82% SIMILARITY SCORE 8   PLAGIARISM ISSUES 23   GRAMMAR ISSUES Internet Source   0% Inst itut ion   82% James Witt SPD 580- Benchmark (1).docx Summary  1336 Words   Reading Comprehension Research Paper 1 Benchmark Benchmark By: James Witt Grand Canyon University: SPD 580 Submission Date: 2/6/2019 Benchmark Early reading is a crucial part of human growth and development. As such, parents and teachers should always nurture the best reading sett ings for children. How can they achieve such sett ings? In this study, we seek to answer this question. The paper explores the two case, one of Joshua and the other of Nicole and the correct execution of early reading approaches, which will enhance their learning goals. The study focuses on five areas namely Strengths, Measurable academic goals, Strategies for given goals, one independent practice act ivity for target goal and Progress t imeframe of goals worked on during the school year. Viability and accuracy are also Case #1: Student: Joshua Age: Nine Grade: Fourth Joshua is K-8 grade nine-year-old boy who attends an urban school. He is in the 4th grade and he is very much obsessed with insects. He explores and studies them every t ime he has an opportunity. Living with her mother and elder sister, Joshua is poor in reading, and identifying sight words. Presently, he has learned pre-primer, primer and first-grade sight words. Even though, he struggles to recite second grade sight words. All the same, in his evaluation, his special education, and general education teacher says Joshua is a hard working pupil. While his mother wishes to help him improve his reading, she has no t ime, as she is only available during weekends. Strengths: Ability to decode new word and have an understanding of reading materials Intervention: “Reading fluency & improving second-grade sight words recognit ion”  Student: Submitted to Grand Canyon University 1…  Student: Submitted to Grand Canyon University 2…  comma between indepe...: grade and  grade, and  Spelling mistake: pre-primer  preppier  Student: Submitted to Grand Canyon University 2… Three Goals: Goal 1: Joshua should recall 4-6 sight words from flashcards with fluency of 80%. He will also be able to construct grammatically sound sentences. Goal 2: The reading fluency should increase to an 80% accuracy to his grade level average. Goal 3: He should highlight second grade target words with accuracy of 80%. Strategy/Rational: Goal 1: Reading, Re-reading and repeating strategy To improve his reading, Joshua will use “reading, re-reading, ore repeating” strategies to help him commit to memory the words and also give him an opportunity to remember sight and target word, in doing this exercise he will be expected to use 3-4 sight words, create, and construct grammatically correct sentences with an 80% accuracy. The use of flashcard will motivate him causing him to be more.

1. 82% SIMILARITY SCORE 8 PLAGIARISM ISSUES
23 GRAMMAR ISSUES
Internet Source 0%
Inst itut ion 82%
James Witt
SPD 580- Benchmark
(1).docx
Summary
Reading Comprehension Research Paper 1
Benchmark
Benchmark
By: James Witt
Grand Canyon University: SPD 580
Submission Date: 2/6/2019
Benchmark
Early reading is a crucial part of human growth and
development. As such, parents and
teachers should always nurture the best reading sett ings for

2. children. How can they
achieve such sett ings? In this study, we seek to answer this
question. The paper
explores the two case, one of Joshua and the other of Nicole and
the correct
execution of early reading approaches, which will enhance their
learning goals. The
study focuses on five areas namely Strengths, Measurable
academic goals, Strategies
for given goals, one independent practice act ivity for target
goal and Progress
t imeframe of goals worked on during the school year. Viability
and accuracy are also
Case #1:
Student: Joshua
Age: Nine
Grade: Fourth
Joshua is K-8 grade nine-year-old boy who attends an urban
school. He is in the 4th
grade and he is very much obsessed with insects. He explores
and studies them
every t ime he has an opportunity. Living with her mother and
elder sister, Joshua is

3. poor in reading, and identifying sight words. Presently, he has
learned pre-primer,
primer and first-grade sight words. Even though, he struggles to
recite second grade
sight words. All the same, in his evaluation, his special
education, and general
education teacher says Joshua is a hard working pupil. While
his mother wishes to help
him improve his reading, she has no t ime, as she is only
available during weekends.
Strengths: Ability to decode new word and have an
understanding of reading
materials
Intervention: “Reading fluency & improving second-grade sight
words recognit ion”
-

4. Three Goals:
Goal 1: Joshua should recall 4-6 sight words from flashcards
with fluency of 80%. He
will also be able to construct grammatically sound sentences.
Goal 2: The reading fluency should increase to an 80% accuracy
to his grade level
average.
Goal 3: He should highlight second grade target words with
accuracy of 80%.
Strategy/Rational:
Goal 1: Reading, Re-reading and repeating strategy
To improve his reading, Joshua will use “reading, re-reading,
ore repeating” strategies
to help him commit to memory the words and also give him an
opportunity to
remember sight and target word, in doing this exercise he will
be expected to use 3-4
sight words, create, and construct grammatically correct
sentences with an 80%
accuracy. The use of flashcard will motivate him causing him to
be more creative and
steadfast in his learning with much accuracy.

