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Mr. Hammond could use two reading comprehension strategies to help students better understand the genetics content. He could have students discuss what they already know about genetics to make personal connections. He should also preview the academic vocabulary so students are prepared for unfamiliar words. Having students make predictions and ask questions about the texts before reading would engage them and help comprehension.

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296 views1 page

Environment

Mr. Hammond could use two reading comprehension strategies to help students better understand the genetics content. He could have students discuss what they already know about genetics to make personal connections. He should also preview the academic vocabulary so students are prepared for unfamiliar words. Having students make predictions and ask questions about the texts before reading would engage them and help comprehension.

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Hinton, Amy

SPED 639
Individual Reflection 3
2.18.19

1. Mr. Hammond, a high school biology teacher, will soon be starting a lesson on genetics. In addition to
using the textbook chapter, he will incorporate articles from journals, supplementary texts, Website
material, and news clips. Mr. Hammond would like to start including literacy instruction in his classes to
help his students understand the content better. Select any two of the reading comprehension strategies you
have learned about in this Module and explain how they can help Mr. Hammond’s students to better
comprehend the reading content. (IRIS Module Part 1)

Mr. Hammond could begin the lesson by having students discuss their background knowledge on
the topic (genetics). This would allow students to make personal connections with what they are
learning. I would also recommend including a preview to the academic vocabulary. This will
help prepare them for words that they might otherwise struggle with while reading the text. It
seems that often comprehension is hindered by lack of insufficient vocabulary. Following that
introduction to the topic, I would focus on QAR. Prior to reading each new text, students could
be asked to make predictions, allow students to preview and generate questions based on
pictures, diagrams, subtitles. This will give students opportunity to, deepen their focus/purpose
for the text, answer questions as they read, and gain a deeper understanding of the text.
Something I often do in my current classroom is give students post its so they can also jot down
questions/misunderstood words as they read through an article that we reference after we read
the text. Once we read the text students could be prompted with questions regarding “What
would life be like if the study of genetics didn’t exist?” or “How has the study of genetics
impacted everyday life?” to try and give students to look beyond the text for understanding. Mr.
Hammond could also teach the students self-monitoring strategies. A visual tool or graphic
organizer could be created to help teach the strategy (and also support students that may struggle
with remembering). This would allow students to have a visual cue of what they do/do not
understand and some self-talk that may help them develop their monitoring skills. By providing
examples, rereading text, comparing the use of the text versus individual use. Then any sentences
that are not using the vocabulary properly are rewritten. It does not say that the rewrites are read
aloud, discussed, etc. again but I would imagine that would be a great step. If students are
struggling too, having a peer support may help the student build their understanding of the
vocabulary word. Through this the students are able to use critical thinking skills to determine if
they used the word appropriately and push for a deeper understanding of the text.

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