Supporting a Student with a Reading Disability in a Co-Taught Classroom
You are a paraprofessional in a 4th-grade co-taught classroom with 24 students, including 6 with IEPs. One student, Maya, has a specific learning disability in reading and receives 30 minutes of daily small-group instruction from the special education teacher. Maya is reading at a mid-1st-grade level and struggles with decoding multisyllabic words. The general education teacher is introducing a new science unit on ecosystems, which includes a textbook chapter with complex vocabulary. The special education teacher is absent today, and the substitute has no special education background. The general education teacher asks you to support Maya during the science lesson by helping her read the textbook chapter and complete a worksheet of comprehension questions. You have 45 minutes of class time.
1. What should you do to support Maya's reading of the science text while ensuring she accesses the grade-level content? Describe two specific strategies and explain why they are appropriate.
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Strategy 1: Pre-teach key vocabulary and use a text preview. Before reading, I would preview the chapter with Maya, focusing on 5-6 essential ecosystem terms (e.g., producer, consumer, decomposer, habitat, food chain). I would use visuals and simple definitions, and help her connect each term to prior knowledge. This is appropriate because Maya's decoding difficulties make unfamiliar multisyllabic words a barrier; pre-teaching reduces cognitive load and allows her to focus on comprehension. It also aligns with the grade-level science standard (e.g., S4L1) by ensuring she learns the core concepts.
Strategy 2: Provide a modified text or use a read-aloud with guided comprehension. Since the substitute cannot deliver specialized instruction, I would use a shortened, simplified version of the text (if available) or read the text aloud to Maya while she follows along, pausing at key points to ask questions and discuss. I would also provide sentence starters for the worksheet answers. This is appropriate because it maintains access to the curriculum while accommodating her reading level, and it allows her to demonstrate comprehension without being blocked by decoding. Both strategies are within the paraprofessional's role under the teacher's direction and support inclusive practices.
2. The general education teacher asks you to grade Maya's worksheet and record the score in the gradebook. How should you respond, and what does this situation illustrate about the paraprofessional's responsibilities?
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I should politely decline to assign a grade, explaining that grading is the responsibility of the certified teacher. I could offer to review Maya's work and provide feedback on her effort and comprehension, but the teacher must determine the grade. This situation illustrates that paraprofessionals support instruction but do not hold primary responsibility for assessment decisions, grading, or reporting student progress. It also highlights the importance of clear role boundaries and communication with the supervising teacher. If the teacher insists, I should refer to school policy or ask the principal for clarification. My response should be respectful and focused on student success.