Whitaker

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Liberty University *

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302

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Arts Humanities

Date

Jan 9, 2024

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docx

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Uploaded by MagistrateHummingbird626

Part One Reading comprehension can be a challenge, especially for a child who is still learning the mechanics of reading. For Lamar, seeing as questioning-based activities have helped him, it will be important to incorporate those in before, during, and after reading activities. There are various methods for this and I will focus on accommodating all learning styles. For the pre-reading activity, I will display a cover of the book on the projector and talk about it with the class. I will ask them what they see and what the title says. I will then hand out the same cover photo for the students to have a closer look and have them think aloud in their groups and discuss what they think the story might be about based on the cover alone. I will have them write down their prediction and a question they have about the story and share my own prediction and question before starting the reading. Using this method will be helpful because “Talking about visual elements related to a selection before reading can help students to activate their prior knowledge about the material.” (Roe, Smith, & Kolodziej, 2019, p. 250-251). By working in groups, students will be able to compare their personal backgrounds on the topic and will expand their background and help them form specific questions prior to beginning reading. Lamar will be able to activate his background knowledge and form substantial questions that will help him practice his comprehension. For the during-reading strategy, I will rely heavily on think-alouds. Students and I will think aloud about the text as we read certain sections, taking moments to talk about predictions from various students and seeing if anyone’s questions have been answered or if new questions have been formed. I will switch between full-class reading, group reading, and individual reading to give students a chance to practice their methods in a variety of reading

situations. This will be good practice for students, but especially for Lamar. He will get the benefit of his own question forming, as well as the examples of other students. Seeing as how our textbook says, “Using think-alouds can enhance students’ comprehension monitoring, leading to enhanced comprehension of text,” (Roe, Smith, & Kolodziej, 2019, p.252) it is safe to assume that practicing the think-aloud strategy will be especially helpful to Lamar. By using it in various settings throughout the lesson, he will see examples of it and get to use it himself, verbalizing it externally and thinking about it internally. This will be great practice for him, and something he can apply to his personal reading. It can also make him eager to continue a story and grow a fondness of reading in general. The post-reading activity will be a combined retelling and visual representation activity. Students will be paired and asked to retell the story to each other and work together on a picture to present to the class. I will pair Lamar with someone who is just above his comprehension so that they may help each other without the more advanced student taking over the project. By working with another student, Lamar will get immediate feedback on what parts of the story he thinks are important enough to be included in the art. This has him thinking about the material and deepening his comprehension of it. The textbook says that retelling “may help students mentally organize material, a key aspect of active comprehension.” (Roe, Smith, & Kolodziej, 2019, p.257) When it comes to presenting the art and retellings, I will record the students' presentations. This will be helpful in the future to assess students skills and show them how far they have come in their learning. Part Two The combination of these three strategies will be helpful to student engagement because

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