The use of close reading activity is an informal

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The use of close reading activity is an informal reading assessment used for assessing student’s comprehension. The activities implemented was to assist in understanding hidden meanings within texts, recall information, identify vocabulary and phrases, infer facts from the passage. Zion used technology for researching. Then created a baseball card displaying events learned from the reading and research. Last, she answered text-dependent questions in complete sentences to display her comprehension (See Appendix G).
5To assess vocabulary, she was given a word list of key terms and a graphic organizer (SeeAppendix H). The purpose of the graphic vocabulary organizer was to assess her ability in identifying parts of speech, create a sentence using the word correctly, and a design a sketch of the word. The list of vocabulary words from the passage included impacted, extraordinary, quarterback, pursue, legacy, professional, inducted, and hero. The results from a vocabulary assessment indicated Zion understood the meaning of the word and could apply it correctly in context (See Appendix I)Technology is a valuable piece of the learning environment. Research indicates the importance of educators integrating technology in their instruction. The activities I planned a created for my literacy learner was to focus on questions, assessing her creativity; allowing her touse technology to research information. The literacy learner accessed educational databases to research facts about Jackie Robinson (See Appendix J). The use of technology activated background knowledge and allowed her to analyze the text before reading it and formed a conclusion (See Appendix K). Applying close reading activities had such a significant impact onZion. In reflecting on these activities, I feel these strategies would help bridge the gaps of lower-performing students.
6ReferencesBrown, S., Kappas, L., & Aspen, I. (2012). Implementing the Common Core State Standards: “A Primer on Close Reading of Text.” Aspen Institute.Mayer, M. (2008). Snowball Soup. New York, NY: HarperCollins Publishers. Reutzel, D. R., & Cooter, R. B., Jr (2016). Strategies for reading assessment and instruction: Helping every child succeed(5thed.). Boston, MA: Pearson.Wolf, M. (2008). Proust and the squid: the story and science of the reading brain. Cambridge: Icon Books.Zucker, T. A., Ward, A. E., & Justice, L. M. (2009). Print Referencing During Read-Alouds: A Technique for Increasing Emergent Readers’ Print Knowledge. Reading Teacher, 63(1), 62-72.
7Appendix A
8Appendix B
9Appendix C
10Appendix D
11Appendix E
12Appendix F
13Appendix G
14Appendix H
15Appendix I
16Appendix JAppendix K
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