I worked with one fifth grade student who was having difficulty with comprehension and vocabulary, despite having adequate decoding skills.
We met approximately twice a week for about thirty minutes over five months, minus holiday breaks.
The student progress chart is submitted in the student portfolio.
We encountered some difficulty with vocabulary, since there were many words that the student couldn't recall ever hearing. I defined these through examples so that I didn't give her the paraphrase. She also struggled to find like terms, such as giving t.v. or popcorn for theater. Making lists of words and crossing out the ones that weren't the same seemed to help and this issue was largely remediated during the course of our work together. There were a few off days that it seemed that the student couldn't focus and these lessons were repeated another day. The student was largely highly engaged and seemed to enjoy the sessions. She also asked questions about whether she was allowed to go to college and was motivated to hear that she would be a great candidate, asking several questions about what to do to get there and how much it might cost.
Patty Kohler-Evans coached me through the process, largely by telephone and email. She was incredibly helpful in clarifying scoring, finding materials, and providing encouragement.
We met approximately twice a week for about thirty minutes over five months, minus holiday breaks.
The student progress chart is submitted in the student portfolio.
We encountered some difficulty with vocabulary, since there were many words that the student couldn't recall ever hearing. I defined these through examples so that I didn't give her the paraphrase. She also struggled to find like terms, such as giving t.v. or popcorn for theater. Making lists of words and crossing out the ones that weren't the same seemed to help and this issue was largely remediated during the course of our work together. There were a few off days that it seemed that the student couldn't focus and these lessons were repeated another day. The student was largely highly engaged and seemed to enjoy the sessions. She also asked questions about whether she was allowed to go to college and was motivated to hear that she would be a great candidate, asking several questions about what to do to get there and how much it might cost.
Patty Kohler-Evans coached me through the process, largely by telephone and email. She was incredibly helpful in clarifying scoring, finding materials, and providing encouragement.