Student A is a nine-year-old healthy female in the third grade. She was born in the Dominican Republic and migrated to Miami, Florida as a toddler. The child is experiencing difficulties in all content areas and demonstrates poor memory skills. She is receiving the intervention pull out service and is allocated in the Response To Intervention Tier II process. The student receives additional services for English for Speakers of Other Languages (ESOL) level III. Student A struggles only in academic areas and presents no behavioral issues. The student admits she only reads for academic purposes. While she is in school, she enjoys reading fantasy genre books.
Student A came willingly to the sitting and seemed relaxed. The assessor advised the session was not formal assessment and the outcome did not count as a grade. The child was pre-screened with sentences from Form A as a result of her kindergarten reading level abilities. She made one error in the level one sentence group, followed by a second error in the level two sentence group. Both errors were word substitutions and the student was unaware of her mistakes. Test passage Form A, Level 1 was administered. The student began to read the first four sentences at a quick pace and without error. On the fifth sentence, she started to read slowly and was able to read up to three sentences again without error. At the start of sentence eight, the student began to present many errors and signs of fatigue. Overall, Student A read the passage with no intonation, in a low tone, and did not pause at any time. She made one minimal pause on the word "grandfather" but pronounced it correctly. The child made a total of ten errors and was unaware of her inaccuracies. Most mistakes occurred with word substitutions. Student A made no intents of self-corrections, or ask for the assessor's assistance. The child does not seem to experience a language deficit since she only mispronounced one word. Student A's reading deficiencies may be associated with a learning disability. She presents many symptoms such as; memory issues, reading …show more content…
The Student A will read the text twice; once silently and then aloud. As Student A reads silently, she will highlight the sight words and when she reads aloud, she will underline them.
The teacher organizes a game where Student A reads a short text aloud and when she comes across a word wall sight word, she claps.
Close Passage. The teacher can create short texts and leave a blank space where Student A is to allocate word wall sight words.
Strategy: Shared Reading
Activities
Pair the Student A with a fluent English speaking student. Have the two students read aloud short passages to each other. Then instruct the fluent reader to model and use intonations as much as possible.
Extended: Pair Student A with a fluent English speaking student. Assign the student character's roles in a short passage. Have each student read the character's part aloud and act out what the scenes.
Extended: Pair Student A with a fluent English speaking student. Have the students read aloud a short story to each other and then brainstorm to re-write the ending. The students will re-read the new story to each other and act out the new endings.
Strategy: Increasing Fluency
Student A came willingly to the sitting and seemed relaxed. The assessor advised the session was not formal assessment and the outcome did not count as a grade. The child was pre-screened with sentences from Form A as a result of her kindergarten reading level abilities. She made one error in the level one sentence group, followed by a second error in the level two sentence group. Both errors were word substitutions and the student was unaware of her mistakes. Test passage Form A, Level 1 was administered. The student began to read the first four sentences at a quick pace and without error. On the fifth sentence, she started to read slowly and was able to read up to three sentences again without error. At the start of sentence eight, the student began to present many errors and signs of fatigue. Overall, Student A read the passage with no intonation, in a low tone, and did not pause at any time. She made one minimal pause on the word "grandfather" but pronounced it correctly. The child made a total of ten errors and was unaware of her inaccuracies. Most mistakes occurred with word substitutions. Student A made no intents of self-corrections, or ask for the assessor's assistance. The child does not seem to experience a language deficit since she only mispronounced one word. Student A's reading deficiencies may be associated with a learning disability. She presents many symptoms such as; memory issues, reading …show more content…
The Student A will read the text twice; once silently and then aloud. As Student A reads silently, she will highlight the sight words and when she reads aloud, she will underline them.
The teacher organizes a game where Student A reads a short text aloud and when she comes across a word wall sight word, she claps.
Close Passage. The teacher can create short texts and leave a blank space where Student A is to allocate word wall sight words.
Strategy: Shared Reading
Activities
Pair the Student A with a fluent English speaking student. Have the two students read aloud short passages to each other. Then instruct the fluent reader to model and use intonations as much as possible.
Extended: Pair Student A with a fluent English speaking student. Assign the student character's roles in a short passage. Have each student read the character's part aloud and act out what the scenes.
Extended: Pair Student A with a fluent English speaking student. Have the students read aloud a short story to each other and then brainstorm to re-write the ending. The students will re-read the new story to each other and act out the new endings.
Strategy: Increasing Fluency