Scenario Response 2

Two intervention approaches that would help this student are metacognition and multiple exposures to vocabulary.  I would implement these approaches during small group instruction and include modeling the use of self-questioning during reading.  This would eventually lead to creating groups of non-ELL and ELL students participating in reciprocol teaching, which incorporates questioning as well as other comprehension boosters.  For vocabulary building I would identify the Tier 1, Tier 2 and Tier 3 words that would hinder or support the student's text comprehension.  I would frontload and preteach based on this analysis.  This matches the learners needs because the student needs to engage with the meaning of the text and notice when comprehension is lost or in tact.  The student can decode, but does not have enough understanding of english words to help build comprehension.