My students need curriculum-based novels in order to improve their literary comprehension skills, strengthen their inferential thinking, and refine their abilities to engage in academic conversations around texts
Imagine sitting in class during English Language Arts and struggling to follow along. Not because you can't read, but because you have difficulty comprehending and participating in academic conversations. Your anxiety increases as the teacher starts to call on students to answer questions because you don't know the answers. My students experience this daily.
I teach students with speech and language disorders at a Title I school.
I work with students who are in transitional kindergarten through 5th grade; they are between the ages of four to eleven. My students have a wide-range of needs and disabilities. Our school is highly diverse, with over 27 languages represented, and students come from a wide range of cultural backgrounds. They are eager learners who are motivated to improve their speech, language, and academic skills.
The novels selected are curriculum-based motivating, meaningful, and developmentally appropriate which specifically incorporate Common Core State Standards.
Since my students have difficulty with literacy skills, these novels will provide my students meaningful and motivating materials that can be used to teach specific skills to improve their literary analysis and academic conversational skills.
Having curriculum-based novels can be used to pre-teach classroom materials and used to target each student's specific goals in direct therapy or during collaborative whole class lessons. The novels can also be used to work on carryover skills for students working on articulation and fluency as well as for conversation starters for students working on social skills. These novels will allow my students to practice and refine their literary comprehension skills and collaborative conversation skills that are necessary for future success.
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