Questions On Questions For Reflection

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

For an example I give a child a book to look at, sit with her and read the words with her. I let her say the word first and if she doesn’t know it I will discuss it, let her say it, talk about it and then move onto the next. Then maybe a few days later sit with the same book and again encourage her to say the words, if she get stuck on the same words again then remind her how we discussed it before.

Mrs. Nappier had me work with one student in her reading SIT group. He was having a hard time following along with the rest of the group. I had him practice writing his word family words. I told him an ending and he put different onsets onto the beginning to make new words. He did a good job working with me. I think having the one on one time helped him focus on the task given to him.

Matthew will continue to use learned reading comprehension strategies (i.e. annotating, asking questions about the text, underlining key terms and unknown words, rereading, summarizing, visualizing etc.) to help him comprehend the text 100% of the time.

Intern met with resident K. Brown for the purpose of addressing her personal concerns and speaking with her about her community service hours. Kiara informed me that she completed her community service hours for the previous week. Intern asked her to verify the days she completes CS hours, and she stated Sundays and Wednesdays. Resident did express her frustrations by saying that she used to mess up with her CS hours, but she is really trying to do better. Intern advised her that another resident completes hers during that time, so she will have to do CS hours on Mondays and Thursdays or Mondays and Fridays. Intern also explained to her the importance of doing CS hours. It was explained that not only is this a requirement of the program,

After recently reviewing for and proctoring the ACT I have rediscovered the value of my Inquiry project. I chose to focus on implementing different practices to teach content literacy. Understanding the terms of the content students are studying and making connections to other courses will help students be more successful overall. This particular topic, I have invested not only this project but also my PDP and SLO for the past two years. I believe it is vital for students to grow their vocabulary and have the skills to decode words they might not yet fully grasp. My focus in the past had been specifically on my sophomore level course, LIfe Science, but working with Katie Bragg

The client’s reading was probed and analyzed at the beginning of the semester to determine reading strategies to overcome word-finding difficulties and assist with comprehension. Results are included in the “Beginning of the Semester Status” above.

Having a “phonological awareness” Part of Adam’s strengthening in reading comprehension is to become a more fluent reader. Working within his strengths of spelling of sound and sound awareness he will learn how to use morphemes the smallest unit of language that convey meaning or function to decode words and develop an extensive vocabulary. An individualized-reading approach will allow Adam reading material to his interest and his reading comprehension is taught as needed. This will provide Adam opportunities to enhance reading independence and personal enjoyment. He will be provided multisensory learning experiences. Lessons that include “visual, auditory tactile and kinetic modes are preferable to traditional teaching methods” After reading passages, Adam will be prompted if he understood what he read. If the answer is no, have him decode the words he does not understand and reread the passage. Practice summarizing passages with outlines, graphic organizers and in paragraph form. Furthermore, improving vocabulary skills with flash cards. The physical act of Adam looking up the words in a dictionary and transferring it to a flash card will improve memory and vocabulary

It also made it very easy for him to correlate the concepts with the readings. The strategies I used for this lesson was vocabulary cards and hands-on experience. The formal assessment I used was the SOLOM observation. During the SOLOM observation, I noticed that Gabe struggled with pronunciation. So, reading out loud helped him better his speaking skills. The formative assessment I used was the worksheet which helped me assess his comprehension skills. The thing I took away from this last session is that his vocabulary knowledge grew tremendously. He was able to connect many of the previous lessons to the current lessons and that was my intention. To have Gabriel see why working out is so important and why It can be very

Throughout Honors English II, I not only became a more advanced reader, I also became a more experienced writer. All throughout the semester, I learned to analyze works of literature and look for themes in the novels I read, which also helped me to become a more thoughtful writer. I also greatly improved my vocabulary throughout the semester, which helped me achieve more advanced writing and reading skills. Overall, by using new writing techniques and new vocabulary, I was able to build on my previous reading and writing skills, and I hope to see a continuation of advancement in my reading and writing abilities in the years to come.

- According to the student, he has started a new class and he could not find where he could change the info that he has right now on his account.

Sight What do you see when you look at me? Do you see my face? My hair? My shoulders?

From this, it is easy to see how a student can misinterpret learning concepts or the world at large when leaning heavily on visual cues. At the same time, I learned the need to speak clearly and to watch for signs of understanding or confusion in the student. Finally, I learned to not just have the student repeat the word back, but rather to talk with the student for further signs of understanding. When the student lacks the vocabulary or is inhibited to say he does not understand, it is up to the teacher to identify a lack of

Juan has had a great improvement regarding his comprehension once since when we first started. One of the techniques I believe really helped him better understand what he was reading was to ask him questions once he finished a passage to makes sure was paying attention to the small detail: comprehension monitoring. At first it annoyed him and it was frustrating because he could not remember but soon he got better at it. At some point he would even summarize and told me what was going on before I even asked him. There were also instances where he was reading and he realized that he was distracted so he would ask me if he could read the passage one more time because he was not able to comprehend it the first time. Something that I did in order

Discuss specific ways in which your leadership accomplishments and service activities have resulted in major change or lasting service to the university or to the community.