Benchmark Literacy Levels

There were three sentences in her sample to retell the story related to the text and all were structured in the same way, the sentence beginning then in the text it says and then evidence given from the text. The student does not get a chance to voice her opinion or provide stronger descriptive words. During reading partners the student is working on retelling mainly the gist of the stories along with learning to sequence and this is then portrayed within her writing. During the retell of many stories, she is able to summarize in words everything she read, when asked to write this sequence down the student is unable to fully and complete write the words without the sentence stems and evidence from the text.

[ ] In order to build on the children’s understanding and content knowledge, lesson one’s purpose is to engage the children through making a prediction based on the text, pictures, and title. Lesson two builds on the language and literacy by continuing with using the mentor text, “Fancy Nancy” and using the rich academic language associated with the central focus of predictions. For example, each lesson has a distinct objective in which the activities are built on but all three lessons build on each other by incorporating similar academic language and literacy. The children start out in a whole group setting and are actively engaged through discussions and sharing activities. The children are then scaffolded into independent reading and activities to assess their understanding of the content objectives. They then use their prior knowledge and rich vocabulary to successfully complete the objective of each lesson through verbal discussions, independent work, and physical movement. In lesson one, the children are actively engaged through participating in a gallery walk. This gallery walk is done with the children’s table groups and encourages community and social interactions. During this activity, the children will work together to activate their prior knowledge of predictions and record through writing what they

This helped me to understand the reading when it comes to having a test or quiz. Reading strategies can make a person have a deeper understanding of what they have read when they interact with

Research designs will be a mixed measures design such as a combination of a typical experiment and other forms of non-experimental designs. Procedures will be used in this research will be audio and video recording, audio and video editing, researchers and confederate will observe children and their families, in addition to ask open and closed ended questions to children, parents, teachers, and school administrators. Younger children would benefit from play therapy, whereas older children would benefit from written and spoken journals in addition to additional learning time in respite care. What are the necessary steps, procedures, and funding to help these children, teens, and young adults with ASD to become overachievers in academic, vocational, and professional settings?

Students will select one group member to read and identify the beginning, middle, and end of the mini story for the class.

The researchers discovered that out of the categories the children were tested on, only two had a significant difference in scores between the experiment and control group. The results of the Expository Retell and Vocabulary Knowledge revealed that the students who received small group instruction scored higher than the students in the control group. However, the results for the Narrative Retell measure did not indicate a significant score difference.

Once the students returned from PE, students were directed to have desk cleared off. Ms. Kennedy began to discuss the weekly reading selection. She then led them to take out their reading workbooks. This week's reading selection was the Great Kapok Tree, and their skill associated with the lesson was the generalization. The workbook had approximately ten pages per story. The students were taught the pronunciation of each vocabulary word and their meaning. They were then given the opportunity to answer questions associated with the vocabulary words. One activity was filling in the missing word and reading sentences that had the vocabulary word in them. The students were tasked to identify the proper meaning of the vocabulary word embedded in the sentence. Ms. Kennedy worked with the students to identify the appropriate responses for both activities. After Mrs. Kennedy had completed both activities, she directed the students to complete the first reading worksheet of the story

This activity will cover the standards 3.RN.2.1, 3.RN.3.1, and 3.RN.3.2.The learning outcome states that the student will be able to read and comprehend a variety of nonfiction within a range of complexity appropriate for grades 2-3. By the end of grade 3, students interact with texts proficiently and independently. The standard 3.RN.2.1 states that the student will be able to ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. This activity will have questions to test their comprehension of the material and they will have to follow the directions or else the slime will not turn out right. 3.RN.3.1 states that the student will apply knowledge of text features to locate information and gain meaning from a text (e.g., maps, illustrations, charts, font/format). In this assignment the students will have to follow the directions for the slime to be successful and they will be able to locate information throughout the text. 3.RN.3.2 states that the students will identify how a nonfiction text can be structured to indicate a problem and solution or to put events in chronological order. The question will ask about the chronological order of the

There is little research to examine experiences and needs of individuals with ASD, or proper and effective support systems such as educational and family support needed for young adults making this transition. Most information that is provided on this topic is based on professional’s experience and knowledge. It is essential more research is provided to develop programs to help individuals transition from secondary education to higher

This involves creating a visual representation of the logical sequence of events in narrative texts. Students will record the setting, problem, goal, events and resolution separately on a piece of paper. This intervention plan can be helpful for the student here since it focuses on literal instruction with narrative texts. The student in the QRI was given narrative texts for the QRI Oral and Silent Reading Comprehension portions of the test and they struggled. This could be an effective way to help the student with looking at narrative

2. Can students identify text features within a text and explain their purpose when reading nonfiction text. There were 19 students present during the summative assessments and 12 students met my objective, scoring a 6 out of 8 or better. Unfortunately, I knew there would be students that would not meet my object. The two standards I am addressing during the learning centers are an ongoing progress for 3rd grade. The goal at the end of 3rd grade is that all students can:

The requirements the participants of the study were required to be diagnosed with HF-ASD or Asberger syndrome, perform at an 8th grade reading level, be an English speaker and perform one standard deviation below the mean on a social inference test. After determining eligibility, 26 participants were included in the study. The mean age of the treatment group was 28:1 and the mean age for the control group was 24:2. The participants were assigned to be in the control group or in the treatment group. After the assignment, the researchers found that one participant scores did not meet the eligibility for the study

My first strategy for comprehension will start with a graphic organizer themed as a prediction game incorporating the mystery and suspense genre. It will be played throughout the entire reading session. The students will be divided into groups and each unit is considered a detective station. The students will receive clue sheets (graphic organizer), used to record clues provided in story to solve the little’s girl’s disappearance. No group can disclose their finding until the book is entirely read. ELL and ESE students will be paired with a reading buddy within their station for support. Following this approach, I will enhance the investigative fun by including a “word detective” vocabulary graphic organizer. Students will enter new vocabulary

Following the same approach as the initial baseline, word cards were used to coincide with each question, for a total of 10 trials. A binary scoring system was used in response to answers given. Different word cards were used than from the baseline words cards, and were taken directly from the stories previously read. Prior behaviors were assessed weekly to check for maintenance. Figure 2 reflects the outcomes of each of the

Getting students to take their reading assignments seriously is a constant battle. Many students remain committed to trying to get by without reading what’s important or only doing it just to prior to tests and exam dates. When given a reading assignment, I always see myself picturing what I read. Like a dream, I put myself in a story or article as if I were really there. I first make sure I read the whole story slowly, to make sure I don't read over things and confuse myself. Then, I go back throughout the story and define any words I don't know the meaning of. When writing a story, its important to look over your ideas and key terms to be able to read like a writer and create your rough draft.