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Catalina Dávila: Classroom Case Study
EE 326: Autumn 2014
1
Making inferences is a metacognitive reading strategy that aids in guiding students to make accurate conclusions based on what they are
reading. In using this strategy students use the text information and activate prior knowledge to reach a non-explicit conclusion from the
text. This strategy allows students to gain new knowledge from the text but also to practice using their schema. Making inferences will
improve the students’ comprehension while refining their reading fluency. In the text students will look for clues hence decoding the
authors message. The main goal of this lesson is to bring students up to par with the Fountas and Pinnell reading level, improve
comprehension and fluency while allowing students to make valuable inferences to understand the text.
Students will work in groups. Each group will be assigned a specific text and will work to understand the text through making inferences.
I will meet and work with the blue group three times a week, with the pink group twice a week, and with the green group once a week.
Students will work in small groups while also participating in whole classroom instruction.
Common Core:
- CCSS.ELA-LITERACY.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- CCSS.ELA-LITERACY.RF.5.4
Read with sufficient accuracy and fluency to support comprehension.
- CCSS.ELA-LITERACY.RF.5.4.A
Read grade-level text with purpose and understanding.
- CCSS.ELA-LITERACY.RF.5.4.B
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
- CCSS.ELA-LITERACY.RF.5.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
- CCSS.ELA-LITERACY.RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal
opinions or judgments

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Catalina Dávila: Classroom Case Study
EE 326: Autumn 2014
2
In your classroom, you have 26 students demonstrating a variety of strengths and challenges in reading and writing. The chart below
details their most recent reading assessment using the Fountas and Pinell levels. (If you are interested in how these levels compare to
others you may have seen used, please visit: http://www.readingseed.org/wp-content/uploads/2009/09/Comparison-chart-for-leveled-
books1.pdf).)
Name
Benchmark
Independe
nt
Level
i
Benchmark
Instructiona
l Level
ii
Accuracy
Compre-
hension
iii
Benchmar
k
Placement
Level
iv
Notes
Sarah
P
Q
95
9
P
Diana
P
Q
96
7
P
Placed at level P b/c of disfluent reading at Level Q.
Troy
P
Q
95
8
Q
Farah
P
Q
97
8
Q
Lisa
Q
R
95
8
R
Jonatha
n
Q
R
95
8
R
David
Q
R
95
7
R
Kara
Q
R
97
9
R
Julian
Q
R
96
10
R
Jennifer
Q
R
98
6
R
Auggie
R
S
95
7
S
Jack
R
S
97
9
S
Jordan
R
S
96
8
S
Carrie
T
U
95
10
U
Elias
T
U
95
9
U
Mary
T
U
97
8
U
Ernie
T
U
96
6
U
Patrick
U
V
95
7
V
Donna
U
V
96
9
V
Luke
U
V
98
5
V
Beth
U
V
95
7
V
Scores do not show her @ level V for independent reading,
but observation shows she can successfully handle Level V
texts.
Robert
W
X
98
6
W

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 Making inferences is a metacognitive reading strategy that aids in guiding students to make accurate conclusions based on what they are reading. In using this strategy students use the text information and activate prior knowledge to reach a non-explicit conclusion from the text. This strategy allows students to gain new knowledge from the text but also to practice using their schema. Making inferences will improve the students’ comprehension while refining their reading fluency. In the text students will look for clues hence decoding the authors message. The main goal of this lesson is to bring students up to par with the Fountas and Pinnell reading level, improve comprehension and fluency while allowing students to make valuable inferences to understand the text. Students will work in groups. Each group will be assigned a specific text and will work to understand the text through making inferences. I will meet and work with the blue group three times a week, with the pink group twice a week, and with the green group once a week. Students will work in small groups while also participating in whole classroom instruction. Common Core: - CCSS.ELA-LITERACY.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. - CCSS.ELA-LITERACY.RF.5.4 Read with sufficient accuracy and fluency to support comprehension. - CCSS.ELA-LITERACY.RF.5.4.A Read grade-level text with purpose and understanding. - C ...
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Anonymous
Excellent resource! Really helped me get the gist of things.

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