, arrange as well as succession data, plan what to compose, increment understanding perception, conceptualize, sort out issues and arrangements, look at/contrast thoughts, show circumstances and logical results, and that's just the beginning (https://ldaamerica.org). There are many different sizes of graphic organizers. You can use them to include information that will help the student pay attention. Given that Sophia's upbringing indicates that she has trouble decoding and comprehending complex words, but that she can read and comprehend the text format that she receives from her classmates, I would use a graphic organizer for her. I would ask Sophia to use a weekly graphic organizer for a homework assignment. She will utilize the week-by-week words from the readings. A more engaging interactive graphic organizer can be used to provide her with a list of vocabulary words for texting her friends given her love of texting. Matteo: Making connections, asking questions, visualizing events, determining the importance of a text, drawing inferences, and combining information to generate new ideas are six methods Matteo can employ to improve his reading comprehension. • Matteo can relate what he already knows about the subject they are reading about by making connections. He can better connect what he knows with what he wants to remember because of this. • Matteo could inquire about the subject at hand, evaluate the situation through his own actions, and comprehend the reader's intent. • Matteo was also able to mentally picture the text. He makes the text seem more real and easier to understand by visualizing it. • The importance of the text would be determined next. Matteo would utilize this procedure to assist him with deciding among reality and assessment, perceive circumstances and logical results connections, and look at thoughts. • By drawing inferences, students will be able to combine clues from their reading with their existing knowledge. •Incorporating is where peruses can take new data and consolidate it with their current information. They can enhance their reading comprehension abilities. Their newly acquired knowledge can serve as a springboard for the development of their own concepts, which can lead to novel ideas and creations. During a think-aloud, modeling these strategies is the best way to teach and use them. We are demonstrating to students what skilled readers do when we speak out loud. (Benchmark

B. I would have Sophia write summaries to practice decoding texts because she has trouble understanding them because she is distracted by longer words. During tasks, I would require them to test her understanding advancement. However, I would explicitly instruct her, show her how to check my own comprehension at the end of a paragraph, and teach her to think aloud to scaffold her learning. I wouldn't just tell her to watch her reading style. The Iris Center claims that "teachers can demonstrate how to: Consider whether the information presented was understood at the conclusion of the passage, section, or page, and if it was significant, employ various restorative procedures (Iris Center, 2020). I would be scaffolding her learning by providing her with this guided practice so that she could follow in my footsteps and learn how to monitor her own reading comprehension. Then, for a school assignment, I would ask her to write a summary of three to five sentences. I would also have a graphic organizer where she could write down any words she didn't know and look up their definitions to help her expand her vocabulary. C. I would also use formative assessment to monitor Matteo's classroom progress in decoding and fluency for his support. Simply put, a formative assessment is a non-"formal" assessment. When taking a test, Matteo doesn't always get a good grade. All things considered, I just screen Matteo's advancement by occasionally asking him inquiries about the texts in class. I can now see which texts he seems to have an easier time understanding or might be interested in. By using texts that he is interested in, I could then assist him in learning and address any areas in which I believe he could do better. 1. I would use the support method by requiring Matteo to take the Reading Inventory tests at the beginning of the year to track his progress. Later on, I would occasionally expect him to take evaluations all through the year to screen his advancement. To see Matteo's progress in greater detail, I can visit the Reading Inventory test website. I get the time I need to make a program just for him because of this. I would utilize this strategy in my forthcoming study hall. I would use this in conjunction with a rubric to assist in monitoring his progress. Using a rubric, Matteo and I can easily observe his progress. As a result, I could make any necessary adjustments to his interventions based on the analysis of the data using the information I get from his formative assessments in class. References: Fitzell, S. G. (2011). “RTI Strategies for Secondary Teachers”. Thousand Oaks, CA: Corwin. https://www.benchmarkeducation.com/blog/post/6-reading-comprehension-strategies-to-teach- students.html https://ldaamerica.org/ IrisCenter: Covid-19 Resources. Retrieved on March 31, 2023 from https://iris.peabody.vanderbilt.edu/ https://paraphrasing-tool.com/

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D163 Task 2

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