Assignment 6

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Unit Six Writing Assignment

Keysha Durr

Belhaven University

EDU 622: Teaching Reading and Math Skills

Dr. Candace Hopkins

February 23, 2021

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Analysis of Reading Comprehension

How the Chipmunk Got Its Stripes

A Legend of the Iroquois

Purpose

The purpose of this analysis is to determine if the student has knowledge of the passage that was

read and determine the students’ strengths and weaknesses.

The student was asked to retell a passage called “How the Chipmunk Got Its Stripes”. The

student was also asked to state, what is the message of the story? When I read the students’

retelling of the story, I focused on their strengths and weaknesses as it pertains to reading

comprehension. The student being able to retell the story accurately tells me that they did

comprehend the passage on a literal level.

Strength: The student knew who the bear and the chipmunk were the main characters the story.

The student was able to associate the bear being big to a bully. Visualizing-creates mental images

of what they are reading.

Weakness: The student left out key details from the passage like why the bear wanted it to sta2y

dark and the chipmunk thought it would be better to have both dark and light. The student did

not answer the question, what is the message of this story? The student did not state how the

chipmunk got its stripes.

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Subject Knowledge

Subject knowledge or content knowledge and reading go hand in hand. For a reader to progress,

they must have a foundation of subject knowledge or content knowledge. The ability to

comprehend a text depends on the readers knowledge of the subject that the reader brings to that

text. According to the student’s retelling of the story he/she has literal comprehension which is

the understanding of informational and facts stated in the text. It is recognized as the first and

most basic level of comprehension. (keywords, skim reading, scanning) The student recalled

basic information from the story like characters and setting. Inferential comprehension is the

ability to process written information and understand the underlying meaning of the text. This

information is used to infer or determine deeper meaning that is not explicitly stated. (combine

ideas, draw conclusions, interpret and evaluate information, identify tone and voice) The reader

drew their own conclusion about what the story’s message was. The reader need intervention in

comprehension. Comprehensive monitoring strategies will help the student remember what they

read. The teacher should use comprehension strategies like teaching the main idea of the story

and inferencing.

Support

Some examples from the text and/or retelling that are both relevant and important to the

discussion are that the reader stated that the start of the earth was dark, and the passage stated

that long ago the earth was covered in darkness. The reader saw the bear as bully because he was

a bear and he tried to persuade the other animals not to like the light. The reader determined that

the animals could talk to each other because bear argued with the animals. They gathered in a

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clearing to talk. The chipmunk started to dance because the animals saw the first sunrise ever and

they were amazed. The reader’s retelling also stated that the bear grabbed the chipmunk with its

paw and now chipmunks have stripes. The passage stated that Bear managed to scratch her back

with his long claws and that is how the chipmunk got its stripes. The reader has some

comprehension of the passage.

Rationale

This analysis was taken so that the teacher could see if the student could comprehend what they

read. Reading comprehension is defined as basically the act of understanding what you are

reading. This reader did somewhat comprehend what was read. A good reader should be able to

comprehend what is read. The student’s strengths and weaknesses tell the teacher that the student

will benefit from several reading strategies: Inferring, predicting, and identifying important

information. One key strategy that the student used for this passage was summarizing. It is

evident that the more the student reads and with the strategies listed above, the student can

become a great reader with good comprehension skills.

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Reference

Foreman, Fletcher and Francis. A Scientific Approach to Reading Instruction.

http://www.idonline.org/article/6251

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