Task 2_C730
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Jan 9, 2024
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Task 2
Secondary Reading Instruction and Intervention – C730
Dec 23, 2023
A. Identify
two
strategies, one for
each
student in the attached “Student Profiles,” that you could use in the lab to help improve reading comprehension.
1. Explain how your
two
chosen strategies could help the students improve their reading comprehension.
Sofia is a 10
th
grade student who struggles with vocabulary and comprehension of main points within disciplinary texts. Text being read out loud is beneficial to her as it helps her process the text. When working with Sofia, I would recommend generating questions along with reading aloud. As I would read the text, I would stop after main points to ask questions related to the text. This strategy would serve as small check-ins to examine the understanding of the student. This would benefit her as she struggles to understand key ideas and the questions could help her relate back to the text.
Matteo is an immigrant student with a language barrier that affects his English reading abilities. Unlike Sofia, text being read out-loud would hinder his comprehension. For Matteo,
I would recommend using a graphic organizer related to the text. A story map would help Matteo organize and structure the story by clearly defining characters, setting, and plot for fictional texts. For non-fiction, it would highlight main ideas and key details. Using a visual
aide along with the text would give him a clearer understanding of his reading along with giving him a tool to examine and compare relationships in a text.
B. Describe
two
specific reading strategies that could be used to scaffold instruction for Sofia, who is described in the “Student Profiles” attachment, for the reading requirements associated with the attached “Homework Assignment.”
One reading strategy I would include would be to pre-teach vocabulary. I would take time to introduce key words that are related to the revolutionary war. For this lesson, I would allow Sofia to rank a list of vocabulary words into 3 tiers, one that is basic words, one that is high frequency, and one that is low frequency. We then would talk about the meaning of these words. Another strategy I would use to scaffold this lesson would be to model the homework assignment. To do this, I would provide a sample of the assignment that she could use to refer to.
C. Provide
two
reading assessments for Matteo, who is described in the “Student Profiles” attachment, to monitor his progress.
1. Describe the support methods you will use to monitor Matteo’s progress.
For a formative assessment, I would utilize journal entries written over the course of the school year. These would be written daily about half of a page, and in response to a given prompt related to a reading assignment in the discipline in question. They would be collected
overtime to monitor growth in the form of a portfolio. For another formative assessment, I would also take advantage of peer-checklists. This would be used after a reading assignment, and allows Matteo to cooperate with his peers as they check his work. It would also allow him to view the work of his English speaking peers.
To monitor Matteo’s progress, I would do frequent check-ins through weekly informal assessments. I would aim for formal assessments for at least once every grading period. Because Matteo is an English language learner, he would need more support than his English-speaking peers. Extra practice in the form of reading and writing assignments would be provided to tune his skills and further his English knowledge. I would also provide many opportunities to work collaboratively with his peers to strengthen his conversational skills and vocabulary.
Works cited
Alber, Rebecca. “6 Scaffolding Strategies to Use with Your Students.”
Edutopia
, George Lucas Educational Foundation, 2014, www.edutopia.org/blog/scaffolding-lessons-six-
strategies-rebecca-alber.
“Best Practice for ELLs: Screening | Reading Rockets.”
Www.readingrockets.org
, www.readingrockets.org/topics/assessment-and-evaluation/articles/best-practice-ells-
screening.
Ferlazzo, Larry. “Assessment Strategies for English-Language Learners (Opinion).”
Education Week
, 18 Apr. 2021, www.edweek.org/teaching-learning/opinion-assessment-strategies-
for-english-language-learners/2021/04.
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Frey, Nancy, and Douglas Fisher.
Rigorous Reading : 5 Access Points for Comprehending Complex Texts
, Corwin Press, 2013.
ProQuest Ebook Central
, https://ebookcentral.proquest.com/lib/westerngovernors-ebooks/detail.action?
docID=6261999.