reading comprehension self-refection & observation … · reading comprehension ... students:...

READING COMPREHENSION SELF-REFECTION & OBSERVATION Dynamic Learning Maps Ò Alternate Assessment System Consortium DLM Ò Service Desk Support: [email protected] or 1-855-277-9751 Professional Development Team: [email protected] Reader: Other Adults: Students: Book Title: Date: Time: Observer: Evidence Yes No Comments Content and complexity of the book is appropriate for the age, grade, and ability level of the students. Individual communication systems are available for interaction during reading instruction for each student with limited speech. Before reading, the adult activates students’ background knowledge with an emphasis on the thinking skill(s) to use when reading (e.g., sequencing, comparing, relating, recounting). Before reading, the adult clearly states a purpose for reading to focus students’ attention. During reading, the adult supports the student(s) in successfully reading and/or listening to the text. After reading, the adult asks the student(s) to complete a task that relates directly to the purpose stated before reading. The adult encourages the student(s) to actively construct meaning while reading or listening and provides adequate wait time for students to initiate or respond. The adult encourages and supports the student in looking back at the text to confirm responses to the stated purpose/task. 1 To learn more about setting purposes, activating background knowledge and creating tasks for after-reading, check out the professional development modules, DR-TA and Other Text Comprehension and Generating Purposes for Reading. Summary and Additional Comments:

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READINGCOMPREHENSION

SELF-REFECTION&OBSERVATION

Dynamic Learning MapsÒ Alternate Assessment System Consortium DLMÒ Service Desk Support: [email protected] or 1-855-277-9751

Professional Development Team: [email protected]

Reader: OtherAdults:

Students:

BookTitle:

Date: Time: Observer:

Evidence Yes No Comments

Contentandcomplexityofthebookisappropriatefortheage,grade,andabilitylevelofthestudents.

Individualcommunicationsystemsareavailableforinteractionduringreadinginstructionforeachstudentwithlimitedspeech.

Beforereading,theadultactivatesstudents’backgroundknowledgewithanemphasisonthethinkingskill(s)tousewhenreading(e.g.,sequencing,comparing,relating,recounting).

Beforereading,theadultclearlystatesapurposeforreadingtofocusstudents’attention.

Duringreading,theadultsupportsthestudent(s)insuccessfullyreadingand/orlisteningtothetext.

Afterreading,theadultasksthestudent(s)tocompleteataskthatrelatesdirectlytothepurposestatedbeforereading.

Theadultencouragesthestudent(s)toactivelyconstructmeaningwhilereadingorlisteningandprovidesadequatewaittimeforstudentstoinitiateorrespond.

Theadultencouragesandsupportsthestudentinlookingbackatthetexttoconfirmresponsestothestatedpurpose/task.

1 To learn more about setting purposes, activating background knowledge and creating tasks for after-reading, check out the professionaldevelopmentmodules,DR-TAandOtherTextComprehensionandGeneratingPurposesforReading.

SummaryandAdditionalComments:

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