SPD 580 Benchmark

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James Witt SPD 580- Benchmark

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Summary  1336 Words

Reading Comprehension Research Paper 1

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Benchmark

By: James Witt

Grand Canyon University: SPD 580

Submission Date: 2/6/2019

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Early reading is a crucial part of human growth and development. As such, parents and

teachers should always nurture the best reading sett ings for children. How can they

achieve such sett ings? In this study, we seek to answer this question. The paper

explores the two case, one of Joshua and the other of Nicole and the correct

execution of early reading approaches, which will enhance their learning goals. The

study focuses on five areas namely Strengths, Measurable academic goals, Strategies

for given goals, one independent practice act ivity for target goal and Progress

t imeframe of goals worked on during the school year. Viability and accuracy are also

Case #1:

Student: Joshua

Age: Nine

Grade: Fourth

Joshua is K-8 grade nine-year-old boy who attends an urban school. He is in the 4th

grade and he is very much obsessed with insects. He explores and studies them

every t ime he has an opportunity. Living with her mother and elder sister, Joshua is

poor in reading, and identifying sight words. Presently, he has learned pre-primer,

primer and first-grade sight words. Even though, he struggles to recite second grade

sight words. All the same, in his evaluation, his special education, and general

education teacher says Joshua is a hard working pupil. While his mother wishes to help

him improve his reading, she has no t ime, as she is only available during weekends.

Strengths: Ability to decode new word and have an understanding of reading

materials

Intervention: “Reading fluency & improving second-grade sight words recognit ion”

 Student: Submitted to Grand Canyon University 1…

 Student: Submitted to Grand Canyon University 2…

 comma between indepe…: grade and  grade, and

 Spelling mistake: pre-primer  preppier

 Student: Submitted to Grand Canyon University 2…

 

 

Three Goals:

Goal 1: Joshua should recall 4-6 sight words from flashcards with fluency of 80%. He

will also be able to construct grammatically sound sentences.

Goal 2: The reading fluency should increase to an 80% accuracy to his grade level

average.

Goal 3: He should highlight second grade target words with accuracy of 80%.

Strategy/Rational:

Goal 1: Reading, Re-reading and repeating strategy

To improve his reading, Joshua will use “reading, re-reading, ore repeating” strategies

to help him commit to memory the words and also give him an opportunity to

remember sight and target word, in doing this exercise he will be expected to use 3-4

sight words, create, and construct grammatically correct sentences with an 80%

accuracy. The use of flashcard will motivate him causing him to be more creative and

steadfast in his learning with much accuracy.

Goal 2: Using mapping or graphic organizer

The mapping or graphic organizer will be used in this goal attainment. He will create

same for efforts toward reading fluency. When completed the reading exercise,

Joshua will construct a “mind-mapping chart” to remember important points and

assist in the repeating of the story with lit t le to no prompting. This exercise will help

Joshua to become a fluent and comprehensive reader.

Goal 3: Using flashcards

With the correct use of flashcard, he will re-sight grade level words. The strategy of

recalling and re-sighting will help Joshua to repeat words over 2-3 consecutive days

with fluency. In classroom activity, he will locate words hidden on a pectoris chart and

recall them.

Hands on Activity: Bingo – Joshua will use playing cards (creative flash cards) to match

words given.in completing this exercise he not only learns but also enjoys the fun

while doing so. At this stage, once the word has been matched correct ly he will recite

with no prompting. It is important that his support system assists him where

necessary, thus his older sibling will assist where needed.

Sigh-words Scavenger Hunt – the use of flash cards the student will highlight “target

words, formulate sentences, and read each them aloud”. Creating a learning journey

will be meaningful as he goes treasure hunting for the cards and shouting aloud when

he retrieves. All the stakeholders at his home can share in his excitement and fun in

learning.

Progress Monitoring: this strategy is vital since it involves all those who have worked

closely with Joshua. His mother, sister, special Ed teacher and even those who

evaluate him will be able to give feedback on his growth. The use of “worksheets,

games, individual, small and whole group activit ies”, will give accurate record. At the

end of the year once he remains focused, he is expected to master his goals with

accuracy and precision at an 80% accuracy.

