Professional Documents
Culture Documents
University of Kansas
Stephanie Marotto
Final Book Project
MD is 6th grade student at a Title 1 school. He currently has an IEP for a SLD in
the academic areas of math, reading and writing. Though it has not been officially
determined, it is presumed that MD has dyslexia. This is based on him struggling with
phonics and not able to put phonemes into letters when writing. His reading level is that
of a 2nd grader. However, he can comprehend 5th grade text when read to him as
evident by tests.
The book chosen to read with MD is "Dead End in Nortvelle," by Jack Gantos.
The book was published by Square Fish in May of 2013. For a previous class, we had
to complete a student inventory and interview with a striving reader. This is a similar
approach as suggested by the authors of the article, "Factors that influence the book
ask a group of participants a series of questions to understand their interests. This was
a similar process I had already done with MD. The results indicated MD really enjoys
learning about history and likes reading mystery novels. Also, MD generally Will
research historical events further than what's required of given assignments and always
ask questions.
Similarly, to the article, Factors that Influence the Book Selection Process of
Students with Special Needs, MD selected books that were well above his reading
level. The article stated, "children with special needs like the same kind of books as
other children and should be allowed to choose their own books for pleasure reading."
Teachers often ask what to do in situations like these with adolescent students (Swartz,
& Gillespie-Hendricks, 2008). Even before reading this article, I suggest that students
showed be allowed to read any book they want, even if it is above their reading level.
The learning theories I would implore during the reading of "Dead End in
Nortvelle," are the metacognition theory and the engagement theory. MD benefits from a
gradual release model, which is why the metacognition theory would be a good fit while
instructing MD. With the metacognition theory, teachers are to release responsibility to
students through modeling and think aloud. Engagement theory would also benefit MD
concern.
Reading Level
The Lexile level for this book is 930, which is a 6th to 7th grade level book. When
assessing the difficulty of this book, there are other factors that should be taken into
consideration. These factors include content, depth of vocabulary words and MD's
understanding the premise of the story. However, in regards to reading level, it's not
appropriate. To accommodate MD's lower level reading level, we will work through the
book together, and during any activity or when answering comprehension questions, I
would allow him to ask what words are that he cannot read. To work through the book
together, I will either read passages to him, have him practice echo reading, do corral
reading, or have him independently read it out loud to me. These practices have
What vocabulary in this book will likely be difficult for a struggling reader?
Words that might pose a problem, but are important to the story are: souvenirs,
vocabulary and have students absorb the information. Of the many ideas, the two
activities that would be useful for MD are Word Expert Cards, and Two in One. The
process for Word Expert Cards is extensive, but seems to be very effective. First,
students copy the sentence with the word directly from the text. Next, students look up
the word in the dictionary and then discuss it with their peers. On a piece of scratch
paper, students write the part of speech and a sentence using the new vocabulary word.
Once the teacher approves what the student wrote, they can write on a card with the
word. The other activity, Two in One, requires students to write two vocabulary words
in a sentence. This helps them become more engaged and expand their thinking
(Richek, 2005).
Reading Fluency
the success of students rereading text to increase fluency and comprehension. When
implementing this strategy, teachers should select a text that is 50 to 200 words long.
First, the student and teacher read the text together. Then, the student continuously
practices reading the passage until they have an adequate fluency and accuracy rate.
This rereading strategy also enhances comprehension. Each time the student rereads
the passage, less attention is required for decoding, and more attention becomes
available for comprehension. Also, it is suggested that the teacher asks a new question
about the text each time the student reads it (Samuels, 1979) This method would be
great for MD since he struggles with decoding. Though decoding can be hard for MD,
he generally is able to remember whole words through repetition, which is the premise
Comprehension
struggling readers. If students cannot read the text, how are they supposed to
working on comprehension, I will clarify any words that are difficult for them to read
Structures, and Text Features for Older Readers, offers a variety of strategies to help
adolescents understand what they are reading. The comprehension strategy suggested
is to do a shared reading with students. Through shared reading, teachers can help
engage in deeper thinking, teachers need to model their thought process. The text
offered examples of how teachers have done this in their classroom (Fisher, Frey, &
Lap, 2010). This would be a good strategy for MD because he needs guided instruction
and gradual release to be an effective learner. I feel confident that his comprehension
Writing
summarize each chapter. In the article, Whats the Gist?: Summary Writing for
have students Generate Interaction between Schemata and Text (GIST). The method
suggested is very interactive and allows for a gradual release process (Frey, Fischer, &
Hernandez, 2003). I am confident students would be proficient half way through the
Jack Gantos had imagined a great summer off from school, but suddenly his
plans were completely ruined when he defied his parents. Instead of spending his
summer having fun, he spent it writing obituaries for Miss. Volker, an elderly lady with
arthritis. Writing about so many deaths causes Jack to have anxiety and makes his
nosebleed at the rate of a waterfall. Jack begins to notice that the originally members of
Norvelt are dying at a rapid pace, and he cannot help but become suspicious of what is
going on.
Assessment
MD is not the best test taker. Unless he remembers specifically what happened
in the text, he usually struggles with answering questions because it is hard for him to
project as well as book review. With a test, I think he would shut down as he normally
does. With a portfolio, I think MD would have fun gathering the different components. I
am sure his favorite part of the portfolio would be the project connecting the book to a
piece of history.
Related Readings
main characters is constantly raving about how great of a women she was. A related
to what he read about her in, Dead End in Norvelt. Another related reading source
would be look at newspapers from the 1960s, when this book took place. MD would
enjoy reading articles from that time period to have a better understanding of what life
was like then. Finally, the last related reading that would be helpful to better understand
the text is looking at obituaries in the newspaper since the book is centered around the
Conclusion
I am very excited to start reading this book with MD, as well as other students.
This book would be a great anchor text when learning about American history and
community development. After I read this book with MD, I have intentions of reading this
References
Fisher, D., Frey, N., & Lap, D. (2008) Shared readings: Modeling comprehension,
vocabulary, text structures, and text features for older readers. The Reading
Frey, N., Fisher, D., & Hernandez, T. (2003). "What's the gist?" summary writing for
Teacher, 403-408.
Swartz, M. K., & Gillespie-Hendricks, C. (2000, April). Factors that influence the book
selection process of students with special needs. Journal of Adolescent & Adult