KIM Chart Journal Club

Name: Gina Boesch

Reading: ONE DY I KUD NOT RED A BOOK BOT NAW I CAN

Author: Steve Amendum Emily Amendum Pamela Almond
Date: May, 2015
Complete the following chart, based upon the five most salient Key Concepts in the reading for you.

Key Concept
List the key concepts discussed in
the article, one concept per for.

Research findings

Intervention Framework

Information
What information will help you remember this concept?

-First, simply, children tend to learn what they are taught. If young ELs tend to
learn what they are taught, and as teachers we strive to develop a wide array of
reading processes
-Second, on average, when learning to read in English, young ELs tend to have
similar developmental patterns to native English-speaking students
-Familiar Rereading. In the first ENRICH component, Familiar Rereading, a
student rereads text at an independent reading level.
-Word Study. The second component of ENRICH, Word Study, provides
teachers with a systematic set of diagnostically driven strategies to promote
students opportunities to manipulate;

Reading instruction provides

a context in which students
oral language can develop.
Summary and Progress

During the one-to-one intervention, Emily met with Marisa 4 or 5 times a week
for about 20 minutes each time. Although intervention lessons typically lasted
15 minutes for other students

emory clue
Draw a visual that will
help you remember this
key concept. (NOT
REQUIRED)