HLT 302 Topic 8 Discussion Question One
HLT 302 Topic 8 Discussion Question One
Some health care professionals recommend a 3-minute reading to help caregivers relax and focus before starting their work. Some consider this a waste of time, but others consider it an essential ritual to promote successful work. How do you respond to this idea?
Advantages of 3-minute Reading Assessments
In fewer than five minutes, you can use this assessment to measure a child’s progress and identify
areas of strength and concern. You will be able to observe a student’s reading skills and determine
his or her level of performance in three critical areas – word recognition, reading fluency, and
Administering 3-minute Reading Assessments
Simply ask your student to read a grade-level passage to you and ask him or her to recall what
is remembered from the passage. While students read and recall the passage, monitor their
performance for word recognition, fluency, and comprehension. Be prepared to take notes as your
student reads to you. Specific directions are outlined below:
o Present your student with a copy of the passage that corresponds to his or her assigned grade
level. Ask your student to read the passage orally to you in the way he or she might normally
read the passage. Tell your student that at the end of the reading you will ask him or her
to tell you what is remembered about the passage. Remember to keep notes as he or she
reads. As your student reads the passage aloud for 60 seconds, if he or she stops at an
unknown word and does not attempt to pronounce it for 2 seconds, or if he or she attempts the
word but clearly has little chance of reading it correctly, say the word aloud and ask him or her
to continue reading. Errors include words that are mispronounced, words that you
provide to the student, and words that the student omits.
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o After your student has read for 60 seconds, direct his or her attention to the beginning of the
same passage and ask him or her to follow along silently while you read the text aloud. Read
the passage to your student in a normal and expressive voice. You are asked to read the
text to your student to remove any difficulties he or she may have had in word
recognition or fluency that could hamper his or her comprehension of the passage. Listening
comprehension is a good measure of the student’s reading comprehension (Biemiller, 2003).
o At the end of your reading, remove the passage from your student’s view and ask him
or her to tell you what is remembered from the passage. After the student retells the
passage, ask if there is anything else he or she remembers about what has been read. If the
student is unable or unwilling to retell anything at all from the passage, you may ask for
specific information (for example, “What is the main idea of this story?” or “What was
described in this story?”).
3-Minute Reading Passages
We went to the park. My mom took me. We had so much fun. The park was big. There
was a lot to do. We went on the swings first. I flew high in the air. My mom told me not
to go so high. I told her birds fly higher than me.
Then we went on the slide. It was the little one. My mom went on with me. My mom said
she felt silly. I thought so, too. I was afraid of the big slide. It was too big. My mom went
on. I was still afraid.
We fed the ducks. All the ducks quacked. They sounded like car horns. Then my mom
sat. I played in the sand. It was a great day. I want to go again.
I love hot dogs. They are the best food. They taste good. I eat them all the time. I eat
them for lunch. Sometimes I eat them for dinner, too.
Hot dogs are warm and tasty. I like them in a bun. The buns look like a boat. I like
ketchup on my hot dogs. It makes them taste good. My dad likes hot dogs, too. He does
not like buns. He says the hot dog has no coat on.
My dad cooks hot dogs outside. He says they are crisp. I like hot dogs that are cooked
inside. Hot dogs cooked inside are soft. Really, I like hot dogs both ways.
I like little bites of my hot dogs. I like to make them last. I love hot dogs.
It is hot. The sun is hot. I am very hot. My mother said I should play outside. It is too hot
to play ball. It is too hot to a ride bike. It is way too hot to run around. I don’t know what
I want to get cool. I want to swim, but the pool is closed. We can’t swim until the pool is
open. I try sitting under a tree. It is even hot under the tree. The grass is hot. It makes
me itch. There is nothing to do under the tree.
I am going inside. It is cooler in there. Soon we can go to the pool. It is too hot to play.
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