Final 3350 JC
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School
University of Texas, Rio Grande Valley *
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Course
3350.90L
Subject
English
Date
Apr 3, 2024
Type
docx
Pages
2
Uploaded by JusticeRabbit4288
Final 3350
A six-year-old student in the first grade named Daniel. He speaks English as a first language. The cornerstone of reading fluency, word-reading accuracy, is an area where Daniel clearly needs improvement. Daniel's result on the tests for reading passages and words shows that he can. Daniel certainly needs to work on word-reading accuracy, which is a crucial component of reading fluency. The results of Daniel's tests for reading passages and words indicate that he is capable. Daniel is shifting to the full-alphabetic phase of reading development, therefore the teacher should address his letter accuracy and automaticity concerns at the word level. Word clouds and decodable texts of the proper level are read by Daniel. Daniel should be given direct, constructive criticism from his teacher that makes him consider his mistakes. The teacher can ask, "If this word said bump, what letter would you expect here?" while covering the letter d in the case where the student reads "bump" for "dump." The teacher would reveal the letter d and ask, "But this letter is a d, so what does this word say?" if the student had responded “b.”
The best appropriate activity for Daniel is called (Final Elision with Pictures), the teacher has to work on his accuracy and automation concerns with final sound deletion. The teacher would collect pictures of three-to-five words. Cut each picture into two pieces spread the pieces of one picture face up on a table, then Evan will pick up the card and say the word (bike), then Evan would pick up the last picture piece without saying the final sound (/by/). The teacher could also clarify the terms he mispronounced in the video, such as "rain," "meet," and "mice." In Exhibit 4, Daniel recalls only a few specifics after hearing his teacher read the material aloud. He gave a cryptic response when asked by the teacher to "Tell me in your own words what you learned in the passage." Additionally, despite never being referenced in the text, he makes two
mentions of oranges in his comments. He comprehends the main premise of the title but fails to notice that the first paragraph discusses various sorts of farms. And he doesn't get meaning from the text's organization ("There are many kinds ... Some ... Some ... Some ... Some ..."). Regarding the second paragraph, Daniel correctly orders the stages that he can recall but leaves
out numerous other procedures.
Together with Daniel, the teacher should create a two-column chart using the passage's two primary themes as column headers ("There are many kinds of farms," "Growing crops takes many steps."). Daniel would be prompted to pay attention to important elements by the teacher when they read the chapter aloud once more and used text-dependent questions to motivate them to fill under each header. The Final Elision With Pictures would be effective in improving Daniel’s deleting final sounds by containing pictures because the pictures are cut into two so Evan has to find the match of the picture and would say the beginning of the first picture he has it will be more easier because it has the image od the word by addressing his ability identify a picture and just saying the beginning of the sound. This strategy is highly effective because it sets an activity purpose for listening the word and seeing the picture to connect the dots on the beginning and final sound of the words. Daniel's ability to find the most important facts in a text will be improved by using
the two-column chart method. Due to the fact that it establishes a goal for reading or listening
to the content, this tactic is quite effective. Using questions that are dependent on the text encourages readers to go back and gather more information that will help them understand the
text's message.
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