Part 1: Strategies Research and summarize, in 250-500 words, a minimum of five strategies for teaching adolescent students with deficits in their reading comprehension ski
Part 1: Strategies
Research and summarize, in 250-500 words, a minimum of five strategies for teaching adolescent students with deficits in their reading comprehension skills. Identify the conditions under which the chosen strategies are intended to be delivered (e.g., content area, class setting, required resources, if intended for a specific type of disability).
Support your findings with 2-3 scholarly resources.
Part 2: Activity
Identify a group of 2-3 eighth grade students, using the “Class Profile,” who would benefit from additional instruction on reading comprehension skills.
Identify a text appropriate to use with the small group identified. You may use Appendix B of the Common Core English Language Arts Standards to help you determine an appropriate text for the lesson.
Draft a 250-500 word outline summarizing three activities to reinforce reading comprehension and summarizing skills, utilizing the identified text. Incorporate at least three of the strategies from Part 1 into your activities.
Part 3: Rationale
In 250-500 words, rationalize your instructional decisions in Part 2 of this assignment. Explain how the identified strategies and activities enhance the language development of adolescents with deficits in their reading comprehension skills. Cite the “Class Profile” where appropriate.
Class Profile
|
Student Name |
English Language Learner |
Gender |
Other |
Age |
Oral Language Development |
Uses Phonics and Morphology to Decode Words |
Reading Lexile/ Grade Performance Level |
Written Expression Level |
Social/Pragmatic/Communication Skills |
|
Arturo |
Yes |
Male |
Tier 2 RTI for reading |
Grade level |
Below grade level |
No |
Below grade level |
Below grade level |
Good |
|
Bertie |
No |
Female |
None |
Grade level |
Above grade level |
Yes |
Above grade level |
Below grade level-writing simple sentences |
Needs help resolving conflicts |
|
Beryl |
No |
Female |
NOTE: School does not have gifted program |
Grade level |
Above grade level |
Yes |
Above grade level |
Above grade level |
Good |
|
Brandie |
No |
Female |
Tier 2 RTI for math |
Grade level |
Below grade level |
No; reads sight words only |
Below grade level |
Below grade level-only writes name and sight words |
Needs help with verbal and nonverbal signals |
|
Dessie |
No |
Female |
Tier 2 RTI for math |
Grade level |
At grade level |
Yes |
At grade level |
Below grade level |
Good |
|
Diana |
Yes |
Female |
Tier 2 RTI for reading |
Grade level |
Below grade level |
No |
Below grade level |
Below grade level |
Good |
|
Donnie |
No |
Female |
Hearing aids |
Grade level |
Below grade level |
No |
At grade level |
Above grade level |
Good |
|
Eduardo |
Yes |
Male |
Tier 2 RTI for reading |
Grade level |
At grade level |
Yes |
Below grade level |
Below grade level-writing simple sentences |
Good |
|
Emma |
No |
Female |
None |
Grade level |
Above grade level |
Yes |
At grade level |
Above grade level |
Good |
|
Enrique |
No |
Male |
Tier 2 RTI for reading |
One year above grade level |
At grade level |
No; reads sight words only |
Below grade level |
Below grade level |
Good |
|
Fatma |
Yes |
Female |
Tier 2 RTI for reading |
Grade level |
At grade level |
Yes |
Below grade level |
Below grade level-only writes name and sight words |
Needs help rephrasing when misunderstood |
|
Frances |
No |
Female |
Diabetic |
Grade level |
At grade level |
Yes |
At grade level |
At grade level |
Good |
|
Francesca |
No |
Female |
None |
Grade level |
Above grade level |
Yes |
At grade level |
Above grade level |
Needs help staying on topic |
|
Fredrick |
No |
Male |
Tier 3 RTI for reading and math |
One year above grade level |
Below grade level |
No; reads sight words only |
Below grade level |
Below grade level-writing simple sentences |
Needs help with verbal and nonverbal signals |
|
Ines |
No |
Female |
Tier 2 RTI for math |
Grade level |
Above grade level |
Yes |
Below grade level |
At grade level |
Good |
|
Jade |
No |
Female |
None |
Grade level |
At grade level |
Yes |
At grade level |
Below grade level |
Good |
|
Kent |
No |
Male |
None |
Grade level |
Above grade level |
Yes |
At grade level |
Above grade level |
Good |
|
Lolita |
No |
Female |
None |
Grade level |
Below grade level |
Yes |
At grade level |
At grade level |
Good |
|
Maria |
No |
Female |
NOTE: School does not have gifted program |
Grade level |
Above grade level |
Yes |
At grade level |
Above grade level |
Good |
|
Mason |
No |
Male |
None |
Grade level |
At grade level |
Yes |
At grade level |
At grade level |
Needs help staying on topic |
|
Nick |
No |
Male |
NOTE: School does not have gifted program |
Grade level |
Above grade level |
Yes |
Above grade level |
Above grade level |
Needs help taking turns in conversation |
|
Noah |
No |
Male |
None |
Grade level |
At grade level |
Yes |
At grade level |
At great level |
Good |
|
Sharlene |
No |
Female |
None |
Grade level |
Below grade level |
No; reads sight words only |
Above grade level |
At great level |
Good |
|
Sophia |
No |
Female |
None |
Grade level |
Above grade level |
Yes |
At grade level |
At grade level |
Good |
|
Stuart |
No |
Male |
Allergic to peanuts |
Grade level |
At grade level |
Yes |
Above grade lev At grade level el |
At grade level |
Good |
|
Terrence |
No |
Male |
None |
Grade level |
At grade level |
Yes |
At grade level |
Below grade level |
Needs help resolving conflicts |
|
Wade |
No |
Male |
None |
Grade level |
Below grade level |
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