Reading

• is reading a text at his instructional level

• needs work on improving his identification strategies

• is reading a text at his independent level

• Needs to work on developing evaluative comprehension skills

• Enhancing students ability to respond to literature and analyze literary texts.

• Promoting Students written language skills through collaborative writing activities.

• Motivating reluctant reader to increase their independent and their engagement in reading

• Customizing skills instruction for students who have similar assessed reading needs in a particular area.

• Grouping students heterogeneously to ensure that every reading group includes one or more skilled readers.

• Grouping students homogeneously according to the severity of their difficulty

• Grouping students heterogeneously to ensure that all students receive the same exposure to the content

• Grouping students homogeneously according to the students reading interests

• How should the grade-level content standards in other areas of reading be taught over the course of the year to compensate for the students' lack of specific skills?

• How can a content area instruction be integrated with this area of reading to reinforce the development of the specific skills?

• What prerequisite skills do the students need to have to benefit from instruction and achieve content with respect to the specific skills?

• What scaffolds would allow the students to master advanced skills in this area of reading before mastering the specific basic skills?

• Recommend that the parent use a simple reward system to motivate the student to read aloud for a predetermined amount of time each day

• Elicit information to assess the difficulty and interest level of the students at home-reading materials.

• Suggest that the parent read aloud to the student until the student gains more self-confidence in reading.

• Set daily or weekly goals for the student's at home reading and have the parent monitor the student's progress in achieving the goals.

• Displaying in the reading corner an ongoing record of how many books each student has read.

• Organizing the materials in the reading corner in a way that helps students easily locate books that they can read successfully.

• Playing soft, relaxing music for students to listen to while they are reading in the reading corner.

• Suggesting that students check with the teacher before selecting a book from the reading corner to ensure that it reinforces specific skills.

How should a teacher test English Language Learners in the class?

• Use both formal and informal reading assessments

• Ask open-ended questions

• give them a writing assignments

• At the end of kindergarten, a student shows little phonemic awareness

• At the beginning of first grade, a student is unable to decode many two-syllable words

• At the end of first grade, a student has just begun to use transitional spelling

• At the beginning of second grade, a student is unable to demonstrate evaluative comprehension

• Has difficulty decoding multisyllabic words

• demonstrates only pre-phonetic spelling and writing

• is unable to use prefixes and suffixes in word identification

• Lacks the ability to identify the subject and verb of a sentence

• Encourage student to read more advanced texts

• Stimulate students interest in a variety of genres. Broadening knowledge in other genres.

• motivating students to ask their own questions directed at comprehension