Select Page

When teaching students to comprehend and summarize text, teachers can use a variety of activities before, during, and after reading to help students understand elements within a plot. Utilizing appropriate strategies that incorporate summarizing skills helps to increase students’ reading comprehension skills.
Use the “Reading Comprehension Template” to complete this assignment.
Part 1: Strategies
Research and summarize, in 250-500 words, a minimum of five strategies for teaching adolescent students with deficits in their reading comprehension skills. Identify the conditions under which the chosen strategies are intended to be delivered (e.g., content area, class setting, required resources, if intended for a specific type of disability).
Support your findings with 2-3 scholarly resources.
Part 2: Activity
Identify a group of 2-3 eighth grade students, using the “Class Profile,” who would benefit from additional instruction on reading comprehension skills.
Identify a text appropriate to use with the small group identified. You may use Appendix B of the Common Core English Language Arts Standards to help you determine an appropriate text for the lesson.
Draft a 250-500 word outline summarizing three activities to reinforce reading comprehension and summarizing skills, utilizing the identified text. Incorporate at least three of the strategies from Part 1 into your activities.
Part 3: Rationale
In 250-500 words, rationalize your instructional decisions in Part 2 of this assignment. Explain how the identified strategies and activities enhance the language development of adolescents with deficits in their reading comprehension skills. Cite the “Class Profile” where appropriate.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to turnitin and attach report.

Resources attached and below:

English Language Arts Standards

https://eds-p-ebscohost-com.lopes.idm.oclc.org/eds/detail/detail?vid=0&sid=58e57182-9ec9-44a7-ad38-d621b311c981%40redis&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=edsdoj.f7d39524fa3420b976154899bf630cb&db=edsdoj

Class Profile

Student Name

English Language Learner

Gender

Other

Age

Oral Language Development

Uses Phonics and Morphology to Decode Words

Reading Lexile/ Grade

Performance Level

Written Expression Level

Social/Pragmatic/Communication Skills

Arturo

Yes

Male

Tier 2 RTI for reading

Grade level

Below grade level

No

Below grade level

Below grade level

Good

Bertie

No

Female

None

Grade level

Above grade level

Yes

Above grade level

Below grade level-writing simple sentences

Needs help resolving conflicts

Beryl

No

Female

NOTE: School does not have gifted program

Grade level

Above grade level

Yes

Above grade level

Above grade level

Good

Brandie

No

Female

Tier 2 RTI for math

Grade level

Below grade level

No; reads sight words only

Below grade level

Below grade level-only writes name and sight words

Needs help with verbal and nonverbal signals

Dessie

No

Female

Tier 2 RTI for math

Grade level

At grade level

Yes

At grade level

Below grade level

Good

Diana

Yes

Female

Tier 2 RTI for reading

Grade level

Below grade level

No

Below grade level

Below grade level

Good

Donnie

No

Female

Hearing aids

Grade level

Below grade level

No

At grade level

Above grade level

Good

Eduardo

Yes

Male

Tier 2 RTI for reading

Grade level

At grade level

Yes

Below grade level

Below grade level-writing simple sentences

Good

Emma

No

Female

None

Grade level

Above grade level

Yes

At grade level

Above grade level

Good

Enrique

No

Male

Tier 2 RTI for reading

One year above grade level

At grade level

No; reads sight words only

Below grade level

Below grade level

Good

Fatma

Yes

Female

Tier 2 RTI for reading

Grade level

At grade level

Yes

Below grade level

Below grade level-only writes name and sight words

Needs help rephrasing when misunderstood

Frances

No

Female

Diabetic

Grade level

At grade level

Yes

At grade level

At grade level

Good

Francesca

No

Female

None

Grade level

Above grade level

Yes

At grade level

Above grade level

Needs help staying on topic

Fredrick

No

Male

Tier 3 RTI for reading and math

One year above grade level

Below grade level

No; reads sight words only

Below grade level

Below grade level-writing simple sentences

Needs help with verbal and nonverbal signals

Ines

No

Female

Tier 2 RTI for math

Grade level

Above grade level

Yes

Below grade level

At grade level

Good

Jade

No

Female

None

Grade level

At grade level

Yes

At grade level

Below grade level

Good

Kent

No

Male

None

Grade level

Above grade level

Yes

At grade level

Above grade level

Good

Lolita

No

Female

None

Grade level

Below grade level

Yes

At grade level

At grade level

Good

Maria

No

Female

NOTE: School does not have gifted program

Grade level

Above grade level

Yes

At grade level

Above grade level

Good

Mason

No

Male

None

Grade level

At grade level

Yes

At grade level

At grade level

Needs help staying on topic

Nick

No

Male

NOTE: School does not have gifted program

Grade level

Above grade level

Yes

Above grade level

Above grade level

Needs help taking turns in conversation

Noah

No

Male

None

Grade level

At grade level

Yes

At grade level

At great level

Good

Sharlene

No

Female

None

Grade level

Below grade level

No; reads sight words only

Above grade level

At great level

Good

Sophia

No

Female

None

Grade level

Above grade level

Yes

At grade level

At grade level

Good

Stuart

No

Male

Allergic to peanuts

Grade level

At grade level

Yes

Above grade lev At grade level el

At grade level

Good

Terrence

No

Male

None

Grade level

At grade level

Yes

At grade level

Below grade level

Needs help resolving conflicts

Wade

No

Male

None

Grade level

Below grade level

Yes

At grade level

At grade level

Good

Wayne

No

Male

Tier 3 RTI for math

Grade level

Below grade level

Yes

Below grade level

At grade level

Needs help rephrasing when misunderstood

Wendell

No

Male

Tier 3 RTI for math

Grade level

At grade level

Yes

Below grade level

Below grade level

Good

Yung

No

Male

NOTE: School does not have gifted program

One year below grade level

At grade level

Yes

Above grade level

Below grade level

Good

© 2019. Grand Canyon University. All Rights Reserved.

Reading Comprehension Template

Part 1: Strategies

· Strategy 1:
· Strategy 2:
· Strategy 3:
· Strategy 4:
· Strategy 5:

References:

Part 2: Activities

· Activity 1:
· Activity 2:
· Activity 3:

Part 3: Rationale

© 2017. Grand Canyon University. All Rights Reserved.