Repose 2

Guided Response

Review the posts of your classmates and that of your instructor. Respond to at least two peers by comparing your suggestion of the three goal areas with those evidenced by your peers. Be sure to endorse, question, or refute your peer’s suggestions using the text, Instructor Guidance lesson, or other outside sources as supporting evidence. Refer to the  Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.)  table if you need clarification on viable sources. You are encouraged to provide additional resources that will assist with your explanation.

Distinguished responses will

· Include a question about your colleague’s response.

· Offer an additional resource that supports this week’s topics.

· Discuss your colleague’s point of view.

· Share your own related personal or professional experiences.

· Demonstrate critical thinking by including real-world application.

· Support statements and responses with scholarly resources.

Response 1

Henry’s evaluation indicated that his current achievements are in math calculations familiarity, or precision. He also exceeded expectations in his composing tests and letter-word identification. This assessment expected Henry to utilize visual and sound related data to finish every test. Henry struggled with reading comprehension, vocabulary comprehension and composing familiarity and accuracy.

 

Struggling comprehension readers will regularly have issues in different areas. For example, younger students who have issues with phonemic mindfulness often have issues in world deciphering and phonics. Students with familiarity issues normally have cognizance shortcomings. And a frail vocabulary can impact a student’s comprehension abilities as well.

 

Reading is such a vital piece of school and learning. Reading helps improve vocabulary, communication, and grammar skills. It ultimately improves writing skills as well. Because these assessment results indicate that Henry is not making effective progress in the areas of reading and vocabulary comprehension it is imperative that we create extra supports to interventions or Henry will continue to fall behind.

 

Here are three SMART goals for Henry’s success:

 

 

1. By next annual review of Henrys IEP he will have the capacity to retell a story stating important facts from the beginning, middle and end with 100% accuracy based on 8 out of 10 assessments.

 

“Instruction that includes effective practices for improving comprehension, such as setting purposes for reading, connecting content to prior knowledge, predicting the content, responding to questions, and summarizing content, should be used during core instruction for these students.” (McLeskey, J., Rosenberg, M. S., & Westling, D. L.,2018)

 

2. By next annual review of Henry’s IEP when given a second-grade passage Henry will read aloud, with fluency at a rate of 50 words a minute with 90% accuracy in 8 out of 10 trials as measured by reading records or teachers data.

 

Henry’s ability to read fluency, accurately and quickly is important because it provides a bridge between word recognition and comprehension.

 

3. By the next annual review of Henry’s IEP he will write narratives in which they recount a well elaborated events or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure as measured by student work samples/teacher charted records on 7 out of 10 trials with 90% accuracy.

 

“Writing is a critical skill for students to learn in the early years of school and provide a foundation for later learning. As children learn to write in early elementary grades, instruction primarily focus on learning about text types and purpose for writing, engaging in research to build knowledge that will be focused of writing.” (McLeskey, J., Rosenberg, M. S., & Westling, D. L., 2018)

 

 

 

Reference:

 

 

McLeskey, J., Rosenberg, M. S., & Westling, D. L. (2018).   Inclusion: Effective practices for all students  (3rd ed.). Pearson

 

PACER Center. (2018).  A place to start: Understanding the present level of academic achievement and functional performance statement (Links to an external site.) (Links to an external site.) . http://www.pacer.org/parent/php/PHP-c186.pdf

Response 2