Modeling (I Do It: I proceeded to explain the topic of the reading – Happy Birthday, America. I started reading the first part of the text about Jeremiah and Independence Day. When I stopped reading, I explained how to use the searching technique: “To understand what I have read, I am going to ask myself a question loudly and try to find the answer in the text.” The first question was “Why Jeremiah was so excited?” Then, I proceeded to search the text and find the answer: “because Jeremiah was marching in a parade.” I repeated the strategy by asking myself the second question about Jeremiah’s behavior. Upon pointing my finger to the text, I showed Alex that I found the answer: Jeremiah acted like a grown up because he was a Cub Scout.
Guide Practice (We Do It): In this section, we worked together: we read the second part of the reading. Then, I said “good job, Alex, now, our question is Why Jeremiah loved the flag?” Alex proceeded to think aloud with me, but he could not figure out the answer. Consequently, I helped Alex find the answer by pointing my finger at the text and looking for possible answers. When I found the answer, we read it together. Encouraging Alex to try it the second time made him enthusiastic about the next question. When I asked “What did Jeremiah do after he put up the flag?” we pointed our fingers at the text and found the correct answer – “He saluted the flag. I said “good job, Alex, we did awesome work together, now, it is your turn.” To add, I have used an intervention evidence-based approach to provide a guiding example for the student. The strategy was to stop the student and repeat the process of the “I do It” section. Besides this approach, I taught the student of the description strategy, asking Alex to describe the story of Jeremiah. Then, I taught Alex of the sequence strategy by asking him to list actions in a chronological order. The contrast/compare strategy was taught in a way to prompt the student verbally output the description of similar and contrasting elements in the story. To teach the cause and effect strategy, I showed Alex how Jeremiah’s actions led to another actions. Using this technique, I have also taught Alex of the problem solving strategy by showing him how to backtrack the consequences to the original causes. The strategies were successful because in the next question, Alex was the first to start searching the answer with his index finger.
Unprompted Practice (You Do It): At this stage, Alex had to find the answers himself, while I guided him. I prompted the student to read the last part of the passage and focus on the content. Upon completing the reading, I congratulated Alex for his reading skills and asked him the following question: “what did Jeremiah do in the Parade?” Although Alex exhibited the process of thinking, he failed to answer it nonetheless. As a guiding measure, I pointed my finger at the text. Then, I asked the second question “What did Jeremiah see that night in the sky?” Alex answered the question correctly, implying that it was the fireworks.
 

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