WGU D631: ENHANCING READING SKILLS: EFFECTIVE STRATEGIES FOR
MIDDLE SCHOOL | DESIGNING CURRICULUM AND INSTRUCTION II |
LATEST 2026/2027 UPDATE | 100% CORRECT
Lizzette Maldonado
D631: Designing Curriculum and Instruction II
Task 1: Applies Curriculum Models
February 11, 2025
1
, Educational Setting
I am an Intensive Reading teacher for middle school grades 6-8. I typically
have a lot of “bubble kids” who are very close to scoring passing levels on their
state testing. Many of their issues are poor test-taking skills and slightly lower
Lexile scores. This results in them being unable to read a passage at their grade
level. They can understand some of the passages they read, but when it is time to
sit and take a test, they can't fully comprehend, resulting in low test scores and
gaps in their reading. This often results in them having to take Intensive Reading
the following year. One of the best ways I can help them is by incorporating test-
taking strategies into their reading curriculum. I have them read smaller passages
and answer multiple-choice questions. This gives them extra practice for when it is
time to take their state test. Additionally, by showing them different strategies,
they don’t get overwhelmed with long passages so long that they forget what
they read by the time they get to the questions.
Most of my students lack the fundamentals of reading comprehension.
They are reading below grade level, so it is essential to bring them back up to their
grade level. For this, I differentiate some of their reading passages. I start at their
Lexile level to fill those fundamental pieces. Their differentiated work is minimal,
with most having extended time on tests and assignments and reading shorter
passages with breaks to check for understanding in between. Since I have grades
6th, 7th, and 8th, I have seen some of these students over 2 or 3 years. As they move
2
MIDDLE SCHOOL | DESIGNING CURRICULUM AND INSTRUCTION II |
LATEST 2026/2027 UPDATE | 100% CORRECT
Lizzette Maldonado
D631: Designing Curriculum and Instruction II
Task 1: Applies Curriculum Models
February 11, 2025
1
, Educational Setting
I am an Intensive Reading teacher for middle school grades 6-8. I typically
have a lot of “bubble kids” who are very close to scoring passing levels on their
state testing. Many of their issues are poor test-taking skills and slightly lower
Lexile scores. This results in them being unable to read a passage at their grade
level. They can understand some of the passages they read, but when it is time to
sit and take a test, they can't fully comprehend, resulting in low test scores and
gaps in their reading. This often results in them having to take Intensive Reading
the following year. One of the best ways I can help them is by incorporating test-
taking strategies into their reading curriculum. I have them read smaller passages
and answer multiple-choice questions. This gives them extra practice for when it is
time to take their state test. Additionally, by showing them different strategies,
they don’t get overwhelmed with long passages so long that they forget what
they read by the time they get to the questions.
Most of my students lack the fundamentals of reading comprehension.
They are reading below grade level, so it is essential to bring them back up to their
grade level. For this, I differentiate some of their reading passages. I start at their
Lexile level to fill those fundamental pieces. Their differentiated work is minimal,
with most having extended time on tests and assignments and reading shorter
passages with breaks to check for understanding in between. Since I have grades
6th, 7th, and 8th, I have seen some of these students over 2 or 3 years. As they move
2
