The students were to distinguish between a problem and solution within a given text. The informal assessment monitored students by engaging them within group discussions about the focus questions and their prior knowledge.
One of the most common mistakes by the struggling readers was that they did not use details from the story to support their evidence. Students also had difficulty with the words enough, neighbor, stirred, and burned. Students would either sound out the word and skip it, or try to figure out the word by looking at the pictures.
Students need guided assistance individually organizing information in the correct categories and providing more details from the text to support their evidence. Students seem successful in interpreting and comprehending the storyline, such as the problem in the story or the solution to the problem. The students understood the conflict of the story, the solution to the story, the main characters within the story, and the five W’s (who, what, where, when, and why). However, they struggled to provide sufficient evidence to show understanding of the reading.
Struggling readers would benefit from individual conferences. These conferences would help the students understood the emphasis of referring back to the text to support their evidence.
One of the most common mistakes by the struggling readers was that they did not use details from the story to support their evidence. Students also had difficulty with the words enough, neighbor, stirred, and burned. Students would either sound out the word and skip it, or try to figure out the word by looking at the pictures.
Students need guided assistance individually organizing information in the correct categories and providing more details from the text to support their evidence. Students seem successful in interpreting and comprehending the storyline, such as the problem in the story or the solution to the problem. The students understood the conflict of the story, the solution to the story, the main characters within the story, and the five W’s (who, what, where, when, and why). However, they struggled to provide sufficient evidence to show understanding of the reading.
Struggling readers would benefit from individual conferences. These conferences would help the students understood the emphasis of referring back to the text to support their evidence.