This blog is for used as a course practice exercise.
Sunday, March 1, 2015
In this blog, I would like to discuss new Reading Intervention strategies that I may use with my fourth grade intervention students as well as my fourth grade tutoring students. All strategies are welcome.
I like to start them off slow. One of my strategies is to give them a book with lots of pictures and 1 to 2 sentences on each page. Make sure the book is not 30 pages long, but maybe 15. At the end, have a short test with 5 key questions and each response has 3 answers (only one being correct). This gives them a better opportunity to get the correct response. If they miss a question, have them reread the book again or the next day. Don't push it if they do not want to read it right away. If they still have time, I will let them draw their favorite character or part of the book that they could most identify with. It is really going to depend on their reading level. As they become more confident in their reading abilities, increase the amount of text per page but make sure the pictures are still there for reference.
I would make sure that I have appropriate books for the students. These books need to contain interesting subject matter and include both expository and narrative texts. As Sandra said, I would start with books that have a small amount of text and pictures/illustrations on the pages. After reading each book, I would have the student to complete a graphic organizer. Different organizers that I have found useful are: KWL (what you know, what you want to know, and what you learned), main idea and details, and fact-and-opinion. A site that has a lot of graphic organizers that you can choose from is http://www.eduplace.com/graphicorganizer/.
Small group reading or guided reading is one way to help struggling readers. Many times I have noticed that the majority of the problems that they experience is due to lack of vocabulary and word accuracy. To help them build word accuracy, we work of segmenting words and chunking words.
If they struggle with comprehension, I'll even chunk the reading, by reading small parts of a selection and then ask questions that will direct them back towards the text. This is a method we use at school referred to as text dependent questioning.
I like to start them off slow. One of my strategies is to give them a book with lots of pictures and 1 to 2 sentences on each page. Make sure the book is not 30 pages long, but maybe 15. At the end, have a short test with 5 key questions and each response has 3 answers (only one being correct). This gives them a better opportunity to get the correct response. If they miss a question, have them reread the book again or the next day. Don't push it if they do not want to read it right away. If they still have time, I will let them draw their favorite character or part of the book that they could most identify with. It is really going to depend on their reading level. As they become more confident in their reading abilities, increase the amount of text per page but make sure the pictures are still there for reference.
ReplyDeleteI agree with Ms. Green. As I recall, this was the strategy my teacher followed when I was in elementary school.
ReplyDeleteI would make sure that I have appropriate books for the students. These books need to contain interesting subject matter and include both expository and narrative texts. As Sandra said, I would start with books that have a small amount of text and pictures/illustrations on the pages. After reading each book, I would have the student to complete a graphic organizer. Different organizers that I have found useful are: KWL (what you know, what you want to know, and what you learned), main idea and details, and fact-and-opinion. A site that has a lot of graphic organizers that you can choose from is http://www.eduplace.com/graphicorganizer/.
ReplyDeleteThank you so much for the site with graphic organizers. My students love being able to use graphic organizers after completing a reading!
ReplyDeleteSmall group reading or guided reading is one way to help struggling readers. Many times I have noticed that the majority of the problems that they experience is due to lack of vocabulary and word accuracy. To help them build word accuracy, we work of segmenting words and chunking words.
ReplyDeleteIf they struggle with comprehension, I'll even chunk the reading, by reading small parts of a selection and then ask questions that will direct them back towards the text. This is a method we use at school referred to as text dependent questioning.