Discussion: Reading Comprehension: Strategies and Activities

When teaching students to comprehend and summarize text, teachers can use a variety of activities before, during, and after reading to help students understand elements within a plot. Utilizing appropriate strategies that incorporate summarizing skills helps to increase students’ reading comprehension skills. Discussion: Reading Comprehension: Strategies and Activities

Use the “Reading Comprehension Template” to complete this assignment.

Part 1: Strategies

Research and summarize, in 250‐500 words, a minimum of five strategies for teaching adolescent students with deficits in their reading comprehension skills. Identify the conditions under which the chosen strategies are intended to be delivered (e.g., content area, class setting, required resources, if intended for a specific type of disability).

Support your findings with 2‐3 scholarly resources.

Part 2: Activity

Identify a group of 2‐3 eighth grade students, using the “Class Profile,” who would benefit from additional instruction on reading comprehension skills.

Identify a text appropriate to use with the small group identified. You may use Appendix B of the Common Core English Language Arts Standards to help you determine an appropriate text for the lesson.

Draft a 250‐500 word outline summarizing three activities to reinforce reading comprehension and summarizing skills, utilizing the identified text. Incorporate at least three of the strategies from Part 1 into your activities.

Part 3: Rationale

In 250‐500 words, rationalize your instructional decisions in Part 2 of this assignment. Explain how the identified strategies and activities enhance the language development of adolescents with deficits in their reading comprehension skills. Cite the “Class Profile” where appropriate.

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Class Profile

Student NameEnglish Language LearnerGenderOtherAgeOral Language DevelopmentUses Phonics and Morphology to Decode WordsReading Lexile/GradePerformance LevelWritten Expression LevelSocial/Pragmatic/Communication Skills
ArturoYesMaleTier 2 RTI for readingGrade level Below grade level  NoBelow grade level Below grade level Good
BertieNoFemaleNoneGrade level Above grade level YesAbove grade levelBelow grade level-writing simple sentencesNeeds help resolving conflicts
BerylNoFemaleNOTE: School does not have gifted programGrade level Above grade level YesAbove grade levelAbove grade level  Good
BrandieNoFemaleTier 2 RTI for mathGrade level Below grade level No; reads sight words onlyBelow grade levelBelow grade level-only writes name and sight wordsNeeds help with verbal and nonverbal signals
DessieNoFemaleTier 2 RTI for mathGrade level At grade level YesAt grade level Below grade level Good
DianaYesFemaleTier 2 RTI for readingGrade levelBelow grade levelNo Below grade levelBelow grade levelGood
DonnieNoFemaleHearing aids Grade level Below grade level NoAt grade level Above grade level  Good
EduardoYesMaleTier 2 RTI for readingGrade level At grade level YesBelow grade levelBelow grade level-writing simple sentences Good
EmmaNoFemaleNone Grade level Above grade level YesAt grade level Above grade level  Good
EnriqueNoMaleTier 2 RTI for reading One year above grade level At grade level No; reads sight words only Below grade level Below grade level Good
FatmaYesFemaleTier 2 RTI for readingGrade level  At grade level  Yes Below grade level Below grade level-only writes name and sight words  Needs help rephrasing when misunderstood
FrancesNoFemaleDiabetic Grade level At grade level Yes At grade level At grade level Good
FrancescaNoFemaleNoneGrade level Above grade level Yes At grade level Above grade level Needs help staying on topic
FredrickNoMaleTier 3 RTI for reading and mathOne year above grade level Below grade level No; reads sight words onlyBelow grade level Below grade level-writing simple sentences Needs help with verbal and nonverbal signals
InesNoFemaleTier 2 RTI for mathGrade level Above grade level Yes Below grade level At grade level Good
JadeNoFemaleNoneGrade level At grade level Yes At grade level Below grade level Good
KentNoMaleNoneGrade level Above grade level Yes At grade level Above grade level Good
LolitaNoFemaleNoneGrade level Below grade level Yes At grade level At grade level Good
MariaNoFemaleNOTE: School does not have gifted programGrade level Above grade level YesAt grade level Above grade level Good
MasonNoMaleNoneGrade level  At grade level  YesAt grade level  At grade level Needs help staying on topic
NickNoMaleNOTE: School does not have gifted programGrade level Above grade level YesAbove grade level Above grade level Needs help taking turns in conversation
NoahNoMaleNoneGrade level At grade level Yes At grade level At great level Good
SharleneNoFemaleNoneGrade levelBelow grade level No; reads sight words onlyAbove grade level At great level Good
SophiaNoFemaleNoneGrade level Above grade level YesAt grade level At grade level Good
StuartNoMaleAllergic to peanutsGrade level At grade level YesAbove grade levAt grade level el At grade level Good
TerrenceNoMaleNoneGrade level At grade level YesAt grade level Below grade levelNeeds help resolving conflicts
WadeNoMaleNoneGrade level Below grade level YesAt grade levelAt grade level Good
WayneNoMaleTier 3 RTI for mathGrade level Below grade level  YesBelow grade levelAt grade levelNeeds help rephrasing when misunderstood
WendellNoMaleTier 3 RTI for mathGrade level At grade levelYesBelow grade level Below grade level Good
YungNoMaleNOTE: School does not have gifted programOne year below grade level At grade level YesAbove grade level Below grade level Goo
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