Reading Comprehension Strategies, Lecture notes of Accounting

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Reading Comprehension Strategies Assessment Code: JPT

Reading Comprehension Instructional Problem Summary Needs Analysis Findings After analyzing several assessments it is evident that students need support and further instruction in reading comprehension skills. Students that are reading below grade level, ESOL and SPED students consistently score low on assessments including math and science. The ability to comprehend and analyze text is a struggle for students across all subject areas specifically Virginia Studies. Virginia Studies is loaded with high level vocabulary; comprehension skills are essential in historical analysis and interpretation. The difficulty presents when students are required demonstrate mastery on assessments for Virginia Studies. Scores from the first unit demonstrate the need for intervention with an overall class average of 44% with 70% being the pass rate. The second unit showed improvement with the class average being 63.8% which was still below the pass rate. The third unit illustrated a decline with a pass rate of 56.5%. After meetings with other grade level teachers, conferring with students, the head of the social studies department and analysis with the reading specialist evidence supported the need for reading comprehension interventions. The meetings also concluded that students needed explicit vocabulary instruction. Low scores in Virginia Studies also correlated to several other assessments that required reading comprehension and analysis. Students failed to demonstrate proficiency in PWCS Reading Comprehension unit test for the 1st quarter and 2nd^ quarter in school. In order for students to be skilled at analysis they need a solid foundation in academic vocabulary to assist in their ability comprehend any given text.

The students in my 4th^ grade class are very chatty and require engaging activities. Behaviors and personalities clash between several students. There is one student that prefers to work ahead of the class and alone. There’s one boy in particular that raises his hand to ask a question that has absolutely nothing to do with the discussion. This can throw the whole classroom off topic. A good portion of the students in my class are also before and after school care students. What this means is that they spend the majority of their day at school and away from their parents. These students rarely complete their homework and communication is virtually non-existent with parents. Motivating the students isn’t difficult as long as the information is relayed in a meaningful way. They are very inquisitive. Growth mindset is part of our school’s philosophy so mistakes are welcomed. Activities are designed keeping in mind that students are encouraged to see their mistakes as opportunities for growth and to embrace a different path for thinking. Teaching the reading comprehension skills will benefit all students in various aspects of their lives. The first one being academically which I always explain through discussions with my students. The other benefit is in their everyday lives when it comes to reading documents, filling out paper work, taking entrance exams, writing and other life skills that require reading comprehension. Planning the Design of the Instructional Unit Task Analysis, Performance Objectives, and Learning Theories Tasks Performance Objectives Learning Theories Lesson Plan # Given a list of 10 relevant Cognitivism

Students will create visuals for a poster including unknown vocabulary terms in Unit 7 For Virginia Studies. words for a Virginia Studies Unit ,students will create a poster with terms and visuals with scoring an 8 out of 10. Cognitivism is the learning theory that best suits this task. Students will need to know key vocabulary terms while understanding the causes and effects of the Civil War. Creating a visual of vocabulary words will build deeper knowledge of these words because students will have to convey through pictures what the terms mean. Students will have to pull on prior knowledge based on their experiences. Lesson Plan # Students will monitor their comprehension for understanding while reading a newspaper article about the Civil War. Given a historical reading passage students will identify and apply a reading comprehension strategy to answer questions scoring an 8 out 10. Cognitivism Cognitivism is the learning theory used for this task. Students will need to be able to monitor their own comprehension and “fix” for themselves what they may be having difficulty with comprehending by applying suitable strategies. Lesson Plan # Students will apply metacognitive skills to a reading passage about the Underground Railroad to demonstrate understanding of its role in the Civil War. Given a historical passage students will monitor their own thinking by rewriting a statements in their own words scoring an 8 out 10. Cognitivism Cognitivism is the learning theory used for the task. Students will have to employ how they think about their own thinking in order to “read between the lines” in order to comprehend and analyze what the authors purpose is. Students will also need to think about their thinking in order to answer and explain events with fidelity. Lesson Plan #1 Vocabulary Posters :

Lesson Plan Summary: When designing the lesson plan the Dick and Carey model was employed. Pre-Instruction was implemented in order to draw the students into the learning by employing prior knowledge and skills. The students are always excited when an activity employs drawing and something they are familiar with. The lesson also eases anxiety to telling the students explicitly what the instructional goal is. The teacher modeled for students how to utilize the vocabulary strategy for learning new terms. After that an opportunity for students to practice in groups was presented and also independent practice for mastery. The assessment given enabled students to put their new strategy to use and even further application was presented in the follow through activity which allowed learners to then practice by reading the terms in relevant text for analysis. All of the learning strategies and opportunities support the cognitivism learning theory which requires for learns to access prior knowledge. The theory also requires students to think about their own thinking and learning in order to analyze on a deeper level.

