Reading Reflection

The developmental stages of reading and writing are important factors when planning lessons for such instruction. Lessons, which are too high or low increases frustration levels in all students whether they are a struggling student or in the gifted range. Students will not make progress if they are working at a frustration level stated Dr. Bear (Laureate Production, Inc. 2014c). Once this occurs, the motivation to learn begins to slow down giving birth to misbehavior. Stopping the disruptive behavior not teaching becomes the focus in the classroom, thus wasting valuable instructional time. The catalyst of the inappropriate behavior stems from the lesson itself. Teachers must provide instruction and activities at the appropriate learning level

Having past conversations with her highlighted her verbal skills as she is quite comfortable engaging in conversations with peers as well as adults. I wanted to know if her reading fluency matched her verbal skills, so a Dibels Oral Reading Fluency test was administered. This multi-faceted tool would inform me about my literacy learner 's skill strength of fluency, is less time consuming and produces data about fluency and comprehension through retelling of the read passage. Reis and Boeve (2009) added fluency and comprehension are closely related, thus individualized support will improve these areas. Retelling of the story should give me sufficient evidence that concepts of print dealing with the beginning, middle, and end of a story will not be a problem for her as well as comprehension strength. A writing sample would indicate spelling ability and if she presented a fluid writing style. Finally, an interest and attitude survey by Flynt & Cooter will help explain Student D’s motivation and self-awareness as a

Flexible grouping, independent reading, and writing opportunities should be a part of Student D’s instructional setting. Her interest survey expressed her enjoyment of reading in her spare time but not academic content text, therefore science and literature will be combined in an engaging way. The Read To section involves a weather poem I will read setting the stage for background knowledge. This will expose my learner to new vocabulary and sentence fluency along with a retell of the poem, which the Dibels data pointed out she is capable of performing the task. Read With area involves reading an informational text about tornadoes together. The student will alternate between silent and oral reading, as periodic stops between passages will be conducted to check for understanding. Scaffolding of this activity would include increasing the amount of passages before checking for comprehension and finally independent reading. The student’s writing sample indicated confusion with periods and commas, thus the Write With section involves practicing punctuation placement. Finally, the Word Study will involve topical words the learner will have to understand and use in sentences. This involves using a computer to make picture word sorts of key vocabulary terms. Using clip art the student will find pictures representing topical words and write their meaning. This