D163 Task 2
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School
Western Governors University *
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Course
10
Subject
English
Date
Apr 3, 2024
Type
docx
Pages
4
Uploaded by MinisterScience13629
D163 Task 2
1
Reading Assessment
A.
Two strategies that can be implemented to help improve reading comprehension: (1) implement
modeling
and (2) paired reading activities.
1.
Modeling: Sofia’s profile shows that she is a student who wishes for success; however, she tends to struggle with engagement when the learning material is difficult for her. One major challenge she faces is reading comprehension and she tends to become irritated when she is not understanding words she comes across while reading. For this reason, I think Sofia would benefit
from the implementation of modeling in the classroom. Modeling can help struggling readers become more strategic readers by helping them paraphrase, summarize, and infer. One way modeling can be implemented would be by having Sofia make predictions, visualize events, and recognize context clues in the reading. Through modeling, Sofia will gain more confidence in her reading comprehension and her ability to understand new words. Paired reading activities:
Looking at Matteo’s profile, I can see that he is an English Learning student, with his first language being Italian. Matteo and his family have been in the United States for a period of time, so he does have some conversational reading skills; however, he continues to struggle with tasks that have heavy reading of informational texts/literature. He also shows signs of trouble with comprehension of following what he is reading out loud. The reading comprehension strategy I would implement for Matteo would be paired reading activities. During these activities, Matteo would be paired up with a student with a high fluency and reading level who can assist with reading comprehension. Using paired reading activities where the students read out loud to each other would allow Matteo to listen to his partner’s sounds of flows of the text and then try to duplicate it during his turn to read aloud. During his
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reading time, the more fluent readers would be able to assist by giving advice, corrections, or explaining what Matteo is struggling with. B.
The two scaffolding instruction techniques I would implement into Sofia’s education would be the Pre-teach Vocabulary
and the Pause-Ask Questions-Pause-Review
methods. During the Pre-teach Vocabulary method, the teacher takes time to review the assigned material to identify difficult words or phrases students may have trouble comprehending. Then, the teacher would have a vocabulary lesson in the form of a worksheet, lecture, or activity. By pre-teaching the vocabulary, the teacher is helping students have a better reading comprehension for the subject matter. Sofia tends to have trouble understanding difficult vocabulary and spends much of her time focusing on individual words during reading assignments and is often unable to comprehend main points in the disciplinary texts. This method of scaffolding will help her become more familiar with the vocabulary terms and improve her understanding of the text. The Pause- Ask Questions- Pause- Review scaffolding instruction involves the teacher working with students as a whole class, in small groups, on individually. The teacher would employ this method just after introducing the new topic to the class- before handing out the homework. For example, the teacher would introduce the new information (through lecture, reading, etc.), then they would pause and give the students time to think, then ask strategic questions, and pause once again. The questions asked during this method would be constructed ahead of time by the teacher to ensure that they are specific, guiding, and open-ended. This strategy would assist
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Sofia with her struggles in reading comprehension because it allows for her to be introduced to the new learning topic through discussion where ideas are shared and give her the opportunity to improve her fluency while she is listening to her peers. Sofia will likely become more engaged and will share her ideas and critical thinking, allowing her to become more confident with the topic. C.
Many reading assessments and tools can be used to help Matteo and monitor his progress. I would implement the Think-pair-share (TPS) and Portfolio assessment. 1.
TPS oral summary of the text: To implement think-pair-share into the students learning, I would have the students work with partners to summarize the reading material and discuss given questions over the topic. During this portion of the exercise, I would pay close attention to Matteo and his partner. I would listen for Matteo’s understanding of the text and vocabulary to monitor his conversational and academic English skills. Matteo would be monitored every one-
two week to check his progress and will be provided with direct feedback and new learning objectives that will help continue to improve his English vocabulary and reading comprehension. Portfolio assessment: I would use a portfolio assessment (comprised of samples of written student work, tapes of oral work, teacher descriptions of student accomplishments, and formal test data) to evaluate Matteo over the course of the school year. This type of assessment would allow me to systematically collect records of Matteo’s work overtime while monitoring if he is getting closer to goal proficiency. This method will allow me to give Matteo constant feedback on
areas of growth and for growth. Data from the formal tests, given monthly, will be used to set new learning goals.
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