Reading ComprehensionPart 1: Pre-assessment
After each reading strategy lesson I gave students a small mini quiz or exit ticket so that I could assess their understanding of the reading strategy. After completing multiple reading strategy mini lessons, students were asked to do multiple assessments so that I could assess their growth as a writer and reader in comprehension. Students completed a written assessment where they defined some of the reading strategies, and they utilized the reading strategies in the context of a short article. I also had students complete 2 writing assignments. In writing assignment 1, students wrote an additional chapter for Number the Stars. This assignment was put into place so that students could think critically about what they read, pull textual clues and facts and utilize it to go beyond the text in what they think would happen after Chapter 17. In the 2nd writing assignment I had students compare and contrast two characters from Number the Stars. This assignment allowed students to utilize the compare and contrast reading strategy. They also practice their writing and reading comprehension because they pulled out textual evidence to prove their statements. Students also utilized quotes from the text to support their answers. Exit Tickets/ Mini Quizzes: Compare and Contrast : https://app.nearpod.com/#/?pin=711CDC023BC94D03AF2F0E661FEF8283-1 Sequencing: 6-1: http://padlet.com/mschen1/xn1z7xi6350v 6-2: http://padlet.com/mschen1/ziqm47xofqfv Include a description of strategies used to assess student learning, based on delineated goals and objectives
Comprehension Assessment
Compare and Contrast Essay Student Sample + Chapter 18 Number the Stars Student Sample
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Part 3: Instructional Activities
Inference Mini Lesson (Reading Strategy #1)
Compare and Contrast Lesson (Reading Strategy #2)
Drawing Conclusions/ Generalizations (Reading Strategy #4)
Power Point Presentation Part 4 Continued (Student Achievement/ Growth)
Students completed assessments. By successfully completing assessments they were showing me that they... 1. Understood the Reading Strategies 2. Were able to use the Reading Strategies 3. Reading Strategies helped improve their overall comprehension of the text 4. Were able to summarize and get the main idea out of the reading 5. Utilize those main ideas and details from the text to come to a conclusion and/or make inferences about the text (think beyond the text) Student A- She was able to pull details from the text to support her compare and contrast essay. She was able to state the main idea of the book and pull out important scenes to introduce and give background information to her essays. By having the student compare and contrast the two characters she is able to pull out inferences about the characters and their relationships. In her written standard assessment student A is able to define reading strategies. She is also able to summarize the article given and utilize transitional words to make her summary smoother sounding. She does still have trouble with sequencing and pulling all the main ideas from the article but she does pull out 2/3 of the main ideas. She also supports the main ideas with a few important details from the text. She is able to correctly utilize reading strategies, such as a venn diagram and cause and effect graphic organizers to help organize her ideas in the text. Student B- Student B is able to define and support reading strategies in her written traditional assessment. She is also able to utilize cause and effect and venn diagrams to organize her thoughts. She does have difficulty in following directions on her test. She is able to paraphrase the article and utilize small details to support the main idea. In the students compare and contrast essay she is able to utilize quotations to support the main ideas and statements she makes about the book. She also supports the main idea by giving details that she rewords. She utilizes details from the book to make inferences about the future. She does have trouble repeating the same information in the essay though. Student C- Student C utilizes headings in her essay in order to organize her thoughts. This is a good strategy, however I would teach her to take out the headings before she turns her essays in. She sorts her essay into :Introduction, Description, Compare, Contrast, and Conclusion. This is a good strategy especially after I taught the class how to organize and sequence their readings. Student C does need to work on utilizing quotations to support the main idea of the text. She does however pull out details from the text to support her comparison or contrasting point. Based on her written assessment Student C does not successfully define all the reading strategies. She is unsure of inferencing and the factors that come together to make an inference. She is however successful in utilizing reading strategies in context with a text, and she is able to write summaries with main ideas supported by the text. Student D- Student D has trouble defining reading strategies. She is unsure of how to quote, paraphrase and summarize. She does however utilize venn diagrams and cause and effect graphic organizers successfully. In terms of summarizing a text she is unsure on how to define it and when actually summarizing she does state main ideas and supports her main idea but she is missing the main idea of the entire story. In student D's essay she supports her answers with details however she does not utilize direct quotations and in text citations to support her answer. She does however make inferences based on the text about the relationship of the girls. Student E- Student E's essay consists of the right details and statements however the student is missing parts of the essay. The student is missing the whole paragraph in which they should describe the two characters in great depth. Based on what the student has written they do understand the differences and similarities of the characters and they are able to utilize quotes to support their ideas. In terms of the written assessment the student was not able to correctly define inferencing. The student was also not able to define paraphrasing from summarizing. They did however create an above and beyond venn diagram in which they organized their thoughts about the article before they wrote any summaries. The students summary in the written assignment is wonderful. He includes the main idea of all the paragraphs in the essay and he states the specific main ideas from each paragraph. He supports his ideas with details from the text. Part 5: Reflection
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Reading Comprehension Strategies
Reading Comprehension- Group of 5 students