1. Topic-
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2. Content-
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words from the pre primer list to the level three. |
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3. Goals: Aims/Outcomes-
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1. To find a base reading level for student.
2. To improve students reading.
3. To improve students comprehension. |
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4. Objectives-
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Students will improve their reading accuracy and fluency of literary
text, their comprehension of
literary and informational text, and their ability to convey information
about what they've read. |
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5. Materials and Aids-
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6. Procedures/Methods-
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A. Introduction-
1. The student will be advised that he will be reading words to
find out they reading level. Student would be encouraged to keep going
even if they feel stuck. |
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B. Development-
1.Reading fluency and comprehension
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C. Practice-
1.Student will recite the words.
2.The ones he gets wrong we will go over them and sound them out.
3. Assist student in developing vocabulary |
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D. Independent Practice-
1.Student will complete worksheets that will help Student recognize
the sounds.
2. We will make cards to go on the word wall with something to help
us remember that word. |
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E. Accommodations (Differentiated Instruction)-
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F. Checking for understanding-
Student will have random words from the list given to him on cards
and when he learns them they go on the word wall. |
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7. Evaluation-
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8. Teacher Reflection-
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By looking at previous test given I assumed student would test higher
than they did. By the QRI, student tested as reading on the first
grade level. When give the Dolch Sight Word Reading Assessment given
September 2014 student tested on a third grad level.
Student did not get frustrated while testing. Student did pause at
times to think the words. Some of the words missed he called it another
word. Even after we finished I went back to certain words to see if
the student was just reading to fast and the student called the word
the same as the first time. The student is very soft spoken so you
have to truly listen to them pronounce the syllables of the words.
I feel student has the ability to retain more words than he has been
exposed to because of the disability. The student was receptive to
the corrections I gave. |
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