When teaching ELA, teachers must be mindful of the varying literacy skills and abilities each student possesses and create instruction and learning opportunities that can help students practice their skills, particularly when they are struggling with reading and writing. The ability to structure activities that allow students repeated practice in deficit literacy skill areas can lead to improvements and allow students to become proficient in reading and writing.
With the students you identified previously, implement the literacy intervention and remediation activities you designed in “Clinical Field Experience C: Research-Based Intervention and Remediation Strategies.” You should meet with the students at least twice, once to conduct the intervention activity and again to conduct the remediation activity with them so they can improve in the skills deficit areas.
Part 2: Mentor Debriefing
After each of the two sessions in which you implement the intervention and remediation activities, meet with your mentor to discuss and take notes about the following. You will submit a copy of your feedback notes.
Obtain feedback on the effectiveness of your implementation of the literacy intervention and remediation activities.
Discuss the students’ responses to the activities and what was effective in helping students practice their literacy skills.
Identify potential areas for change or improvement in the literacy intervention and remediation activities based on the student response and outcomes.
Use any remaining field experience hours to provide support or assistance to the class as directed by your mentor.
In a 250-500 word reflection, addressing the following:
Describe the results of implementing the literacy intervention and remediation activities with the students.
Reflect on your execution of the literacy intervention and remediation activities and their effectiveness. Include a discussion of both successes and challenges as well as changes you would make if implementing the activities again.