Transcript Developmental Scenarios

Developmental Scenarios
SCENARIO CARDS
• A kindergarten student enjoys listening and
responding to stories the teacher reads
aloud. The student participates
enthusiastically in prereading conversations,
enjoys making predictions, and makes personal
connections with literary characters.
However, the student often exhibits confusion
about what actually happened in the story.
• What instructional strategies would be
effective in strengthening the student's
comprehension of stories that are read aloud?
• Student needs support recalling sequence of
events
• Concrete visual aids (flannel board, etc)
SCENARIO CARDS
A kindergarten teacher draws a ladder on the
chalkboard. On the bottom rung of the ladder, the
teacher writes the word cat. The teacher then asks
if anyone can change one letter of cat to form a
new word. When a new word has been formed, the
teacher writes that word on the second rung. The
game continues until all the rungs of the ladder
have been filled.
Explain one way that the approach described above
can help promote students‘ reading development.
• Practice with phonics skills
• Knowledge of letter/sound correspondence
• Also helps decoding skills as students increase
exposure to common “-at” words
SCENARIO CARDS
• Which of the following children is most in need of immediate
intervention?
A. a preschool child who has limited book-handling skills
B. a kindergarten child who has limited ability to correlate
alphabet letters with the sounds they make
C. a first-grade student who requires reading texts that have a
high degree "predictability"
D. a second-grade student who is beginning to track print
• What might you do as their instructor?
• D. a second-grade student who is beginning to track print
SCENARIO CARDS
• During weekly independent reading time, fifthgrade students read high-interest literature and
record their thoughts, reactions, and questions in a
dialogue journal.
• Explain how a dialogue journal is likely to
promote the students' reading proficiency.
• encouraging students' active construction of
meaning with a text
• developing their literary response skills.