A Moment Of Clarity Was When Hailey

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

The essential literacy strategy goes along with the standards and learning objectives by using context clues to help the student figure out unknown or unfamiliar words. Students will build reading comprehension skills by using context clues for figuring out unknown or unfamiliar words while they are reading. Then the students will perform the strategies individually. The related skills address the use of prior knowledge of synonyms and antonyms during the hook and transition portion of the lesson. The reading and writing connections go along with the learning objectives, because the students will read their assigned book and picking out words they do not understand. The students will have to write the sentence with the unknown word in it, and use context clues to figure out the definition of the unknown word. The central focus for this unit of study is for the students to use context clues to better their comprehension of what they have read in their assigned books. The students will be able to use context clues within sentences to determine the meaning of unknown or unfamiliar words. These lessons deal with comprehending text by using context clues to help figure out unknown words. The lessons build off each other by adding more detail to learning about context clues. As the lessons progress the students will be more independent when using context clues. The first lesson is learning about what context clues are. The second lesson will focus on using context clues to figure

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

Hailey struggles as a reader inside the classroom. Providing her with many reading opportunities is important for her confidence as a reader. It will also help her grow a love for reading. One recommendation was providing Hailey with a book list that has titles and authors that are of interest. She could be taught how to research a list of books on her Chromebook. Since she enjoys reading realistic fiction, with a heroic teen girl character, it would be easy for her to search for a book list related to that criteria. Once she finds a book of interest, it will be easy for her to click on it and read a short synopsis about the text and help her decide if she would be interested in the book. Also, it is important that her parents are involved by taking her to the library with her preset list. She can easily find the titles she wants. Getting a variety of different reading materials in her hands, will help her to continue to grow a love for reading and build her confidence. Another recommendation is ordering her a magazine or two that can be delivered right to her house. This way she can read short nonfiction passage that she may enjoy. A few magazines that may be interesting to her are BYOU- Be Your Own You and Girls Life. Both magazines seem to cover topics that Hailey would enjoy and relate to. Also, making sure that Hailey has a

Strategic readers monitor their thinking and recognize when errors are committed but they also know what strategy to use to correct the error. For example, they may need to reread the text to make sense, use context clues to understand unfamiliar words. No matter what the obstacle is, a fix-up strategy is applied. The K-W-L is a well- known teaching technique to assist in the monitoring strategy. The K-W-L chart provides the teacher and students opportunity to participate in discussions before, during, and after reading. It helps the student to ask and answer questions, identify the main idea and detail, and summarize the text (Santoro, Baker, Fien, Smith, and Chard, 2016 p. 284).

1)This student is a little bit more advised at this level. The student should read everyday but one thing to help the student is to have this student look up a word in a children's dictionary. Once the student finds the word then the student should read the definition.

Guided Practice: “As you are reading today, use a sticky note to mark your text-to-self connections. Be ready to explain your thinking to me when we meet with guided reading.”

This activity supported Torionne’s need to realize that reading is a meaning-making process by checking her comprehension of the passage she read.

I believe this could be a result of vocabulary she does not understand, or because she is skimming the text and not reading thoroughly because it does not interest her. My goal is to get her to take interest in the text, find a way to relate to the text, decode unknown words, and increase fluency while comprehending what is being read.

(1) Read with a purpose. What do you already know? What do you want to know? What are you learning?

Can you identify some of the strategies we learned in the first lesson to help us with our comprehension? As good readers, it is important for us to be able to identify the main idea,

Our group chose to research reading comprehension development and how to teach our young readers how to gain knowledge from text. We have observed our students relying on their background knowledge rather than acquiring meaning from the text. We would like to learn more about the resources that are available to help our students develop comprehension strategies.

Before reading, teacher will remind the student to think of the words and phrases they worked with during the sort.

Oral Reading of the Passage: I’ll ask the child to read the passage aloud and state the following: If you come to a word you don’t know I cannot help you with the word. Do the best you can. While you read out loud to me, I will read along silently

In this information–driven age, preparing students to read a variety of texts with complete understanding should likely be one of our educational system’s highest priorities. Understanding is more than just the ability to produce information on demand (knowledge) or the ability to perform learned routines (skills). “Understanding is the ability to think and act flexibly with what one knows.” (Active Learning Practice for Schools, n. d.) A review of the literature in the area of reading comprehension of elementary-age students shows two principle areas of focus. There is a body of literature that examines the development of proficient vs. struggling comprehenders and another body of literature that compares methodologies for teaching