Professional Documents
Culture Documents
Eric Nunez
Table of Contents
Introduction..3
Pre-Reading Strategies.3
During-Reading Strategies...5
After-Reading Strategy7
Comprehension Questions...8
Conclusion...9
References..10
Introduction
In Case Study III one new expository passage was selected for administration at the
participants pre-determined instructional reading level. A lesson plan was designed to apply
skills, and writing. Immigration-Part 2 was taken directly form the QRI-5 and used for
instruction. The student was asked comprehension question directly from the selected passage to
or strategies discussed in Case Study I and II were covered in Case Study III.
Pre-Reading Strategies
process involving background knowledge and the readers interest. Kei Mahara (2011) states
that, Prior knowledge, which is organized and stored in the readers mind, is termed schema.
The reader tries to activate an appropriate schema based on clues provided by the writer in the
text (p. 51). Therefore, readers can comprehend a respected text by relating previously acquired
knowledge to new information within text. The pre-reading strategies described in this study aim
to activate the students prior knowledge and peak their interest in reference to the subject
matter.
Baldwin, Beane, and Readence (2011) suggest that a morpheme is the smallest unit of
language that has an associated meaning, that is, it possess a definite meaning and cannot be
subdivided into smaller units that have meaning (p182). Generalized vocabulary words create
morphological measures that may be used to identify a students reading comprehension level.
Fowler and Liberman (1995) state, Whereas phonemes distinguish between meaningful
SIGNATURE ASSIGNMENT CASE STUDY III 4
elements (e.g., p/b distinguishes pat from bat), morphemes are themselves meaningful, thereby
increasing their salience. Thus, electric and electricity share a common meaningful unit in a way
that pat and bat do not (p. 161). Therefore, the morphophonemic nature of English literature
requires students to identify units of sound and units of meaning from letters in order to
comprehend. Morphology could be a reliable diagnostic tool in the present study because literacy
The participant was presented with one generalized vocabulary word and asked to add or
remove prefixes and suffixes. In addition, the student was asked to apply the varying versions of
participant was asked to define varying versions of the generalized vocabulary word. Frustration
was monitored and if necessary probing was implemented to relieve frustration. Answers were
Students can use verbal and visual word association to retain vocabulary. This strategy
was administered by providing the student with two squares that each contained four empty cells.
A pre-filled word relevant to the respected passage was placed on the top left cell of each square.
The student was asked to define each word and then, instructed to use Dictionary.com to verify
the accuracy of their definition. More importantly, the student was asked to put the definition
into there own words and write in the bottom left cell of each square. On the top right hand cell
of each square the student was asked to place a personal association (i.e. word, picture, symbol,
etc.) for each respected word. On the bottom right hand cell of each square the student was asked
Table 1
SIGNATURE ASSIGNMENT CASE STUDY III 5
(personal association)
WORD
During-Reading Strategies
Close Reading
active skill during reading. Accessing complex text requires close reading because it encourages
students to interact with text and it impedes the passive reading experience that leaves many
struggling to find meaning in literature. Close readings should be completed with text that is
both, worthy and significant of detailed investigation. Close reading suffices Anchor Standard
One for reading closely. Close reading is a strategy that aids students in developing critical
thinking in respects to the authors ideas. Frey and Fisher (2013) state that, Readers should
develop an understanding of the authors words and bring their own experiences, beliefs, and
ideas to bear on the text (p.46). Therefore, close reading aids in students not only
comprehending the authors idea but it also helps them in developing their own ideas of the text.
In the following section two close reading practices will be highlighted as during-reading
strategies.
Close reading is time consuming and best practice is to select shorter pieces of text for
instruction. Close reading is implemented via short passages from longer text, especially when a
section challenges student comprehension and it is key to understanding the authors message.
Frey and Fisher (2013) suggest that short, worthy passages are typically between, Three and
nine paragraphs in length (p. 46). It is significant to understand that teachers need to consider
the length of the selected passage and the time allotted for instruction. Only passages that are key
to comprehension and complex enough to warrant repeated reading should be selected as short,
worthy passages. The educator can conclude passage selection by analyzing the text for its
complexity and determining what sections require close reading. For the present study a
paragraph summarizing how immigrants assimilated to America was selected. The passage
Annotations
Annotations encourage students to interact with the reading and it impedes the passive
learning experience that leaves many struggling to comprehend literature. Close reading can be
implemented via annotations or markings that occur during the first and second pass of the text.
Frey and Fisher (2013) state that, Marking up the text allows them to witness their own growing
understanding, and it encourages them to put into words what they do no yet understand (p.57).
