WK 8 Lesson Plan: Literacy Task #3

https://www.dropbox.com/s/hzkr74z0ligx35m/Shakes%20edTPALessonPlanTemplateLiteracyTasks1-3.docx?dl=0

WK 7 Assignment #5

Assignment #5

https://www.dropbox.com/s/fcv9xpjxzs2kvzs/WK%207%20literacy%20Student%20X%20kindergarten.docx?dl=0

WK 6 Scoring and Analysis and Instructional Intervention

If Mary was in my class the kind of instructional intervention would include expository text that is favorable materials to student. If student’s interest are assessed prior to reading and writing about expository text this will promote connection to prior knowledge and increase student confidence. Mary will actually enjoy reading expository text and will improve her reading strategies with innate capabilities. Mary needs to improve strategies for comprehension of expository text that she is not familiar with. By gaining recall comprehension strategies with enjoyable expository text Mary can incorporate strategies learned for other unfamiliar expository text to improve comprehension by retelling details.

 Mary’s unfamiliarity with the text and format of exploratory text indicated low accuracy levels 33% with a comprehension of 63% as shown by being able to read text with 95% accuracy without major understanding or retelling of ideas. Mary also displayed frustration when answering questions of (5 out of 8 correct) 2 explicit questions correct and 3 implicit question correct indicating need for working on elaboration details of the passage.

The length of interventions for Mary would be dependent on ELA blocks in the classroom. Let say if hypothetically my ELA block is one hour and 30 minutes a day, Mary’s intervention could acquaint to approximately 30 minutes per day 3 to 4 times a week of individual and small group instruction while maintaining the rest of the class.

Mini lesson:

• Assess what Expository text Mary likes reading and writing about. If Mary enjoys reading about animals build confidence with enjoyable animal expository text. 
• Ask questions about the text before it is read and let the student ask themselves questions also.
• Activate/schema by letting the student make connections to text from what they already know and understand by verbalizing those connections. Give the student plenty of time.
• Once the text is chosen: read the same text for week intervention. The teacher will read the text aloud to model correct reading strategies 
• Corral read with the student-then show student words from cue cards (Write story words individually on index cards or post it’s)  individually and out of sequence from the story. Let student reread the story individually. 
• Student will read cue cards organize and place them on a Venn diagram noting difference and species similarities.
• Reread the story and ask student to answer explicit and implicit questions give plenty of time to look back for additional clues for details.
• Include questions that activate sense and include innate visualization-pictures, how do these animals look, smell, sound, feel, etc.…
• Student will then summarize what was read and tell details with created Venn diagram.