Field Experience C
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School
Grand Canyon University *
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Course
315
Subject
Health Science
Date
Dec 6, 2023
Type
docx
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5
Uploaded by MinisterPowerMantis4
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Field Experience C: Applying Reading Extension Strategies
Lauren Stuckey
Grand Canyon University
ELM-315: Foundational Literacy Skills: Phonics and the Science or Reading
Dr. Kelly Roberts
August 30, 2023
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Part 1: Identifying Students Who Could Benefit from Reading Extension Activities
1.
Identify a student with above grade level reading ability who would benefit from extension in reading instruction.
a.
The student that we picked for this experience is nine years old. She can read anywhere from a fourth up to a seventh-grade reading level. This student needs to be pushed to continue her exceptional growth in reading and to prevent her from becoming stagnant in her level. We felt that she would be the best fit for this activity. 2.
Review existing skills data and reading performance for the student and discuss why extending the lesson is important for meeting the student’s unique instructional needs.
a.
After reviewing existing data and our recent Beacon scores it was determined that
she could use further assistance in researching topics and informational text. This student does great at her reading level with fiction books, however, tends to struggle when it comes to nonfiction books and informational texts. By extending a lesson to meet her unique instructional needs is crucial to help continue to grow in knowledge. We can use her love for reading to our advantage when we are working on other subjects. 3.
Discuss strategies and activities that have been previously applied to help extend reading instruction for the student, including the successes and challenges associated with each strategy/activity.
a.
This student has been placed in our gifted program and is pulled every Wednesday with a group of students to see Mrs. Green, our gifted teacher. While
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with Mrs. Green, they complete the classwork they are missing but also work on additional assignments that has been planned. This student has success with being pulled on Wednesdays and completes her work ahead of time. The issue is that the
material is not challenging enough for her and causes her to not be pushed beyond
her level. Due to the student not being challenged, we risk her reading growth being stagnant and then becoming board of all reading materials. 4.
Identify and develop an extension activity that you can do with the student to extend their
reading instruction. a.
Students are learning about what events led to the American Revolution. Mrs. Eiland and I decided to use the website she found, we.diffit.me, to change the passage into a higher reading level to challenge her more. We did two passages, one on the Battle of Lexington and the other on the Battle of Concord. There were
reading comprehension questions that would follow each passage for the student to complete. This also allowed Mrs. Eiland to get a grade for this student.
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Reflection
This clinical field experience I worked with Mrs. Eiland again, which is our fourth grade Social Studies/English Language Arts teacher on the two-man team. We worked together determining which student would benefit from a reading extension activity. After looking at all our students in this class and their Beacon scores, we determined that one student would be perfect. The student we decided that I would work with reads between a fourth and seventh-grade
level. She is above grade level and is in our gifted program. She often finishes her assignments early and is easily distracting others without meaning too. To push her further and challenge this student, Mrs. Eiland and I took two of the passages that they would be working on during Social Studies about the battles of Lexington and Concord and uploaded it to we.diffit.me. This is a website Mrs. Eiland has discovered that allows you to upload documents and set it to a student’s reading level and improves the vocabulary within the passage without changing the material that needs to be taught. On Monday we worked on the Lexington passage and then on Tuesday we worked on the
passage about the Concord battle. When we first started, the student was weary of trying something different. She mentioned that she did not think it was going to challenge her and why couldn’t she just complete the one that everyone else was working on. I mentioned to her that we
just wanted to see what she could do being that her reading level is high for her grade and that it was okay to push ourselves sometimes to trying more difficult things. Once we were started, she did end up struggling a bit on a few of the vocabulary that was within the passages. It took her longer than usual, and in the end, she was happy that I challenged her to complete these passages
at her reading level. This way she was learning the same thing that her peers were, but the
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vocabulary was more of a challenge for her. After reading each passage there were comprehension questions to answer. The questions were also upgraded to her reading level, and helped us determine her level of comprehension after reading.
This activity worked well for this student, and Mrs. Eiland said she may do this with a few more of her students to see if the results are the same. I believe that the most difficult part was the student feeling as if she didn’t need to complete a different worksheet, and having to reassure her that it was okay to try new things and to challenge ourselves. After that, it was smooth sailing. If this activity is continued long-term, I believe that her reading level and confidence in her reading will continue to grow, allowing her vocabulary to expand even further. I enjoyed this activity because not only did it challenge the student to try new things, I learned about a useful website that will benefit me in my future classroom. I also believe that this
student will continue to do great things, and I look forward to working with her and the other students in Mrs. Eiland’s classroom throughout this course.