This student was, in my opinion, operating below instructional reading level for the third grade. With words that she seemed uncomfortable with this child simply tried to "skip" over them or sound it out by herself in a quiet tone. I would like to have reassured her that even if she gets it wrong its okay because it will help her understand that she can learn from her mistakes. At one point, the student skips four lines of words and jumps from number 16 to number 20! It is clear that she shows some type of comprehension to the story Whales and Fish because she can recall small details from the story. However, this child does not have an in depth understanding of the expository text and cannot use her reading comprehension to learn a lot of new material. I would choose an intervention strategy by having this student read a small paragraph and then tell me exactly what she read. This will help ensure that she is conscious of what she is reading so that she can answer simply recall questions after she reads the text.
Having the student read a small paragraph and then recall what she read might have a better result on her comprehension because she would get to focus on a smaller piece of text. However, while reading the student made errors such as leaving out ending sounds, adding words to the text or misreading them. Her weakness to decode some of the words properly resulted to her inability to fully comprehend and communicate the meaning and structure of the text when she reached the retelling stage. I believe that the consistency of these errors was an indication that the teacher should work with the student on the "chucking" of words on the sentence level and perhaps do a few lessons on prefixes and suffixes.
ReplyDeleteGood analysis and suggestions on mini-lesson ideas on "chucking" words and working on prefixes and suffixes. Don't forget to always bring the child back to the texts to facilitate the comprehension process. :)
ReplyDelete