Frustration level refers to books above the child's current grade. Students reading books above their level are frustrated and cannot comprehend the material because it is too difficult.
Knowledge of independent, instructional, and frustration reading levels is important. However, she needs to select grade-level texts for all learners.
Instructional level refers to students being able to read 90-95% of the words correctly and answer most comprehension questions accurately.
Independent level refers to what children can independently read. They should be able to choose books they are interested in and discuss them with their peers. Students should be able to read 90% of the words accurately.
Assess his reading and target instruction to meet identified skill needs.
Request the help of specialists at her school such as the reading specialist, resource specialist, or counselor-to make a joint decision on how to best help the student
Send more homework for the child to practice reading skills with his parents.
Read more often with the child to help develop confidence, and provide buddy reading time with more capable students.
Making word banks, using computer reading programs, and performing contextual analysis.
Reading response logs, adjusting reading rate, and increasing library visits.
Playing word games, sharing books, and observing teacher modeling of how to connect text to experiences.
Paraphrasing text, self-questioning summarizing and retelling, and using graphic organizers.
Decodable texts provide abundant practice with previously taught phonic elements and sight words.
Decodable texts can provide beginning readers with a controlled vocabulary that will enable them to read more books.
Books with controlled vocabulary are predictable and can be used as literature in a reading program.
Decodable texts allow the school to accumulate more books in primary classrooms.
Creating flexible skill groups and providing differentiated instruction.
Balancing his phonemic awareness groups in a stimulating learning environment.
Considering the classroom behavior and special needs of each student.
Seeking outside intervention for students below grade-level standards.
Corresponds to what an average fifth grader in the second month of school would achieve.
Represents a top third-grade stanine score for students in the same school.
Places her in the 51st percentile of all students who have taken this norm-referenced test.
Was as good as or better than 51%of students in the same grade nationwide.
Plan interventions for students below grade-level.
Communicate to students, parents and school personnel performance information regarding progress on the standards-based assessment.
Plan reading groups based on student needs.
Interpret use of the three cueing systems and concepts about print and use them to report student achievement on the stadards-based report card.
Make arrangements with the resource teacher to individually assess all IEP students.
Preteach material systematically to provide Universal Access for students with IEPs.
Consult the manual for a list of possible accommodations available to students with special needs.
Provide individual students with the accommodations that have been specified in their IEPs.
The teacher should create small groups that remain constant throughout the school year to enable students to form bonds that further their reading progress.
Primary classes should have children grouped for reading throughout the day. The teacher can often use the same groups for all instruction.
Grouping is an effective practice, but the groups should remain flexible. The teacher should regroup students as a result of frequent assessment of their skill needs.
Research has proven that children do best in whole-group instruction. This type of grouping provides for higher and lower ability children and meets the needs of all learners.
He should always group Juan with other advanced students during the language arts block so he can fully access the English Language curriculum.
He should vary the complexity of Juan's assignments so Juan can continually access the challenging English vocabulary.
He should vary the pacing and complexity of the teaching so Juan is appropriately challenged during small-group and whole-group instruction.
He should assess Juan for the Gifted and Talented Education program.
Giving direct instruction in spelling, complete with the weekly pre-tests and post-tests.
Administering a comprehensive spelling assessment and analyzing student writing samples
Assigning extra spelling homework to go along with her comprehensive spelling program.
Examining spelling in student journals, essays, and reports on a regular basis and taking anecdotal records.
2 1/2 hours
1 1/2 hours
Synonyms and antonyms
Spelling word lists that focus on a particular pattern
Meaningful example sentences
Direct instruction in the use of figurative language and morphemic analysis combined with meaningful independent practice.
Systematic explicit instruction in word analysis.
Helping students select books at their independent reading levels.
Providing students with reading material that holds their interest.
The teacher should model reading with expression. In addition, the teacher should provide decodable text for this student and encourage the child to whisper read and reread passages to develop automaticity and appropriate phrasing
The teacher needs to concentrate on using related workbook pages in prosody and word-recognition skills for this student to become an automatic reader.
The teacher should increase time for read alouds, which would provide this reader with more exposure to good literature. Doing this would also result in the added benefits of increasing the student's vocabulary and helping develop automaticity.
The teacher should give time for sustained, silent reading, which increases fluency and reading rate when the student is reading books at the student's reading level.