Soloba Observation
Based on the results of the IRI, Soloba, who is a 9-year-old student, in a fourth grade general education class. She is a well-behaved student always looking to do the right thing, but is easily distracted. Soloba has a hard time in most subject areas and is below grade level in both math and reading. She is currently attends an after school math program twice a week and also pushes in with the special education teacher who works on language arts skills once a week. Soloba’s non-verbal behavior includes avoiding eye contact when struggling with classwork or “getting in trouble”. At times, when Soloba reaches a level of frustration, her posture is slouchy and she becomes silent. Soloba’s expresses grade appropriate verbal behavior, although at times makes grammatical errors in her speech, where she is unsure or confused on how to correct herself. Soloba struggles with word identification, comprehension skills, and
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I can do this by providing one sentence with one miscue and see if the child can detect what the miscue is and give the correct word, practicing reading fluency by using word cards, and create a strategies checklist. Soloba can also self-monitor her progress and her own comprehension by using graphic organizers. Graphic organizers are useful in demonstrating relationships between texts and to what you already know. They can be scaffolded as see fit and can be used in many ways to help understand a text, vocabulary words, and writing in response to reading. Also, the teacher and/or reading specialist will use prompts while reading such as “Look at the last letter, Get yourself ready to say the first sound, Look for chunks/letters/sounds that you
I can do this by providing one sentence with one miscue and see if the child can detect what the miscue is and give the correct word, practicing reading fluency by using word cards, and create a strategies checklist. Soloba can also self-monitor her progress and her own comprehension by using graphic organizers. Graphic organizers are useful in demonstrating relationships between texts and to what you already know. They can be scaffolded as see fit and can be used in many ways to help understand a text, vocabulary words, and writing in response to reading. Also, the teacher and/or reading specialist will use prompts while reading such as “Look at the last letter, Get yourself ready to say the first sound, Look for chunks/letters/sounds that you