Task Analysis: Savannah's Super Why

When I assessed A (who is my case study student) I was surprised that she was not able to tell the story back to me better. I have been reading to her the past few weeks and had her read to me stories she has made up and still was surprised. A seemed to like listening to the story but after reading when I asked her to tell me what the story was about she was saying random things that happened throughout the book. I used the re telling checklist to help

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

Over the years, she has persistently worked with teachers and children in grades K-4 to increase the school’s reading scores. She readily tries new teaching strategies, which led to the implementation of guided reading in our school. Gale assisted in the training and execution of this research-based practice with overall success and approval by our entire faculty. She continues to conduct workshops and when asked, enters a classroom to offer suggestions and training for those teachers in need of extra assistance. Gale is swift, structured, and reliable which makes her someone teachers go to when they have questions, need assistance; and when they are new to the school and require further understanding and

Author of Engaging Readers, Increasing Comprehension, and Building Skills: The Power of Patterned Books, Stephanie Grote-Garcia is a specialist in literacy skills for struggling readers. Her passion for teaching reading and diagnostic skills stems from her speech and literacy problems as a child (December, 2012). First obtaining a Reading Specialist and Master Reading Teacher, Grote-Garcia then received her doctorate of Philosophy in Curriculum and Instruction and Special Education from Texas A&M University-Corpus Christi.

100 middle school boys will receive tutoring services after school to improve their reading proficiency skill levels. Backfield in Motion will provide a Reading Specialist for one hour of one-on-one and small group instruction, four days per week. The expected outcome is for each student to improve their fluency, comprehension, and vocabulary skill development by 50% each

My literacy intervention plan is to teach reading comprehension skills through an afterschool drama program. The drama program would take place twice a week at an elementary school in Washington, DC. The target students would be 2nd graders that have been identified by their teachers as students who struggle with reading comprehension. However, all students are welcomed to participate.

Literacy coach will provide additional resources to teachers if needed. Literacy night will be held in the school’s cafeteria and media center. Parents will be guided to the cafeteria to obtained information about grade levels breakout sessions. In the breakout sessions, the grade levels will introduce the five pillars of reading. The educators will also present resources, strategies, and materials that can be incorporated for student growth in reading comprehension. Educators will read a story to the parents and students and conduct a mini lesson that will include activities. The goal of the breakout sessions will be to provide knowledge and utilization of reading strategies in all subjects. Literacy night will connect our sunshine community in coming together to increase authentic engagement and student achievement. Let’s all work together in assembling a brighter future for our

As a Reading Specialist at James Gettys Elementary School, I work with students in grades Kindergarten through fifth grade in a small group setting. I provide intensive instruction to struggling readers within and outside the students’ classroom.

As the year went by, my parents and teachers noticed a decline in my reading and writing abilities compared to my other classmates. They decided it would be best for me to be enrolled in a reading and writing class in and outside of school so that I could catch up to my peers, and would be ready for kindergarten and first grade. Soon after I was enrolled, I was introduced to Mrs. Claire, one of the many people whom I owe my success to. Three times a week, Mrs. Claire and I would spend an hour

Her classroom is rich print and she has various reading leveled books in many genres from different publishing companies; especially Pearson. The students that she servers are recommendation from the General Education English teacher(s). When a teacher deemed a student to be struggling through formal or informal reading assessment, Ms. N is asked to work with that individual students. She does her own assessment (usually informally) to have a starting point. She usually pulls them out during their English class and work either in groups of 5-7, independent or sometimes one-on-one if the need arises. She said that there are no set reading programs for our school so she uses a wide variety of programs or materials to enhance the students reading. She said that if a student’s reading is severe, she uses basic phonic skills. She sometimes uses the Wilson Reading Program (phonics components). Journeys was another reading program she mentioned as a basis for phonemic awareness. Guided reading is a strategy she often uses with her students. According to scholastic website, “guided reading is an instructional approach that involves a teacher working with a small group of students who demonstrate similar reading behaviors and can all read similar levels of texts. The text is easy enough for students to read with your skillful support. The text offers

What are your instructional goals to promote growth for this student as a reader and interpreter of text in a variety of media? My

She is able to meet more students’ needs than she would be working one-on-one. She also creates reading stations and activities that will support their development as well where there are support activities that are specific to those guided reading groups. She evaluates students each nine weeks through PALS, a phonological awareness assessment, to see their growth along with problem areas that still exist. They also do Fundations as part of their curriculum to help students, but wishes she had more time to use this system with students.

At the Reading Partners organization has visualize that all children have the right gain of reading skills necessary to reach their potential needs. In addition, the mission is to help children constant reading skill by providing individuals with need help with. Everyone has different strengths and weaknesses,

her past experiences in education have helped her in her position as a reading specialist, because

Genesis is a ten year old African American female and is in the fifth grade. She lives in a low income neighborhood with her Grandmother whom has sole custody. While Genesis’ Grandmother would like to play a more active role in her granddaughter’s education, she works a full time job and has health problems that prevent her being able to drive. Genesis was in my fourth grade Read 180 class and is with me again as a fifth grader. I selected this student because she is strong in phonemic awareness, yet her writing scores are weak and she needs the most individualized support in writing.