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continue to grow vocabulary. I would increase comprehension through direct strategy instruction of self-monitor. Student S needs explicit instruction in context clues to understand implied messages. She also needs motivation to write and revise her writing. In the future I would provide more prereading activities to do with the student. I saw after the first close reading that the student struggled with critical thinking and vocabulary. I feel you can scaffold at the beginning and gradually remove assistance versus not giving assistance up front. I find that even though students maybe wherever they are they still need that explicit instruction from time to time. In closing, to have a well balance literacy program it must be made up of many components. Some strategies maybe research based while others you have discovered through trial and error. In the end the teacher makes the chose for what, when, and how the students learn. Through these strategies they will become critical thinkers and be able to comprehend concepts and have metacognition skills that they will take with them in their adult lives. Close reading is one method I feel teachers should use in their literacy programs. It is the answer to so many skills need for students to do well with the Common Core Standards. Working with Student S has made me see things I never have before. This experience can only make me a better teacher.
7ReferenceBurke, B. (n.d.). A close look at close reading: Scaffolding students with complex texts. Retrieved May 15, 2016, from Georgia Department of Education (GDE). (2008).English Language Arts standards. Retrieved from -Standards.pdfLearning A-Z. (2017). Reading, Writing, Vocabulary & Science Teaching Products & Literacy Resources for Kids PreK-6.Retrieved April 11, 2018, from Rieser, S., Naumann, A., Decristan, J., Fauth, B., Klieme, E., & Büttner, G. (2016). The connection between teaching and learning: Linking teaching quality and metacognitive strategy use in primary school.British Journal Of Educational Psychology, 86(4), 526-545. doi:10.1111/bjep.12121