READINGCOMPREHENSION
SELF-REFECTION&OBSERVATION
Dynamic Learning MapsÒ Alternate Assessment System Consortium DLMÒ Service Desk Support: [email protected] or 1-855-277-9751
Professional Development Team: [email protected]
Reader: OtherAdults:
Students:
BookTitle:
Date: Time: Observer:
Evidence Yes No Comments
Contentandcomplexityofthebookisappropriatefortheage,grade,andabilitylevelofthestudents.
Individualcommunicationsystemsareavailableforinteractionduringreadinginstructionforeachstudentwithlimitedspeech.
Beforereading,theadultactivatesstudents’backgroundknowledgewithanemphasisonthethinkingskill(s)tousewhenreading(e.g.,sequencing,comparing,relating,recounting).
Beforereading,theadultclearlystatesapurposeforreadingtofocusstudents’attention.
Duringreading,theadultsupportsthestudent(s)insuccessfullyreadingand/orlisteningtothetext.
Afterreading,theadultasksthestudent(s)tocompleteataskthatrelatesdirectlytothepurposestatedbeforereading.
Theadultencouragesthestudent(s)toactivelyconstructmeaningwhilereadingorlisteningandprovidesadequatewaittimeforstudentstoinitiateorrespond.
Theadultencouragesandsupportsthestudentinlookingbackatthetexttoconfirmresponsestothestatedpurpose/task.
1 To learn more about setting purposes, activating background knowledge and creating tasks for after-reading, check out the professionaldevelopmentmodules,DR-TAandOtherTextComprehensionandGeneratingPurposesforReading.
SummaryandAdditionalComments:
