Scenario Response 2

Before reading, I would pre-teach key academic vocabulary using visuals, student-friendly definitions, and quick oral practice. During reading, I would model a think-aloud by pausing to show how I make sense of the text, ask myself questions, and connect ideas. Then, I would gradually release responsibility by having the student practice summarizing, questioning, and predicting using sentence stems and guided prompts.

This approach is a good match because the student appears to have strong decoding skills but weaker comprehension and deeper understanding of meaning. By focusing on thinking processes, vocabulary, and active engagement with text, these strategies help bridge the gap between reading fluency and true comprehension.