Case 2:

Student: Nicole

Age: 13

Grade: Eighth

Nicole is an eighth-grade-student who lives with both parents and an elder brother

and attends a suburban middle school. She lays Basketball for her school and she is

also a social pre-teen. Nicole loves and enjoys her school life. She performs well in

science and social studies. Nonetheless, she struggles in language arts. She does well

when materials a teacher or another student reads materials loud to her. She is also

good in hands-on act ivit ies. Presently, Nicole reads 55 words per minute and struggles

to decode unfamiliar words. Her teacher and her father met to discuss they can help

her.

 Hyphenation pro…: hard working  hard-working

 Student: Submitted to Grand Canyon University 2…

 Student: Submitted to Grand Canyon University 2…

 Statistically detect wrong use of …: ore  or

 Statistically detect wrong use …: same  some

 assist, assistance (help): assist  help

 Spelling mistake: pectoris  sectors

 Use an m-dash.: –  —

 Passive voice: It is important that

 assist, assistance (help): assists  help

 assist, assistance (help): assist  help

 Use an m-dash.: –  —

 

 

Strengths: “Social skills, does well when materials are read aloud, hands-on act ivit ies”.

Intervention: “Decoding unfamiliar words, read 55 words per minute and att itude

toward work needs improving.”

Three Goals:

Goal 1: At the end of the school year, she will be able to decode new words with

minimal prompting at an accuracy of 80%.

Goal 2: Improved reading fluency with an 80% accuracy

Goal 3: Nicole will improve drast ically on her behavioral skills with much accuracy of

80%.

Strategy/Rational:

Goal 1: Implementing “Correct ive reading and Rewards reading,” “Nicole will be able to

correct ly decode unfamiliar words. Nicole will be given individual letters and words, she

will be instructed to listen to the sound of each word(s) and use the letters to play

with each sound to see how they are similar and different. By doing this act ivity Nicole

will increase her abilit ies to correct ly decode unfamiliar words during reading.”

Goal 2: Introduce the strategy of “before reading, during reading and after reading”

strategy. This will help her to act ivate her pre requisite knowledge, re reading and

skimming skills and at this point use target questions to ensure understanding and

comprehension. The materials presented will give her an opportunity to excel in

reading.

Goal 3: this is an excellent strategy “reading aloud”; she will be encouraged to slow

the rate of her speech while reading and in turn helps her to focus on the reading and

not finishing the content. With this, she will also be able to highlight and document

new words for future reference. Since the task is to achieve a more fluent reading,

she will work on her breathing and clarity of words. For the work to be meaningful, a

modified version will be given for her practice.

Hands on Activity: The use of “mind-mapping act ivity,” Nicole will be able to record

target information in order to guide her reading and recall system. It in turn helps her

classroom att itude towards the work. Giving her act ivit ies like, creating a graphic

organizer at home not only keeps her occupied but also keeps her creative. The

student will create a group of “words, sounds, blends, or diphthongs, using that list

she will replace those words with consonants to create nonsense words.” “For

example using the “consonant “z,” she will create nonsense words like zute, zain,

zoot etc. By creating these types of words, her parents or teacher will be able to

check for understanding”.

Progress Monitoring: “Nicole’s progress will be monitor by her parents while

completing homework or projects given and her teacher Ms. Checkovich during reading

activit ies, individual, small, and whole group activit ies.”

Nicole’s progress will be accurately assessed since her parents, teacher Ms.

Checkovich, and even classmates played a vital role in her learning. It will be seen at

the end of her tenure that she has improved in reading, correct ly decode new words

as well as changing her behavioral habit for the best.

Reference

Classroom Strategies. (n.d.). Retrieved October 25, 2016, from

http://www.readingrockets.org/strategies

Decoding Skills When Reading. (2013). Retrieved October 25, 2016, from

http://theeducatorsroom.com/2013/04/part-3-whats-the-word-decoding-skills-in-

reading/

Dolch Word List – Grade Two. (n.d.). Retrieved October 26, 2016, from

http://www.kidzone.ws/dolch/grade2.htm

 accurate: accurate  right

 comma between inde…: school and  school, and

 Spelling mistake: pre-teen  preteen

 Student: Submitted to Grand Canyon University 2…

 Student: Submitted to Grand Canyon University 2…

 Student: Submitted to Grand Canyon University 2…

 Spelling mistake: pre  are

 

 

 Unpaired braces, brackets, quotation m…: “

 Spelling mistake: zute  cute

 Spelling mistake: zain  main

 Spelling mistake: zoot  foot

 Possible agreement error: monitor

 Spelling mistake: Checkovich