4. In the bilingual class, Amy is a fourth grade student in your classroom. Amy is very quiet and shy, especially when reading aloud or speaking in front of the whole class. During individual reading exercises, you notice that Amy sometimes mumbles through unfamiliar words or even replaces them in Chinese. To better understand Amy’s reading skills, you requested that she read a portion of the current story out loud to you. Before the reading exercise, you asked her to make a prediction about the story. Her prediction was demonstrated a solid ability to make predictions and a deep schema from which to draw. You completed a running record on Amy which revealed the following errors in Amy’s reading of one paragraph:
After Amy completed reading the portion you assigned her to read out loud, her accuracy rate was eighty-eight percent. You then asked her to continue reading the story silently. However, when you asked her to retell the story later, she demonstrated some misunderstandings of the information presented in the story.
● In light of the three dimensions of core competencies of 108 Curriculum Guidelines namely spontaneity, communication and interaction, and social participation, develop an instructional plan of action to address areas of weakness Amy is displaying in reading. Be sure to include specific objectives, goals, materials and activities that you can implement in your bilingual class to ensure Amy makes the necessary progress in reading to end the year on grade level.
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