Reflection Of The Reading Time In The Classroom

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Register to read the introduction… They also read books for enjoyment on their own. The reading time in her classroom consists of a block during which the teacher works with small groups and the children are expected to work quite independently when they are not working directly with the teacher. The class uses a trade book format and this is utilized across the curriculum. Students are provided with short skills building lessons in large and small groups. Most of the time spent during explicit reading instruction is targeted to helping students develop reading …show more content…
She appeared to be listening to the small reading groups meeting on the other side of the room rather than paying attention to her work. She would try for a few minutes, but then would stop, play with her pencil, open and shut her desk, etc. When she asked another child for help with a reading worksheet, the other child ignored her. She did not complete the assigned written work. One of the assignments was to draw a picture of Dr. Martin Luther King; Jennifer appeared to enjoy this and did very well at it.

During social studies, Jennifer seemed quite engaged. She raised her hand to participate in the discussion about the Civil Rights movement. When references were made to the trade reading book, however, Jennifer did not always have the information. Children were working in small groups on maps of areas impacted by civil rights demonstrations. Jennifer took over the drawing of the map and the group worked very well together.

Jennifer was formally evaluated using the Weschler Intelligence Scale for Children (WISC-III), Weschler Individual Achievement Test (WIAT), Woodcock Johnson III (WJ III) Tests of Cognitive Ability and Achievement (see addendum). The following are the results in Standard Scores:

WISC III- FSIQ= 93 (PIQ-103, VIQ-87)
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She was not easily frustrated, but as items became more difficult, she worked much more slowly and told the examiner she could not read items. Jennifer’s reading comprehension scores were significantly influenced by her decoding difficulties. She appeared to comprehend what she was able to read. She wrote very little on the writing samples tests and asked repeatedly for the examiner to spell words for her. When told to try her best she wrote very little.

Her classroom teacher completed a district 2nd grade benchmark checklist in March as follows:
Benchmark Not Addressed Minimal Progress Emerging Mastered
Using word structures to decode text x
Using punctuation, titles, headings, and pictures to increase comprehension x
Using self-correction strategies to improve comprehension x
Orally reads grade level text fluently 90 wpm with 90% decoding accuracy x
Reads high frequency words from 2nd grade list x
Makes inferences about the outcomes of stories x
Identifies basic story elements (plot, character, setting) x
Summarizes text x
Connects information in text read in class with other people or student’s own experiences

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