GCU Comprehensive Early Reading Plan

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Develop a comprehensive 750-1,000-word early reading plan based on the following case scenario and the tasks that follow the scenario:

Student: Amanda
Age: 6.5
Grade: 1

Amanda has just transferred to a new school. It is the middle of the school year and her new teacher is concerned about Amanda’s reading skills. Her school records have not arrived from her old school, but her parents reported that her previous teacher had asked to meet with them. They moved before the meeting could occur and are not sure what was going to be addressed. English is Amanda’s second language. Her parents struggle with speaking English and need an interpreter during meetings.

Amanda completed some assessments for her new teacher, who noted some skill deficits. Most of Amanda’s peers recognize sight words like “and,” “has,” “is,” “a,” “the,” “was,” “to,” “have,” and “said.” Amanda has difficulty when she encounters these words. Amanda’s oral reading is slow and labored. She often says the wrong letter sound or guesses at words. Amanda is unable to answer simple comprehension questions (e.g., main idea, main characters) after she has listened to a passage read aloud. Her teacher has scheduled a meeting with Amanda’s parents to discuss the assessments.

The teacher developed the following instructional goals for Amanda:

  1. Given a letter or letter combination, Amanda will say the corresponding sound.
  2. Given a brief reading passage on her instructional level, Amanda will read the passage and be able to retell the main ideas.
  3. Given a CVC (consonant-vowel-consonant) word prompt, Amanda will be able to say the word “slowly” (sounding it out) and then say it “fast” (reading as a whole word).
  4. After listening to a story, Amanda will recall three or four sequenced events.
  5. Shown sight words, Amanda will state the word automatically.

Source: The IRIS Center for Training Enhancements, http://iris.peabody.vanderbilt.edu/

Part One

Research early reading strategies, including:

  1. Comprehension strategies
  2. Graphic organizers
  3. Independent practice
  4. Model-lead-test
  5. Peer tutoring
  6. Repeated reading

After completing the research on these strategies, summarize the strategies including the benefits of the various strategies and specific tips for implementation.

Part Two

  1. After summarizing each of the six possible strategies, sequence each of Amanda’s instructional goals described in the case scenario in the order you would address them with her.
  2. For each instructional goal, identify an early reading strategy from Part One and explain why or how it will assist in achieving the instructional goal.
  3. Explain how you would involve Amanda’s parents, and develop an activity from one of the early reading strategies that Amanda’s parents can use at home.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center.

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Explanation & Answer

Find the attached paper, feel free to seek edits or clarification on the same.

Running header: EARLY READING PLAN

EARLY READING PLAN
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EARLY READING PLAN

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Part 1
Comprehension strategies
Comprehension skills are a very important part of a child’s early reading. It is especially
essential for a child as it will determine the ability to do well throughout school life. Sadly, it is
also the main area where most of the school-aged children are often struggling to navigate in. it
becomes a problem for the teacher because they have to keep repeating the same topic over and
over again to help those left behind. The strategy can be implemented by asking questions on a
subject that has just been discussed and if the students did not comprehend, then the subject is
reviewed a second time.
Graphic organizers
This is a visual tool that is used to help students learn facts and concepts. The graphic
organizer works towards filling a visual diagram or a map on a step by step basis while outlining
the main ideas on a particular subject. More so, it assists in the child’s learning by pointing out
the key areas of a topic where more attention should be paid perhaps in a novel or a set book.
Since the tool helps the student make connections and structural thinking, some of the students
usually turn to the tool when doing their projects.
Independent practice
This is when a child is accorded an opportunity to learn by themselves without immediate
monitoring. The student is allowed to self-regulate and challenge themselves with a task.
Usually, the teacher may provide the task, sit back and wait for the student to complete it. This
approach gives the children confidence and proves to them that they can learn even without the

EARLY READING PLAN

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teacher being around. For instance, a student may get a book or a novel and practice reading or
doing calculations on their own. If they successfully learn independently, then they will most
likely succeed in the class room setting. This method can be implemented by providing
interesting topics and materials an...


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