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READING COMPREHENSION | Teacher Manual

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Teacher Manual Reading comprehension

Facilitate and Encourage

Facilitate and Encourage Where to look... PROGRESS: Progress Details - Cognobot Progress Progress For groups in progress, the report shows the number of texts successfully completed out of the total number in that group. Percent Correct To make progress, students must correctly answer all 6 questions associated with a text. Questions Each text includes 6 questions. The minimum number of questions per group varies depending on the number of texts in that group (10 for standard texts, 6 for reference texts): 2nd Grade Vocabulary, Short Sentences • Fiction/Nonfiction/Poems: 60 • Tables/Schedules/Instructions: 36 3rd Grade Vocabulary, Mid-length Sentences • Fiction/Nonfiction/Poems: 60 • Tables/Schedules/Instructions: 36 4th Grade Vocabulary, Long Sentences • Fiction/Nonfiction/Poems: 60 • Tables/Schedules/Instructions: 36 If a group of texts must be repeated, the student may only be required to repeat a subset of the texts and/or questions. What to look for... what it means Has the student completed the minimum number of questions and most of the texts? The student is close to passing and may be struggling with just one question type (for example, cause and effect, sequencing, etc.). Check the Errors section and encourage them to take their time, think about each question, and use the Reread button. Has the student completed the minimum number of questions but very few texts? The student may be struggling with multiple types of questions (for example, cause and effect, sequencing, etc.). Check the Errors section of this report. • If they are making a few mistakes on each question type, encourage them to take their time and read each question closely. • If they are struggling with multiple question types, the student may need additional support. Is percent correct well below 80%? The student may be struggling with multiple types of comprehension questions (for example, cause and effect, sequencing, etc.). Check the Errors section of this report to determine where the student needs additional support. Note that percent correct reflects performance across all the texts in a group, so early difficulties can mask later successes and early successes can mask later difficulties. Check the Error Report for the most recent day’s results. Has the student taken too many questions without passing? Typically, students require 60-250 questions to complete the standard texts, and 39-150 questions to complete the reference texts. A student who is still working on the standard texts after 250 or more questions or the reference texts after 150 or more questions may be struggling. Check the Errors section of this report to determine where the student is struggling so you can assist them on specific language structures. See the “Adjust Instruction/Intervene” section in this teacher manual for suggestions on supporting struggling students. PROGRESS: Errors - Cognobot Errors in red are the most problematic for the student. Are specific language structures highlighted in red? Consider providing the student with instruction on how to gather specific types of information from a text. See the “Adjust Instruction/Intervene” section in this teacher manual for suggestions on supporting struggling students. Reading Comprehension Progress Monitoring Chart in Student & Teacher Resources 24 Cognobot Teacher Manual

Adjust Instruction/Intervene Differentiation Activities Facilitate and Encourage Differentiating instruction requires continually striving to know and to respond to each student’s needs in order to maximize learning. Use the data in Cognobot reports to adjust instruction to meet each student’s needs and respond to variance among learners. The activities below are suggestions to support students who might be struggling with their progress in Cognobot. Does the student understand the exercise goal/task? After initially reviewing the exercise goal/task with the student, if the student is demonstrating difficulty, consider clarifying the instructions, setting a goal based on student area of need, and modeling and practicing self-monitoring to encourage accuracy, confidence, and independence. • First, start by setting a clear goal: • Set a goal in student-friendly language prior to beginning the exercise. The goal should be positively stated, written using clear and concise language, and be observable and measurable. • Review the goal with the student and check for understanding. • Next, introduce and model how the student will monitor their goal: • Choose or create a self-monitoring chart for students to track their progress over time. Use the chart to motivate, encourage, and allow the student to practice selfmonitoring. Include the goal on the self-monitoring chart. • Explain and model the steps needed to complete and interpret the self-monitoring chart. • Practice completing and interpreting the self-monitoring chart with the student. • Then, clarify the expectations by modeling and reviewing the specific steps required to complete the exercise: • Review the steps of the activity with the student. • Model or explain the steps of the activity. • Practice completion of the task with the student. • Encourage the student to explain or show you how to complete the task. • Monitor independent practice and provide feedback and prompts as needed. Cognobot Teacher Manual 25