Analysis Of 3 / 16 ( Michaelangelo )

The child knew how to turn the pages, show me the title of the book, and show me the title page of the book. The child struggled in holding the book right side up, showing me the front cover, and the back cover, and finding the first page of text. The child was not able to tell me what the author or the illustrator did. With the conventions of print the child was able to tell me where it tells the story at, where we start to read. Lastly the he could tell me that we read from left to right and top to bottom. The child struggled with the return sweep when reading. The child excelled in showing me the spaces between words, and pointing out letters to me. The child struggled in one on one reading, and finding word boundaries around a word. The child also had problems with finding the first word on the page, and the last word on the page, and with counting the words and letters for me. The child was not able to show me the difference between a capital and lowercase letter. The child was able to identify the letters on a page, some of the specific letters that I pointed to, and also was able to identity some of the letters in his name. The child was also able to name some of the letters on a page, some of the specific letters, and some of the letters in his name. He was able to

*Language development : he can now use different tones of voice, and use the past tense, he can use up to 1500 words, and is getting better at drawing.

At the middle school level, it is difficult to administer extensive interminable assessments, when you are trying to determine readability for over 100 students. Many middle school teachers rely on the NWEA/MAP assessment and “Standard of Learning” to provide them with their student’s Lexile levels and readability. The problem with using data from the NWEA/MAP assessment and SOL scores is that teachers only have data from the previous year and are unable to assess the factors that contributed to the students testing scores. A quick and easy assessment that can be given the first week of school, which takes 10 minutes or less and shows word recognition as well as readability is the San Diego Quick Assessment.

This paper will address the best plan for helping Joe, an 8 year old 2nd grader meet the goals designed for him by his teacher. Joe receives Title 1 reading tutoring and I will focus on strategies for helping Joe meet each of his goals. Joe has the ability to meet each of the three goals set for him, but it will take time, consistency and some adjustments from his teachers and himself.

Based on the written and oral response, along with details from the student description, Guillermo needs assistance developing his grammatical skills. The student description notes that Guillermo struggles with grammar, both written and orally. In his written response, Guillermo has run-on sentences and struggles with verbs and their correct tenses. His oral response also shows weaknesses with verb tenses when he uses “go” instead of “went”.

She demonstrates an emerging ability to skip count by 2’s and 10’s and is encouraged to work on counting by 5’s. Marina can recognize and create patterns like AB and ABC. With support she is able to translate and extend simple patterns. Marina has shown growth in representing numbers in a variety of ways by extending past pictures. In our shape unit, Marina was able to name most 2D and 3D shapes. She is able to draw a triangle, square, circle and rectangle. Marina is encouraged to work on making her notebook neat so it is easier to read. She shows respect for other students by listening and valuing their contributions. An example of this is when engaging in a shape hunt Marina was able to work with others to find 3D objects in our environment. Marina is encouraged to continue working on adding numbers together. She is supported by the use of manipulatives and different

Luke scored an 79 on the Broad Reading cluster. This cluster contains the tests Letter-Word Identification, Reading Fluency, and Passage Comprehension. Luke scored an 84 on the Letter-Word Identification which is a little below average. Luke was unable to do anything on the Reading Fluency test since he is unable to read. Luke scored a 93 on the Passage Comprehension test which is high average. Since Luke could not read once he had to read words in this test he stopped. These averaged out to a below average score on the

Based on the scores of the informal reading passages, I was able to determine what activities would work best for Sebastian. The areas of emphasis were reading, math and writing. When initiating tutoring sections, Sebastian would read his creative writing journal in which he would write stories about pigs. Through these journals, data was collected in order to provide the best area of support for Sebastian. An area of support were suffixes

For lesson 3, we started out by doing the QRI-6 Passage. I first asked him the three concept questions before reading the passage. For the first question, he just said, I don’t know. I feel like he knew what to say; he just didn’t want to answer the question or say what he was thinking. The other two questions he answered and got the highest score for each of those, so he scored a 6 out of 9, or a 66 and 2/3%. He then read the passage, Just Like Mom, to me. There were 45 total words in the passage, and he was able to read all of them correctly. I timed him as he was reading, and it took him 36 seconds to read the whole thing. Because he didn’t have any miscues, his words per minute (WPM) was the same as his words correct per minute (WCPM),

Mrs. Brower can really tell that all of Andrew's teachers are dedicated to his growth both socially and academically. This is so refreshing and reassuring to them. He works well with encouragement and positive praise. For Andrew, he is 100% motivated if he feels everyone believes in him. He has expressed that his teachers are awesome. They just want to ensure that Andrew remains on track.

In Philip Marecelo’s article from January 2017 he describes how Boston is returning to its historic roots as a leading area in the shoe industry. Many shoe companies are locating offices in Boston, as Boston offers the environment and skilled workers that they are looking for. These shoe manufacturers want to attract younger, skilled workers as they see them as also their target consumer. In order to compete for the brightest talent they are offering amenities like running tracks and shops at the ground level of their building. It is interesting that history has shown “mill towns” also built the sense of community with their workers by providing them with company stores and banks. While people are no longer looking for things like company

Gemelli’s current Lexile score is 272L. She is able to read and comprehend text at the first-grade level with excellent accuracy. Her most recent reading test (using read theory) placed her at the 1.8 grade level (first grade, eight month). Gemelli’s frustration level in reading is currently at the second-grade reading level. At her ability level Gemelli is currently able to answer reading comprehension with 75% accuracy.

Here’s what- The student I performed the DIEBALS Benchmark Assessment on was a fourth-grade girl who can sometimes be hyper, but overall is well behaved and willing to learning. For privacy purposes, we will call her Jane Doe. Jane accurately read 26 words out of 31 on the first reading passage, 25 out of 44 on the second, and 30 out of 40 on the last reading passage. After finding the median of the scores, Jane had a 72% accuracy reading on the Oral Reading Assessment with a Median Retell Quality score of 1. Additionally, Jane answered 6 out of 8 questions correctly on the DAZE assessment. Jane’s scores placed her below the cut point of risk for the first benchmark assessment of her fourth grade year.

Essay: Part I: discussion: how children with eal can be included in the daily mathematics lesson..

I begin this report with some of the things Michael likes to do. Those things are eating, sleep, and hang out with his friends. Michael knows a lot of people, Even some friends I know. He was also born and raised here in this district for over 17 years. Michael is his real name but some people call him Romeo. Romeo is 17 years old, his birthday is august 16 which would make him a leo on the zodiac calendar. Micheal only speaks English. He wanted to learn Spanish, but never brought himself to. Michael also enjoys other things when he's not busy with work or school.