In the present study the student was presented with a system of annotations that defined a
marking/ symbol with meaning and asked to mark anything they taught was significant in the
short worthy passage. For example, the student was instructed to underline a term or mark a key
word that was significant to comprehension for the respected message. Furthermore, the student
was asked to circle a term that was unfamiliar and return later to define it. Annotations
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encourages students to re-read text, it deepens comprehension of the passage, and it allows the
reader to develop their own ideas of what they do not yet understand.
Table 2
Annotations
Symbol Meaning
* Important
/ I understand
O Unfamiliar
? I do not understand
! I am surprised
After-Reading Strategy
Prcis Writings
After-reading strategies should require students to return to the text rather than, taking
them away form the text. Post-reading strategies promote higher level learning by deepening a
students comprehension of the text and isolating the meaning within the reading. Frey and
Fisher (2013) state that, Prcis writings are summaries of a text or passage that require students
to distill the main points but also involve them in the process of selecting, rejecting, and
paraphrasing ideas (p. 60). This after-reading strategy only contains information discussed in
the text and summarizes the students understanding of the literature. Educating students in how
SIGNATURE ASSIGNMENT CASE STUDY III 8
to compose prcis writings and asking them to practice the strategy develops their ability to
comprehend the respected subject matter. With implementation of this strategy it will suffice
Anchor Standard Ten for Reading Complex Text. As educators we have to ensure that students
practice strategies worthy of their time and encourage them to comprehend meaning within the
In the present study the student was asked to write a short summary of about 50-75 words
that accurately described the passage. The student was provided with a blank sheet of paper only
Comprehension Questions
The comprehension questions were composed of five narrative and five expository
questions. Explicit questions had answers directly from the passage. Implicit questions
demanded the participant to make inferences from the passage in order to answer correctly. First,
the participant was asked the comprehension questions with out being able to refer back to the
reading material. Then, the participant received back the passage and was asked the same
comprehension questions. The questions were marked as right or wrong and scored out of ten.
Without look-backs the student scored five out of five explicit questions correct and three
out of five implicit questions correct. Also, with look-backs the student scored five out of five
explicit questions correct and four out of five implicit questions correct. It can be argued that the
student can understand text at the independent or nearly independent reading level because
comprehension was evident in the scores. Furthermore, it can be argued that the implemented
reading strategies increased student comprehension. Contrary, in the previous case studies these
respected reading strategies were not implemented and the data shows that student could only
SIGNATURE ASSIGNMENT CASE STUDY III 9
comprehend at the instructional level. The reading strategies benefited the student by increasing
their comprehension.
Conclusion
The respected strategies were chosen to activate the students prior knowledge, encourage
active learning, and aid in retention. Multiple factors were taken into consideration when
selecting these literacy strategies. Ultimately, the student became interested in the subject matter
and increased comprehension. The student stated, These activities are way more fun and they
are easier. The data implies that these strategies work and I personally will implement these
References
Baldwin, R. S., Bean, T. W., & Readence, J. E. (2011). Content Area Literacy An Integrated
Dictionary.com LLC (2015). In Dictionary.com . Retrieved October 29, 2015, from google.com .
Fowler, A., & Liberman, I. (1995). The role of phonology and orthography in morphological
Frey, N., & Fisher, D. (2013). Rigorous Reading 5 Access Points for Comprehending Complex
Appendix A: Immigration-Part 2
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Becoming Americans
Often newcomers were torn between the old traditions and American
ways. Still, many struggled to learn the language of their new nation.
Learning English was an important step toward becoming a citizen. The
process of becoming part of another culture is called assimilation. Many
Americans opposed the increase in
immigration. They felt the newcomers
would not assimilate because their
languages, religions, and customs
were too different. However, they
were wrong. STOP
Children assimilated more
quickly than their parents. They
learned English in school and then
helped their families learn to speak it.
Because children wanted to be seen as
American, they often gave up customs
their parents honored. They played
American games and dressed in
American-style clothes. STOP
Generalized Vocabulary
1) What word would you use to describe a group of people that have already left their homes and
Answer: Immigrated
2) What word would you use to describe a group of people who are in the act of leaving their
Answer: Immigrating
Answer: My grandma was an immigrant. She left Guatemala because she was too poor and
(personal association)
IMMIGRANT
(personal association)
CULTURE
Name: _______________
Date: ________________
Instructions: Write a short summary of about 50-75 words that accurately describe the passage.
Annotations
Symbol Meaning
* Important
/ I understand
O Unfamiliar
? I do not understand
! I am surprised