MD7Assgn2+Robinson+J.docx - Close Reading Lesson and activity Reflection on Closed Reading activity Jaleesa Robinson Walden University Dr Jeradi Cohen

MD7Assgn2+Robinson+J.docx - Close Reading Lesson and...

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Close Reading Lesson and activity/ Reflection on Closed Reading activity Jaleesa Robinson Walden University Dr. Jeradi Cohen READ 6727: Reading and Literacy Growth Grades 4-6 (Self-Directed) April 19, 2020
Part 1: Close Reading Activity Rationale Designing and implementing close readings is a new experience for me. In the past, I have conducted shared readings and guided readings that require learners to demonstrate their knowledge of text based off basic comprehension questions and techniques. When designing this activity for my learner, I wanted to choose a text slightly above her independent reading level and provide her with support as needed. I used cognitive and noncognitive assessments to determine her strengths, weaknesses, interest and dislikes. Throughout the lesson, the learner read the passage three times, each read focused on a different purpose. The activity required the learner to interact with a piece of nonfiction informational persuasive text, in a way she has not experienced before. Introducing my literacy learner Wongel is a fourth grade English Language Learner. She reads independently at Level L and receives guided reading instruction with support at Level M. While she is considered an intermediate reader, she struggles to comprehend text. She is currently in the transitional stage of writing. While she demonstrates the ability to use correct use the conventions of standard English such as capitalization, punctuation and spelling; her writing lacks organization and she often struggles to stay on topic. Cognitive and Non-cognitive assessment data Wongel was administered the Cloze Test to asses her comprehension skills (Reutzel & Cooter, 2016). Her answers were not consistent, and she received a score of 50%. There was an obvious disconnect between Wongel’s ability to read the text and her ability to comprehend what is read. She’s such a great reader that she scored in the 90 th percentile when given the One-
Minute of Reading Test Plus Prosody (Reutzel & Cooter, 2016). This assessment demonstrated her ability to read fluently. In addition to cognitive assessments, I administered a Reading Interest Survey to learn her feelings towards reading. I learned that she likes to read; however, she does not always find reading enjoyable due to its content. Her lack of interest in the reading material presented contributes to her inability to comprehend text because she is not interested in the subject nor focused. The Writer Self-Perception Scale assessment assessed her perception of herself as a writer (Bottomley, Henk & Melnick, 1997). Wongel is a bright student who is well aware of herself and her surroundings. The Writer Self-Perception Scale assessment revealed that she does not consider herself to be a “good” writer. When I asked her why she felt this way she stated that when she sees other students write, they’re essays are “longer and sound better” than hers.

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