Questions On Fluency And Reading Comprehension

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Student A (Jordan)
Age: 7
Grade: First Grade
ESOL Level: 3
Area of Difficulty: Fluency and Reading Comprehension
Strengths: Sounding Out Words
Weaknesses: Reading

Description of Tutoring
When I arrived to class on Monday morning, I asked the teacher if I could tutor any of her students. Mrs. Gonzalez, my cooperating teacher, assigned me four emergent bilinguals ranging from the ESOL levels three and four. The students had multiple activities to do. The activities included the students to sound out vocabulary words, read, answer questions verbally, draw, and label the drawing. For this assignment, I will be focusing on one student, who will be called Student A. Student A is an emergent bilingual in ESOL level three.
Student A read to me the story titled “Penguins”. The student read the story out loud to me and as he read I observed and noticed that his fluency was not smooth with a lot of hesitations, pauses, and sounding out occurring throughout the twelve-page story. As a way to help Student A with the reading, I would point at the pictures in the story that represented the words he was reading. For example, the story said “flakes of snow”, Student A did not know what that was so I pointed at the flakes falling from the sky in the picture and explain to him what flakes were. I would also reread the sentences back to him so he could model the sentences back to me accurately.
After the reading, the student had to answer three questions verbally. The questions were what was the story about, why do penguins have to live in cold climates, and what are some details about penguins. The student answered all three questions but he had difficulty explaining the answers and had to go back and reread. The reason the student had difficulty...

... middle of paper ...

...from class. What I did to facilitate the learning in the tutoring of the student was give him extra time when reading so he could sound out the words, encouraged him by stating he was doing good, and helped him by rereading the sentences back to him accurately and having him model what I was saying back to me. What I would do differently next time is provide the student with a graphic organizer specifically a story map, so he can write down important details of the story and utilized the graphic organizer as needed when answering questions.
Suggestions –
1. Utilize oral techniques, such as cueing, modeling and chunking.
2. Utilize the dialogue journal technique in which the student regularly communicates with the teacher.
3. Speak clearly and simplify the vocabulary.
4. Present new reading vocabulary explicitly, utilizes props and facilitate multi-sensory formats.

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