Rationale
The data indicated students struggled with reading comprehension, specifically drawing conclusions and making inferences from texts. Less than 10 percent of students were able to draw conclusions based on their grade level according to the MAP reading test. About 20 percent of students were able to use relevant text details to support their view. When reading aloud, students struggled to read with proper pacing and inflection. As well, students laid their heads down while reading and struggled to relate to a text. The more disengaged students were, then the less prepared they were to engage and comprehend complex texts. Students, also struggled with academic vocabulary because they needed reminders about what a theme, plot, or mood is in a story. Therefore, a plan focused on reading comprehension, academic vocabulary, and engagement, when reading silently and orally will increase students ability to make inferences and draw conclusions.
In reviewing student’s previous and current MAP Reading test scores, it was evident students struggled with reading inferences, specifically making inferences from texts and draw conclusions. MAP is the Nebraska Statewide assessment to evaluate students growth in reading comprehension. Sixty percent of students were reading below grade level. Yet Nebraska State Standards required students to be able to create inferences and draw conclusions from fiction and nonfiction literary texts. This discrepancy in my students abilities required a plan to address the problem and lower the gap in students’ understanding. Additionally, recognizing inferences and drawing conclusions is a necessary and important part of most jobs. Practicing these skills through literary texts sets students up for success in life.
Students needed to develop their reading comprehension, so that they can be successful in all academic classes and in future careers. The current district required text book emphasizes students ability to make conclusions from texts and draw connections between texts, themselves, and the world. These connections were difficult to make at first and needed to be taught so that students do them instinctively. As well, making inferences about what the meaning of a text is challenges students and must be scaffold to students. Many students struggled to read the texts aloud and paused frequently or read too quickly. As well, some students laid their heads down instead of following along. Since, the students did not know how to pace their reading, they were not able to read the texts to draw conclusions. They could repeat names and ideas that come up in the text, but struggled to recognize what those mean.
The freshman students needed to develop strong comprehension skills in reading because all of their core academic classes require this skill. A student will struggle with math story problems, if their reading comprehension is low. As well, science contains story problems, labs, and background reading, which require students to comprehend the text before they can apply the principles. In addition to the academic needs, drawing conclusions from texts and making inferences is necessary in most job settings and needed to process the news. Students struggled to tell fake news from real news stories because they cannot draw conclusions based on an article they read. As students, developed stronger reading skills through oral and independent reading, they were able to process texts and draw conclusions.
In reviewing student’s previous and current MAP Reading test scores, it was evident students struggled with reading inferences, specifically making inferences from texts and draw conclusions. MAP is the Nebraska Statewide assessment to evaluate students growth in reading comprehension. Sixty percent of students were reading below grade level. Yet Nebraska State Standards required students to be able to create inferences and draw conclusions from fiction and nonfiction literary texts. This discrepancy in my students abilities required a plan to address the problem and lower the gap in students’ understanding. Additionally, recognizing inferences and drawing conclusions is a necessary and important part of most jobs. Practicing these skills through literary texts sets students up for success in life.
Students needed to develop their reading comprehension, so that they can be successful in all academic classes and in future careers. The current district required text book emphasizes students ability to make conclusions from texts and draw connections between texts, themselves, and the world. These connections were difficult to make at first and needed to be taught so that students do them instinctively. As well, making inferences about what the meaning of a text is challenges students and must be scaffold to students. Many students struggled to read the texts aloud and paused frequently or read too quickly. As well, some students laid their heads down instead of following along. Since, the students did not know how to pace their reading, they were not able to read the texts to draw conclusions. They could repeat names and ideas that come up in the text, but struggled to recognize what those mean.
The freshman students needed to develop strong comprehension skills in reading because all of their core academic classes require this skill. A student will struggle with math story problems, if their reading comprehension is low. As well, science contains story problems, labs, and background reading, which require students to comprehend the text before they can apply the principles. In addition to the academic needs, drawing conclusions from texts and making inferences is necessary in most job settings and needed to process the news. Students struggled to tell fake news from real news stories because they cannot draw conclusions based on an article they read. As students, developed stronger reading skills through oral and independent reading, they were able to process texts and draw conclusions.
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