AGarcia T5A

docx

School

Grand Canyon University *

*We aren’t endorsed by this school

Course

315

Subject

Mechanical Engineering

Date

Jan 9, 2024

Type

docx

Pages

Uploaded by AmbassadorGuanaco266

ELM-315 Clinical Experience C Aliza Garcia ELM-315 Part 1: Identifying Students Who Could Benefit from Reading Extension Activities With your mentor, complete the following: ● Identify a student with above grade level reading ability who would benefit from extension in reading instruction. Student has been identified. ● 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. -Giving more vocabulary -Emergent writing skills (retell) ● Discuss strategies and activities that have been previously applied to help to extend reading instruction for the student, including the successes and challenges associated with each strategy/activity. -Whole group lesson into small group extension activities based on ability -Success: being able to take the lesson as far as the students want and can handle it to go -Success: Meet students where they are -Challenges: Time management for ones who are not getting it ● Identify and develop an extension activity that you can do with the student to extend their reading instruction. Ensure that you understand how the activity should benefit the student. -Take book and transcribe the words onto paper -Helps reinforce letter knowledge as well as letter sounds and print awareness ● Practice executing the activity with your mentor in the role of the student to ensure that you are correctly implementing each step of the activity. Done Part 2: Addressing Student Reading Extension Needs Under your mentor’s supervision, complete the following:

● Work with the student you and your mentor identified in Part 1 to implement the reading extension activity. You should meet with the student at least twice and conduct the practice activity with them to extend their reading instruction. ● Debrief with your mentor to discuss the effectiveness of your implementation of the activity and the student's response to the activity. The student I worked with didn’t even need the instructions. He guessed what he was supposed to do before I told him what to do. Other students needed the instructions and couldn’t just piece it together. He also finished faster than the other students in the class and was very efficient with the way he worked. Reflection The students are still young and are developing reading skills. The students have been learning about two different books. Last unit they were learning about little red riding hood and this unit they have been learning about goldilocks and the three bears. The students were handed a sheet that had characters from both stories and had to cut them, sort them, and glue them on different sides of the paper depending on what story they belonged to. This was easier for the student I worked with compared to the majority of the class. The student I worked with started cutting and sorting right away before instructions were even given. His brain went straight to what he was supposed to do which was impressive. Other students got characters mixed up and needed extra support. From implementing an extension activity you can really tell which students understood as well as how much they understood. It is a super cool way to see how much they comprehend what you are teaching. If activities were done like this always it would be helpful to see where the students are all at in their comprehension skills, to see which students need help, and to see how much the students grow throughout the year. I really think this activity was effective to see how the students understand and how their memory and comprehension of the stories are.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version