Reading Profile of a Student
The student I selected is a 10-year-old 4th grade student who is a self-described “lover of books.” She views herself as a great reader and she is always carrying a book with her. I ask her if she thinks everyone should read more, and she says most emphatically, “Yes!” She maintains a very positive attitude toward reading—“Even when you don’t care for what you’re reading?” I ask. She says that she always finds something to like, no matter what she is reading. She says if someone took the time to write it, she can take the time to find something nice about it. “Sometimes I have to stop and think about what I read or I’ll think about a story for days wondering what I just read.” I ask what stories do that for her and she answers, “Poe! That guy is crazy!” I am surprised she is reading Poe at such a young age but she tells me she has read “The Black Cat,” “The Cask of Amontillado,” and “The Tell-Tale Heart,” and that she really liked them all. “Have you read ‘The Raven’?” I ask. “Yes! I love it. I have no idea what it means but I love it—the words are sound so good when you say them in your head. It’s like music!” This conveys the attitude of this 10 year old girl regarding reading and shows that while she is a reading above her level she may be lacking the ability to comprehend what she is reading at times. Analysis of her reading profile is thus warranted.
The areas that I chose to analyze were her comprehension—the degree to which she understands the texts she reads with accuracy, ease and fluency; and miscue analysis—the types of errors a student makes when reading (Fountas & Pinnell, 2001). Since the student is reading at an advanced the level, I first set...
Clickers/Responses Phonics Lesson Phonics Long Vowel - Silent e Lesson Plan for Special Education Objectives: Students will recognize and say words that follow the c-v-c-e and v-c-e rule where the first vowel is a long vowel and the final e is silent. By using the Clickers/Responses as a classroom game they will utilize them after hearing the correct sounds. Students with the will be able to spell and write out some basic long vowel
Debates can be formulated for and against with evidence presented that supports one side or the other. First written down, these arguments can then be presented in written and oral forms, thereby reinforcing English usage in two forms: written and oral (Walvoord, 1982). Further strategies for converting the teaching into a relevant exercise are by having students summarize and critique articles and drafts (Walvoord, 1982), and by using dyadic
Bush's presidential judicial appointments Web. Students read Bush's appointments assess President made judicial appointments. Use http://www.usatoday./news/washington/2008-03-13-judges_N. Bush's judicial appointments There is much controversy concerning the George W. Bush Presidential administration and the judicial appointments it performed throughout its two terms. Bush's inauguration influenced a great deal of people to express fear with regard to how the new President would mainly focus on nominating conservative jurists. Bush apparently wanted to adopt a
Issues like self-esteem can impact prognosis. Students who are highly motivated, highly intelligent, and highly confident are the most likely to succeed and excel in spite of their reading disorder or in some cases, because of it. Learning how to maximize strengths in other academic areas can help students with reading disorders build self-esteem. Similarly, students who are able to ask for and receive assistance in subject areas rich
Reading Education: How much is enough? In general, the conclusions regarding research about current student's reading education are that students do not read enough, either in class or on their own. But given this accepted truism, that students are not reading up to standard, the second question is what must teachers do inside the classrooms to ensure that students are reading adequate amounts of literature. Also, does mere volume ensure that
This needs to be role modeled by the peers and adults with whom the young child comes in contact. When children observe this strong positive interest in learning, be it through reading books, playing word games, telling stories or many other activities, they will surely follow suit. First, they have an innate desire to learn. Second, they want their actions to receive a positive reaction. Third, more than anything,
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