Week 6 Assessment

Since Mary is reading at a 95% accuracy at the 2^nd grade level, the focus of intervention should be on expository structure and details.  The length of intervention should occur during small group instruction rotations at the teacher table daily or at least three times a week for at least three weeks.  Mary is an ESL student and is also receiving language acquisition intervention.  It is possible for Mary to read with fluency and accuracy, but not understand the meaning of the words, especially in narrative texts. 

I believe having Mary write about a familiar topic can help the teacher find a book about that topic of interest on the 2^nd grade level.   This will help Mary connect to previous knowledge when predicting and retelling of expository text.   

As an intervention, the teacher can also show Mary pictures of whales and fish and how they are alike and different.  Mary may need visual aides to help in the understanding the text.  When retelling a story, Mary may need to have a high frequency word list to help her verbalize what she remembers about the story.  Some ESL students have trouble with recalling the correct word to use in a sentence.

 

Mini Lesson: at teacher table or after school tutoring

Ask Mary: (calling upon previous knowledge)

Do you like apples?

What is your favorite color of type of apple?

What ways can you use apples?

How do apples grow?

1.  Have Mary read the book, “Apples: And How Do they Grow?” by Laura Driscoll.  As student is reading, ask questions that will help student connect (self-to text) according to her answers to the personal questions above. 

2.  At the end of the book, ask Mary questions about the main idea and the supporting details. 

3.  Have pictures available of the main idea and details from the text.  Allow student to point to or pick up pictures in order to help her retell the story with detail. 

4. Have student draw a picture of herself within the story and how she was there growing the apples.