5. Goal 2: Using mapping or graphic organizer
The mapping or graphic organizer will be used in this goal
attainment. He will create
same for efforts toward reading fluency. When completed the
reading exercise,
Joshua will construct a “mind-mapping chart” to remember
important points and
assist in the repeating of the story with lit t le to no prompting.
This exercise will help
Joshua to become a fluent and comprehensive reader.
Goal 3: Using flashcards
With the correct use of flashcard, he will re-sight grade level
words. The strategy of
recalling and re-sighting will help Joshua to repeat words over
2-3 consecutive days
with fluency. In classroom activity, he will locate words hidden
on a pectoris chart and
recall them.
Hands on Activity: Bingo – Joshua will use playing cards
(creative flash cards) to match
words given.in completing this exercise he not only learns but
also enjoys the fun
while doing so. At this stage, once the word has been matched

6. correct ly he will recite
with no prompting. It is important that his support system
assists him where
necessary, thus his older sibling will assist where needed.
Sigh-words Scavenger Hunt – the use of flash cards the student
will highlight “target
words, formulate sentences, and read each them aloud”.
Creating a learning journey
will be meaningful as he goes treasure hunting for the cards and
shouting aloud when
he retrieves. All the stakeholders at his home can share in his
excitement and fun in
learning.
Progress Monitoring: this strategy is vital since it involves all
those who have worked
closely with Joshua. His mother, sister, special Ed teacher and
even those who
evaluate him will be able to give feedback on his growth. The
use of “worksheets,
games, individual, small and whole group activit ies”, will give
accurate record. At the
end of the year once he remains focused, he is expected to
master his goals with

7. accuracy and precision at an 80% accuracy.
Case 2:
Student: Nicole
Age: 13
Grade: Eighth
Nicole is an eighth-grade-student who lives with both parents
and an elder brother
and attends a suburban middle school. She lays Basketball for
her school and she is
also a social pre-teen. Nicole loves and enjoys her school life.
She performs well in
science and social studies. Nonetheless, she struggles in
language arts. She does well
when materials a teacher or another student reads materials loud
to her. She is also
good in hands-on act ivit ies. Presently, Nicole reads 55 words
per minute and struggles
to decode unfamiliar words. Her teacher and her father met to
discuss they can help
her.
-working

8. -dash.: – —
-dash.: – —
Strengths: “Social skills, does well when materials are read
aloud, hands-on act ivit ies”.
Intervention: “Decoding unfamiliar words, read 55 words per
minute and att itude
toward work needs improving.”
Three Goals:
Goal 1: At the end of the school year, she will be able to decode
new words with

9. minimal prompting at an accuracy of 80%.
Goal 2: Improved reading fluency with an 80% accuracy
Goal 3: Nicole will improve drast ically on her behavioral skills
with much accuracy of
80%.
Strategy/Rational:
Goal 1: Implementing “Correct ive reading and Rewards
reading,” “Nicole will be able to
correct ly decode unfamiliar words. Nicole will be given
individual letters and words, she
will be instructed to listen to the sound of each word(s) and use
the letters to play
with each sound to see how they are similar and different. By
doing this act ivity Nicole
will increase her abilit ies to correct ly decode unfamiliar words
during reading.”
Goal 2: Introduce the strategy of “before reading, during
reading and after reading”
strategy. This will help her to act ivate her pre requisite
knowledge, re reading and
skimming skills and at this point use target questions to ensure
understanding and
comprehension. The materials presented will give her an

10. opportunity to excel in
reading.
Goal 3: this is an excellent strategy “reading aloud”; she will be
encouraged to slow
the rate of her speech while reading and in turn helps her to
focus on the reading and
not finishing the content. With this, she will also be able to
highlight and document
new words for future reference. Since the task is to achieve a
more fluent reading,
she will work on her breathing and clarity of words. For the
work to be meaningful, a
modified version will be given for her practice.
Hands on Activity: The use of “mind-mapping act ivity,” Nicole
will be able to record
target information in order to guide her reading and recall
system. It in turn helps her
classroom att itude towards the work. Giving her act ivit ies
like, creating a graphic
organizer at home not only keeps her occupied but also keeps
her creative. The
student will create a group of “words, sounds, blends, or
diphthongs, using that list

11. she will replace those words with consonants to create nonsense
words.” “For
example using the “consonant “z,” she will create nonsense
words like zute, zain,
zoot etc. By creating these types of words, her parents or
teacher will be able to
check for understanding”.
Progress Monitoring: “Nicole’s progress will be monitor by her
parents while
completing homework or projects given and her teacher Ms.
Checkovich during reading
activit ies, individual, small, and whole group activit ies.”
Nicole’s progress will be accurately assessed since her parents,
teacher Ms.
Checkovich, and even classmates played a vital role in her
learning. It will be seen at
the end of her tenure that she has improved in reading, correct
ly decode new words
as well as changing her behavioral habit for the best.
Reference
Classroom Strategies. (n.d.). Retrieved October 25, 2016, from
http://www.readingrockets.org/strategies

12. Decoding Skills When Reading. (2013). Retrieved October 25,
2016, from
http://theeducatorsroom.com/2013/04/part-3-whats-the-word-
decoding-skills-in-
reading/
Dolch Word List - Grade Two. (n.d.). Retrieved October 26,
2016, from
http://www.kidzone.ws/dolch/grade2.htm
-

13. e: Checkovich