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In my 3rd-grade classroom, I have noticed that one of my students, Yang da, is struggling with reading comprehension. He often has difficulty understanding the meaning of texts and answering questions about them. I am concerned that he may have a learning disability that is impacting his ability to learn.

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1 Conduct ongoing assessments: I will assess Yang da' s reading skills regularly using a variety of tools such as running records, quizzes, and informal observations. I will also compare her performance to that of her peers to identify any areas where she may be Struggling.
Resource1: https://drive.google.com/file/d/1xtFT3VOemqhunerWCCS9CDYX_TYJNA3/view?usp=drive_link
(The Qualitative Reading INV Entory Allows for the Assessment of Students' Skills in Reading Ranging from Elementary to High School. requires the students to partake in word identification, oral reading tests, presenting their thoughts on the passage, along with answering questions related to the passages.)
Resource2:
https://drive.google.com/file/d/1IP9AUVvGojD1yetsFLD5sqlL_f62oqM0/view? usp=drive_link
(Structured Student Observation Checklist)

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2 Look for signs of struggle: During class, I will observe Yang da for signs of struggle, such as difficulty following directions or lack of engagement during reading activities. I will also consult with other teachers who work with Yang da to gather additional information about His behavior and academic performance.
Resource：
https://nesc.k12.sd.us/resources/Behavior%20Checklist.pdf
（Student Behavior Checklist ）

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3 Determine WHETHER Yang Da Has a Language Need: to Differentiate Between A Language NEED and A Learning Disability, I will use information observations, as well as Form Al Assessments Such as the New York State ENGLISH LANGUAGE PROFICIENCY (ELP) Test or The Common Core Le warning Standards (CCLS) assessment. If Yang da is identified as having a language need, I will collaborate with the school's ESL teacher to develop appropriate instructional strategies.
Resource 1:
https://www.nysed.gov/state-assessment/english- language-proficiency-assessments
Resource 2:Instructional Strategies for ESL Students Checklist
https://www.cbocesinnovative.org/uploads/5/7/2/9/5729643/instructional_strategies_for_ells.pdf

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4 Determine if there is a learning disability: If informal observation, background information, and formal assessments indicate that Yang da does not have a language need but may have a learning disability, I will refer him for special education services using the referral process outlined by the school. This process may involve working with the school's special education team to conduct additional assessments and develop an Individualized Education Plan (IEP) for Yang da.
Resource:
Special Education Process
https://cdnsm5-ss3.sharpschool.com/UserFiles/Servers/Server_804050/File/District%20Info/Special%20Services/Handbook%20revised%20Feb%202012%20(2).pdf

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6 Involve parents: I will involve Yang da's parents in the process by communicating regularly with them about his progress and sharing strategies for supporting him at home. I will also provide information about resources available to them through the school district and community organizations.
Resource:
https://web.partnership.vcu.edu/media/partner/documents/Partnership__Tips_and_Strategies_for_Increasing_Parent_Involvement.pdf

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By following these procedures, I can accurately differentiate between a language need and a learning disability in order to provide appropriate support and accommodations for my student, Yang da.

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5 Develop differentiated instruction:
While waiting for the results of the assessments, I will develop differentiated instruction to meet Yang da's individual needs.

This may involve providing accommodations such as:

1) extra time for assignments: By providing Yangda with additional time to complete his assignment, I am recognizing that he may require more time to process information, organize his thoughts, or demonstrate his understanding.

This accommodation helps to level the playing field and ensures that Yang da with different learning needs has equal opportunities to succeed.

2) breaking down reading passages into smaller chunks: This strategy is known as chunking or scaffolded reading.
Chunking involves dividing longer texts or reading passages into smaller, more manageable sections. By doing so, struggling readers are presented with shorter and more focused portions of the text, which can help reduce cognitive overload and improve comprehension.
This approach allows students to process information in smaller increments, making it easier for them to grasp and retain the content.

3) using graphic organizers to help Yang da organize and represent information:
By incorporating graphic organizers into instruction, I can cater to different learning styles and provide additional support to students like Yang da who may require visual aids and who is struggling with note-taking, organization, or expressing his ideas in a linear format.