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

READINGCOMPREHENSION

SELF-REFECTION&OBSERVATION

Dynamic Learning MapsÒ Alternate Assessment System Consortium DLMÒ Service Desk Support: DLM-support@ku.edu or 1-855-277-9751

Professional Development Team: DLMpd@unc.edu

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: