Visual Aid 4

Visual Aid 4

Janhvi Dixit

MEET SoYEonG

So Yeong is a nine year old and emigrated with her family from Korea to the United States two years ago. She receives ESL services for 1 hour each day and she is primarily encouraged to speak in English at home even though both of her parents do not speak the language very well.

metacognitive strategy

Metacognitive strategy helps the reader to think about their own thinking and be successful when engaging with the text, which helps with reading comprehension.

**Also, SO Yeong can start a journal of all the english words she encounters with the Korean translation written next to it to reference back to.

Here we have a "question bookmark" worksheet that can help So Yeong to appropriately monitor her comprehension of the text while also coming up with questions while reading.

Here is why "question bookmark" would be a great strategy for So yeong to use:

• Ms. Jenkins can support So Yeong through "question bookmark" strategy by prompting and encouraging her through coming up with questions to talk about what she read, instead of reiterating facts (p. 259) which can help to improve comprehension of the text.
• Through the "question bookmark" strategy, students would stop at the end of each paragraph and see if they can come up with a question, which would help So Yeong with her vocabulary development as well and Ms. Jenkins can ask her cognitive questions to further enhance her learning so she might "summarize key concepts" and talk about how she can apply these in future learning (p. 259). Additionally, Ms. Jenkins can have her create mind maps to support her understanding of the vocabulary.

Cognitive comprehension strategy

The cognitive comprehension strategy will help the learner to manipulate the text being read in a way that it will make sense to them whether that be in the form of notetaking or picturing what is being said.

Here so Yeong can visualize what she read, predict what the text will be about with a peer, and then during the interact portion - she can connect what she visualized back to the book.

Here we have a "Visualize-Interact-Predict"(VIP) worksheet where it brings in the visualization aspect in order to infer, link things together in the text, and place the reader within the story.

Here is why "visualize-interact-predict(VIP)" would be a great strategy for So yeong to use:

• Ms. Jenkins knows So Yeong has already developed a strong phonemic awareness and phonics skills because she is able to decode words in English. However, based on assessments, it can be noted that working with a peer would be more beneficial for her as an added support. This strategy is designed where it is interactive and would be more of a collaborative approach. So Yeong receives support with her fluency development too from peers and college-aged students as well to read alongside her, which could help her when utilizing this strategy to discuss with a peer on what they read and their understanding of it.
• The "VIP" strategy can build on some weaknesses regarding her comprehension by bringing in the sociocultural perspective of her connecting the text to her own personal experiences -- leading to "rich dialogue" between the student and her peers (p. 259).

SOcial/affective comprehension strategy

The social/affective comprehension strategy purpose is to increase interaction with others in order to reduce a student's anxiety about reading and/or academic concepts, to share one's opinion or viewpoint freely, and to be able to comfortably ask for any clarification (if needed).

Here we have an example of a worksheet that could be given to So Yeong over the story about Ruby Bridges, who is an American civil rights activist. This worksheet is meant for students to do in pairs so they can freely discuss the things listed on this page here and about the story as well.

Here we have a "Through my eyes" worksheet that can be done in pairs/a group and it allows students to work together to increase their own understanding and the main point of the text as well as receive feedback quickly from peers. Since the format happens in a group discussion format, it allows students to share their thoughts freely without any judgement.

Here is why "Through my eyes" would be a great strategy for So yeong to use:

One thing to note:

Ms. Jenkins is aware of So Yeong's scores according to the DIBELS assessment, and as we know for CLD students the main struggle is usually in trying to learn the language as well as comprehend it at the same time. According to the DIBELS Retell Fluency assessment, it shows that what So Yeong is desperately trying to remember key information and facts of the story, while possibly completely missing the main parts of a story like plot, conflict, important details (usually 3), and resolution. Additionally, since she is also in an ESL classroom, complex vocabulary may be hard for her to understand with the content of the story being difficult.

Here is why "Through my eyes" would be a great strategy for So yeong to use:

• "Through My Eyes" is a good strategy to use because So Yeong can work with others in a collaborative setting to break apart pieces of the text one by one. Ms. Jenkins has also placed So Yeong in a "skills-based reading group" (p. 259) to foster and apply alternative reading strategies. Since being placed in this group, her phonemic awareness and phonics skills have improved through explanation of short passages. So, we can infer that the "through my eyes" strategy would be a great choice for So Yeong to participate in because she already has proven to do well in a group setting and has reaped maximum benefits out of it.
• Since the strategy is so much like a collaborative approach, and students can ask each other questions listed on the page and/or follow-up questions they come up with, based off the formative assessment Ms. Jenkins conducted, So Yeong was able to learn how to monitor her own learning as well as engage in "rich dialogue" (p. 259). Knowing this, this would be another reason why this strategy would be beneficial for her since she would have already learned the basics of what is required of her when reading a text and scanning for specific vocabulary, or answering the 5 W's and How of the Main Idea, as well as listing the summary.

ELPS (c) Cross-curricular second language acquisition essential knowledge and skills. Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. For the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency.