Scenario Response 2

The ELL student is having problem with reading comprehension since he often seems distant and removed when he reads. In this situation, two intervention approaches I would use are: metacognition and teaching vocabulary. First, with metacognition, I will choose a short story that the student will read aloud alongside with me as his teacher. While reading, I will stop, question, and ask the student if it makes sense to him or how he understood that sentence. If not, I will instruct him to back up, re-read the sentence, and give him cues to understand that sentence. In this case, I am guiding the student to analyze the meaning of the sentence. My second intervention approach is teaching vocabulary. The student may have not have enough vocabulary knowledge that can significantly influence his reading comprehension. I will do this approach by asking questions as the student reads aloud alongside his teacher. I will stop and ask questions when a new word is encountered. I will also have a dictionary or thesaurus available in the classroom in case the student does not know the meaning of the word. This approach will help the student to always look for the meaning of a word whenever he encounters a new one. Doing this approach will help him understand the meaning of the sentence and not just continue reading without having any idea what it means. Accessibility of books such as dictionaries or thesaurus is also one way of providing a literacy-rich environment for students.