Summary Of 'Question-Answer Relationships'

Sebastian was provided with 4th, 5th, and 6th grade. In the 4th grade passage Sebastian read the passage in 1 minute and did not miss words, placing him at an independent level for reading, comprehension, and retelling of the passage. In the 5th grade passage, Sebastian missed two words, he reversed the word “everyone” with “everytime” and the word “with” with “what.” This placed him at independent reading, comprehension and retelling of the passage level in reading. Lastly, in the 6th grade reading passage, Sebastian substituted 4 words and did not read the suffix of -ed for 1 word. Sebastian read “colossal” as “caleal,” “Eldwood’s’ as “Edward’s,” “felt” as “fell,” and “clothing” as “learning.” The word that Sebastian omitted the -ed from was “riled” instead he read it as “rile.” The errors indicated that Sebastian was at an instructional level in reading. In the comprehension questions, he missed 1 question which placed him at an independent reading level. As for retelling the passage, he was also placed at an independent level.

There were three sentences in her sample to retell the story related to the text and all were structured in the same way, the sentence beginning then in the text it says and then evidence given from the text. The student does not get a chance to voice her opinion or provide stronger descriptive words. During reading partners the student is working on retelling mainly the gist of the stories along with learning to sequence and this is then portrayed within her writing. During the retell of many stories, she is able to summarize in words everything she read, when asked to write this sequence down the student is unable to fully and complete write the words without the sentence stems and evidence from the text.

I went on to explain to Natalie that in retelling a story, it is very important to include all elements of the story. Together we went over the five finger retell strategies together so that Natalie could make connections from the visual on how to retell stories from now on. Next, I read the story Dog Breath: The Horrible Trouble with Hally Tosis. While reading the book I left out key characters of the story as well as the setting. I asked Natalie if anything seemed out of place while I was reading and she told me that the book sounded weird and that while I was reading it she became confused. We discussed how characters and the setting play a vital role when retelling a story and that paying attention to key details in a story can really help you become successful at retelling. I then reread the book to Natalie again but this time I added the characters and setting to the story. After I finished the book I had a five finger retell worksheet Natalie and I completed together. We went over the five finger retell story worksheet together and talked about what each of them

We all have somebody that has inspired us to be who we are. Just like couch Robert Victor Sullivan did. Couch Sullivan was know for his toughest way to coach. In our life we have had al least someone that has help us be who we are. Even if that means going beyond your limits. Just like Sullivan did. He pushed his team player to go beyond its limits. He taught them to be unique, be dedicated and put effort on everything that they do.

Another recommendation to build Trevor’s reading comprehension would be to use the story pyramids strategy. To utilize story pyramids, students are taught to identify the topic of a reading passage using one word, then two words, and then later three or more words. This strategy leads students into writing topic sentences and later summaries of reading passages. Lastly, another recommendation would be for the teacher to employ the think aloud instructional strategy to enhance reading comprehension.

Josh has completed his reading assessment. His reading fluency and decoding are at grade level. When Josh takes the time to check over his work, his reading comprehension is strong. When asked to discuss his reading, he does well. However, when Josh writes his thoughts down on paper, many of his answers are too vague.

When reading silently, he was able to comprehend at a fourth-grade reading level, but he would pout or walk out of the room if asked to read aloud. A few weeks into the fall semester, I noticed that Steven would sneak into the back room during silent reading. It seemed as if he was trying to focus, but I soon discovered that he was actually using technology tools to improve his comprehension. He found audio clips of the novel we were reading on YouTube and he was listening to them as he followed along in his text. With the help of our campus literacy coach, his houseparents, and upperclassmen tutors, I began to push Stephen to practice reading aloud. By the conclusion of his sophomore year, Steven was independently reading grade-level texts, especially teen romance novels. This spring, he passed the California High School Exit Exam on the first try and earned a 4.0 grade point average. He is open about his progress and loves to tell his peers about his improvement. Stephen’s commitment to working hard to improve his skills exemplifies his growth mindset and is becoming one of the most respected students on our

It was a joy to watch Alex continue to make great strides in his reading this past semester, making a conscious effort to apply all of the reading skills and strategies introduced in class to his independent reading. Alex’s daily adhesive notes demonstrated his fine analytical

aims to provide a well-balanced approach of reading a text and responding to comprehension questions to give a retelling of events.

Since Eugene tested on a level 3 with his narrative sentences, he read a level 3 passage called The Big Bad Wolf which contained 235 words. With this assessment, Eugene must silently read the text and then retell the story to the test administrator. The test administrator has a series of comprehension questions about the test that contain the answers to them. These are questions that While Eugene is retelling the story, the administrator must mark each question that

I also spoke with her case manager. We discussed Savannah's comprehension level as well as her thoughts on Savannah writing her own stories. I have been working with Savannah throughout the semester. We have been building on her reading comprehension. To carry out my task I would need to cover smaller pieces to get to the larger pieces. Savannah needs to be able to understand the parts of the story before she can create her own. I found resources on her grade level (www.TeacherPayTeachers.com ) that would help aid her. I created a binder with terms and definitions as well as graphic organizers to pair with her readings. These organizers are used to help Savannah dissect the story and pull out the story elements. If Savannah can recognize these elements in other stories, my hope is she would be able to include these same details for her own

Mason Moreschi has a very good relationship with reading. He enjoys reading and has been reading since he was very young. Mason’s favorite types of books are realistic fiction, fantasy, and nonfiction. Although he has favorites he will read any kind of book and will most likely enjoy it. However, he does not enjoy writing as much as he loves reading. His mom would try to get him to write as much as she could, he liked to write short stories and would often show his mom his finished project. He loved to be read to or read himself, he just didn't like to write as much as he liked to read. Now, after a few years of school he has a better sense with writing with structure and proper grammar, but it is still not great. He gets confused on sentence

I had Kassidy begin reading a passage that for was end of 1st grade. On this first passage that Kassidy read to me, she had 2 miscues and 1 significant miscue. After Kassidy was finished reading the passage I asked her questions about the passage. Kassidy missed 6 comprehension questions on this first passage. Based off of the scoring guide missing 5 questions or more was a frustration level. Instead of having Kassidy read and answer questions to more advanced leveled passages I decided to have Kassidy start at a middle Kindergarten passage. She had 0 miscues when she read to passage out loud and she missed 0 comprehension questions. For end of Kindergarten and beginning of 1st grade leveled passages she missed 1 ½ questions leading me to believe that these were instructional levels for comprehension. The last passage that I had Kassidy read and answer questions for was a passage at a middle of 1st grade level. Kassidy had 0 miscues when she read the story aloud, but missed 3 questions. According to the scoring guide this passage was an instructional/frustration passage. What I noticed about this activity was that Kassidy did a wonderful job with reading fluently and reading with expressions. However, when it came time to answer questions about the passages that she read to me, she wasn’t able to recall what happened in the story. For this activity Kassidy’s independent level was at the end of Kindergarten. Her Instructional level was at beginning of 1st grade and her frustration level was at the end of 1st grade. For the next activity, silent reading, I decided to start Kassidy off on a passage that was a 2nd grade level. I thought that if Kassidy was able to read the story to herself, that she might be able to recall on what she read to be able to answer the comprehension

Recent studies indicate that this measure of ability is the best predictor of who will be a leader in an organisation.

QAR which stands for Question-Answer Relationship. Is a strategy that helps you understand the four different types of questions that are asked before, during, and after reading. Therefore, knowing how to answer these questions will help you get more answers correct and help you find the answers faster.