Benchmark Development Seven-year-old Alfonso has two months left in his first grade year. He is active and outgoing, has many friends, and loves to play so

Benchmark Development Seven-year-old Alfonso has two months left in his first grade year. He is active and outgoing, has many friends, and loves to play soccer. Science is his favorite subject. He enjoys learning anything related to space and sloths. He is very curious and particularly likes hands-on academic activities that use manipulatives.

Alfonso enjoys reading and writing, but struggles. During literacy class instruction, Alfonso is able to sound out words well, but struggles with word meanings and finding connections among words in various grade appropriate texts. Alfonso also struggles with reading comprehension and has a particularly hard time making connections between what he reads and what he already knows. He often brings up irrelevant information when trying to make these connections.

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Alfonso’s teacher, Ms. Seymour, wants to utilize specific strategies for Alfonso to ensure he masters the vocabulary and comprehension skills that are expected before the end of the year.

Part 1: Vocabulary Development

Select a children’s story to teach from (e.g., “The Three Little Pigs”) that could be used to develop Alfonso’s vocabulary and reading comprehension skills.

Based on the story that you have chosen, devise a learning activity aligned with a curricular/academic goal for Alfonso that focuses on vocabulary development.

Utilize at least two research-based strategies to address your curricular/academic goal. Choose strategies that incorporate reading, writing, speaking, viewing, listening, and thinking skills. Provide opportunities for Alfonso to apply these skills to different situations, materials, and ideas.

In a 150-250 word description, include the following:

The aligned curricular/academic goal (standards).
A brief explanation regarding how the learning activity would be carried out.
An explanation regarding the research-based strategies you would use to enable Alfonso to apply reading, writing, speaking, viewing, listening, and thinking skills to different situations, materials, and ideas.

Part 2: Reading Comprehension

Based on the story that you have chosen, devise a learning activity aligned with a curricular/academic goal for Alfonso that focuses on reading comprehension.

Utilize at least two research-based strategies to address the aligned curricular/academic goal. Choose strategies that utilize verbal, nonverbal, and media communication techniques to facilitate active inquiry, collaboration, and supportive interaction between Alfonso and his classmates. In a 150-250 word description, include the following:

The aligned curricular/academic goal (Standards);
A brief explanation regarding how your activity would be carried out; and
An explanation regarding the techniques and research-based strategies you would use to facilitate active inquiry, collaboration, and supportive interaction.

Part 3: Rationale

Provide a 250-500 word rationale of your reading comprehension plan that shows alignment between your curricular/academic goals, activities, and research-based strategies. How do these strategies or activities address Alfonso’s specific learning needs? How could these strategies for vocabulary development and reading comprehension be utilized across the curriculum? Provide examples.

Include at least three sources from your reading to support your position.

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