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1Enhancing Literacy Instruction with Close ReadingMariah NardoneMaster of Science in Education, Walden UniversityREAD 6727: Reading and Literacy Growth Grades 4-6Dr. Jeradi CohenFebruary 27, 2021
2Enhancing Literacy Instruction with Close ReadingPart One: Close Reading Activity RationaleMany components make up a close reading method. Students should understand the way texts are organized, have a vast vocabulary, understand key details, arguments, and inferential meanings to a text while developing their reading abilities (Fisher & Frey, 2012). While completing a close reading activity, it is also essential that students make connections to the reading to get a better understanding. Comprehension is described as a complex process that involves careful thinking through interaction between the text and the reader (Reutzel & Cooter, 2019, p. 5). This helps students comprehend the text more familiarly while going back and re-reading anything they might have missed the first time around (Walden University, 2014a). As students complete a close reading activity, the purpose is to focus on details and patterns within the text to get a deeper understanding (Burke, n.d). In this assignment, I will implement a close reading lesson while reflecting on prosperous areas of improvement for my literacy learner. The literacy learner I will be working with during this close reading activity is Gaby. She is a fourth-grade student that I had last year in third grade. She is considered special education and receives small group services for her reading class. She prefers Mathematics over Reading and English Language Arts. Gaby likes hands-on activities as well, and when she must read, she will read quickly to get it over with. When she does this, it can affect her understanding of the text, and she has difficulties with reading comprehension due to it. I was able to work more closely with Gaby on various cognitive and noncognitive assessments that gave me an overall picture of Gaby as a literacy learner. This was very helpful because last year, I only taught her Mathematics and Science. The noncognitive assessment I gave her was theReader Self-Perception Scale (Henk & Melnick, 1995). It explained to me that Gaby enjoys reading if the
3books contain pictures, which helps her with the comprehension piece. She also shared with me that reading is exciting to her when it is being read to her. The first cognitive assessment that I completed with Gaby was called the Narrative Pyramid (Reutzel & Cooter, 2019). This assessment showed me how she does with re-telling a story and her comprehension abilities. She struggles with summarizing the given text when askedto use details but was successful with who, what, where, when questions. The second cognitive assessment that I used to assess Gaby was a reading fluency assessment. The purpose of this assessment was to show me how fluently she can read a grade-level text in a certain amount of time without making mistakes (Reutzel & Cooter, 2019). The passage I chose was called A Present for Me. It contained 263 words, and Gaby was able to read 245 of them with a total of 12