Plan For Instruction Case Study

Plan for Instruction For each of the main areas of concern, a brief plan has been developed. Each plan includes a goal, as well as instructional approaches suggested to assist Mario’s reading proficiency. However, it should be pointed that one of the most important recommendations overall is to have Mario do “lot of reading in appropriate texts, texts that are not too difficult and that they readily comprehend, learn from and enjoy” (Graves, Juel, Graves & Dewitz, 2011, p. 18). Providing Mario with options of books that are “interesting and just a bit challenging” can increase his motivation and place him in the Zone of Proximal Development (ZPD) to improve and further develop his reading skills (Graves, Juel, Graves & Dewitz, 2011, p. 229).

As a result, one of the instructional goals for Mario is to help him self-monitor more while reading. One of the teaching strategies that could be used would be to model self-monitoring. When the teacher reads a book, during guided or shared reading, the teacher should model the metacognitive process of reading an unknown or difficult word. By voicing the integration process of the three systems, Mario could gain awareness of the importance of self-monitoring, which could improve his self-correction ratio. Asking the questions “does it look right? does it sound right? does it make sense?” is a step towards gaining awareness of what is important to remember to self-correct. As I observed during my practicum, young children benefit from having hand gestures that accompany each one of the questions, helping them remember these more easily by activating muscle

In some cases, omissions are caused by poor fluency skills, when students read too fast or carelessly (Cockrum & Shanker, 2013). For Mario, both scenarios seem to be valid; therefore, both should be addressed in instruction in order to decrease omissions. One of the approaches would have Mario read the text silently before reading it orally, allowing him to ask for assistance with difficult words. In such cases, scaffolding the decoding of the word would be helpful. However, it should be noted that if Mario would ask for help often, it would indicate that the text is not at his instructional level. If Mario’s omissions due to poor fluency (fast and careless reading) increase, he would benefit from temporarily follow the words he reads with his finger, using it as a 1:1 guide (Cockrum & Shanker, 2013). Yet, since his running record shows these omissions were very limited, it may not be worth it to instill such behavior (finger reading) for texts at this instructional