Scenario Response 5

To support my students’ reading development, I would begin by identifying the specific areas in which they are struggling. For example, if a student demonstrates limited vocabulary knowledge, I would pre‑teach key terms they will encounter before reading the assigned text. I would also implement differentiated instruction by creating a small‑group session for students who need additional reading support, while the rest of the class (with grade-level reading skill) engages in independent reading activities. For my small‑group readers, I would incorporate model fluent reading approach using a variety of genres (such as poetry, fairy tales, excerpts from speeches, etc.) to motivate them to read topics that interest them. I would also integrate repeated reading approach (choral reading) to further build their confidence and fluency. Additionally, implementing reader’s theater would give students the opportunity to practice expressive reading as they do choral reading or have each student read various parts of the script. Outside the classroom, I would pair struggling readers with a supportive peer who reads at grade level in class (peer coaching) that would allow students to receive immediate feedback from their classmates.