Lesson Plan #2 Title : Newspaper Analysis Performance Objective: Given a historical reading passage students will identify and apply a reading comprehension strategy to answer questions scoring an 8 out 10. Resources or Materials Needed: Virginia Studies Weekly , comprehension questions, pencil highlighter. Time: 1 hour Step 1: Pre-Instructional Activities: Students will be given their own copy of the Virginia Studies Weekly that corresponds with the current Unit. Students will be told that they are going to employ fix up monitoring, which is a comprehension strategy for readers to identify when they are having difficulty comprehending text.  Teacher will review non-fiction text features and identify them in the newspaper.  Teacher will discuss with class using an anchor chart what fix up monitoring is and how good readers use it for comprehension.  Learners will be invited to share what they do if they are struggling with comprehending a text. Step 2: Content Presentation: The teacher will give students their newspapers and questions.  The teacher will demonstrate how to implement fix up monitoring by reading a paragraph from the newspaper.  The teacher will then stop as if she is having difficulty understanding the text.  The teacher will think aloud about what the author is conveying.  Then the teacher will continue to read and ask questions to illustrate the process of inquiring about whether the text makes sense.  The teacher will then demonstrate to students how to employ the same strategy with the comprehension questions.  Being sure to highlight trigger words such as, how, when, where, what etc. Step 3: Learner Participation: This is an independent exercise so students will be instructed to work independently. Learners will be given their newspapers and comprehension questions. They will be instructed to refer to the anchor chart for different strategies as they read and come across difficult text.

Lesson Plan #3 Title Underground Railroad Performance Objective: Given a historical passage students will monitor their own thinking by rewriting a statements in their own words. Resources or Materials Needed: Passage on the concept of the Underground Railroad, pencil, paper, whiteboard, dry erase marker and eraser. Time: 1 hour Step 1: Pre-Instructional Activities: Students will be told that they are going to be rewriting what they read in their own words. A small discussion will ensue about how to write a complete detailed sentence. The teacher will explain the importance of details in order to paint a clear picture of an idea.  Teacher will read a short passage aloud about Harriet Tubman  Afterwards the teacher will demonstrate on the whiteboard how she has thought about her own thinking and rewrite on the board what she believes the text means.  The teacher will ask the students for input after as to whether or not they agree with her explanation. Step 2: Content Presentation: Teacher will ask one or two students to model in the same fashion that she did.  Step 3: Learner Participation: learners will be given time to read through the passage  Learners will then read several ideas from the passage and rewrite them in their own words.  Rewriting about the underground railroad will be an engaging and active activity for learners to learn about their own thinking Step 4: Assessment: Learners will turn in their assignment for the teacher to check at a later time for comprehension. Step 5: Follow-Through Activities: Leaners will share out loud one idea that they rewrote form the passage. This will include what the author wrote and then their interpretation. This will allow in real time for the instructor to determine if any further explanation on the process is

needed. This will also allow for students to hear what their fellow peers are thinking and how one idea can be expressed in many different way. Lesson Plan Summary: When designing the lesson plan the Dick and Carey model was employed. Pre-Instruction was implemented in order to draw the students into the learning by employing prior knowledge and skills. The students are always excited when an activity employs drawing and something they are familiar with. The lesson also eases anxiety to telling the students explicitly what the instructional goal is. The teacher modeled for students how to utilize the vocabulary strategy for learning new terms. After that an opportunity for students to practice in groups was presented and also independent practice for mastery. The assessment given enabled students to put their new strategy to use and even further application was presented in the follow through activity which allowed learners to then practice by reading the terms in relevant text for analysis. All of the learning strategies and opportunities support the cognitivism learning theory which requires for learns to access prior knowledge. The theory also requires students to think about their own thinking and learning in order to analyze on a deeper level.

is added to convey the meaning Instructions: After your vocabulary term has been assigned create an illustration depicting the term. You will be given a piece of white paper (8x11) for your drawing. Write a brief summary of the term and how it applies to the Civil War. Be sure to include how the term will be used in a sentence. Review the rubric to assist in your presentation. Instructional Unit Revisions Feedback for this unit of study was provided by the reading specialist at our school. She’s relatively new in the position with this being her first year. However, she has many years of experience with several grade levels. After reviewing the data from our beginning of the year, progress monitoring and mid-year reading comprehension assessments the specialist determined that the lessons were appropriate. She appreciated the fact that I took the time to utilize those assessments to drive instruction. Another positive was making the lessons cross curricular. She felt that it was a productive and effective idea to have the students practice the reading comprehension strategies with text they would be tested on. In addition to the feedback provided was to incorporate more turn and talk with the activities. The reading specialist felt that students also needed to be provided the opportunity to work through their own thinking with peers and that it could help illicit more ideas. She also added that it would be good for the ESOL students to practice their English speaking skills. I would change this lesson plan by adding a turn and talk for lesson #2 after reading the passage for the underground railroad. This would allow the ESOL to practice their English speaking skills with their peers in a less intimidating

fashion (speaking in front of the class). I’d also include a turn and talk in lesson #1 after students completed their drawings. This would allow ESOL students to have further practice and explaining their reasoning behind their drawings and listening to how their peers explain things.