Mary is in the fourth quarter of
the third-grade reading at a second grade instructional reading level while receiving
ESL. She was reading a unfamiliar expository text at 95% accuracy and retelling
ideas at 33%. Her level of comprehension was 63% therefore indicating that she
was able to read the second-grade text, but may have an incomplete
understanding of the selection.
After assessment
results and due to Mary’s reading level, I would give Mary the concept
questions before she reads the passage as an anticipation guide. After she is
finished with the reading and answering the questions, I would go through the
questions with her and guide her in filling them in so she can better understand
what she read. I would also choose a passage that had more pictures on it that
would help Mary visually work through hard words and concepts.
Mary is not
too far behind so with the help from a reading teacher or in class one to one
lessons, Mary should be able to catch up. Breaking the classroom into small
groups more frequently and having Mary practice reading texts on more familiar topics
can add to Mary’s comprehension of what she is reading. When she can relate more
to the topic she is reading, concept questions and unfamiliar words can become comprehendible.
An
effective everyday mini lesson I would try for Mary would be a small group
reading circle of 3-4 students. Before reading, I would ask the students what they
thought a passage would be about based off of its title. I would make sure Mary
has an active role in this group and can also benefit from listening to her
peers. They will answer pre-reading concept questions together. I would have
each student read part of the passage while underlining important details based
off of pre-reading questions. We will discuss together why these details are important.
At the conclusion of the reading, students will be individually asked what they
thought the passage was about. I think that the constant retelling of the story
and the influence of her peers will help Mary better understand what she is
reading and give her better ideas to use while she is reading when by herself.
I like the idea of the small group instruction. I think Mary could benefit from this intervention. In my mini lesson I suggested students work in paid with sentence strips. I feel that having a peer or a couple of peers to bounce off ideas help children feel more comfortable. Like you mentioned, if this is done consistently, it will help influence Mary's comprehension of the text she is reading.
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