Analysis Of Farrah's Oral Reading

On another test, she would be given a sentence to read with one word in bold, then a second sentence would be provided with a similar word. Lisa needed to pick the word in the second sentence that was as close as possible to the meaning of the word in bold from the first sentence. Lisa scored below average on each of these subtests, which means she has difficulty being able to understand what she has read. She may be struggling with this skill due to the difficulty she has in decoding words and her fluency. Lisa spends so much time trying to read that she isn’t able to comprehend what she has read. But, she has begun to understand this

Addison read a narrative and an expository passage at Level P, “Plenty of Pets” a narrative passage and then an expository passage, “Animal Instincts”. Addison read both passages with 96% and 99% accuracy respectively. She scored satisfactory on both passages. When reading Level Q, she read a nonfiction passage, “Not Too Cold for a Polar Bear” with 97% accuracy and excellent comprehension. At Level R, she read with 95% accuracy and satisfactory for comprehension, although it is deliberate and arduous. However, when Addison read a narrative and expository text Level S, “Could Be Worse” and “Amazing Animal Adaptations”, reading both passages below 95% accuracy. When considering a fluency score, Addison primarily reads in three and four word groups, however it is not smooth and lacks expression with a slow rate most of the time. Aimweb progress monitoring data were considered to determine Addison’s correct word per minutes. According to the data, Addison’s word recognition skills significantly impacts her ability to read fluently, thus causing frustration. She is currently being progressed monitored at a third grade level, indicating she falls near the thirty third percentile when compared to third grade students nationally, reading a median of 109 correct words per minute.

Addison read a narrative and an expository passage at Level P, “Plenty of Pets” a narrative passage and then an expository passage, “Animal Instincts”. Addison read both passages with 96% and 99% accuracy respectively. She scored satisfactory on both passages. When reading Level Q, she read a nonfiction passage, “Not Too Cold for a Polar Bear” with 97% accuracy and excellent comprehension. At Level R, she read with 95% accuracy and satisfactory for comprehension, although it is deliberate and arduous. However, when Addison read a narrative and expository text Level S, “Could Be Worse” and “Amazing Animal Adaptations”, reading both passages below 95% accuracy. When considering a fluency score, Addison primarily reads in three and four word groups, however it is not smooth and lacks expression with a slow rate most of the time. Aimweb progress

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.

Dea'Ron continues to work on his current goal that states: When given a grade level reading passage, Dea'Ron will use reading comprehension strategies, such as summarizing and graphic organizers, to answer comprehension questions across the curriculum, with 85% accuracy in 3 out of 4 trials. According to his first-semester progress reports in this area, Dea'Ron made adequate progress by earning the following scores in the area of informational and literary reading comprehension questions: 85%, 73%, 93%, 80%, 66% and 60%. Strengths on reading assessments were in the areas of determining a theme or the central ideas of a text, analyzing characters, and determining the meaning of words and phrases as they are used in a text. Areas of weaknesses

Sebastian was provided with 4th, 5th, and 6th grade. In the 4th grade passage Sebastian read the passage in 1 minute and did not miss words, placing him at an independent level for reading, comprehension, and retelling of the passage. In the 5th grade passage, Sebastian missed two words, he reversed the word “everyone” with “everytime” and the word “with” with “what.” This placed him at independent reading, comprehension and retelling of the passage level in reading. Lastly, in the 6th grade reading passage, Sebastian substituted 4 words and did not read the suffix of -ed for 1 word. Sebastian read “colossal” as “caleal,” “Eldwood’s’ as “Edward’s,” “felt” as “fell,” and “clothing” as “learning.” The word that Sebastian omitted the -ed from was “riled” instead he read it as “rile.” The errors indicated that Sebastian was at an instructional level in reading. In the comprehension questions, he missed 1 question which placed him at an independent reading level. As for retelling the passage, he was also placed at an independent level.

Do you ever feel insecure about your body? You can feel unconfident about yourself because a unforgettable memory in your life.

I attended Dorothy Roberts' keynote address on March 23, 2017. Her topic of discussion was one I had never considered before. This ties back into the article by Peggy McIntosh on white privelage, we read at the beginning of the semester. White privilege has allowed me to not come in contact with the idea of a particular race being discouraged from reproducing, when they did they were immediately considered unfit parents, being mistreated in the justice system in terms of their reproductive health, etc. In this paper, I would like to mention a few things that particularly stuck out to me in Roberts address and her writing. Black babies were often assumed to be crack babies and when they were victims of drug abuse, there was no help issued,

The San Diego quick assessment was originally devised by Margaret La pray and Ramon Ross and published in the “Journal of Reading” in 1969, as a quick way to gauge a student’s readability. Words were selected for 13-grade level, Pre-Primer through 11th grade by drawing words randomly from basal reader glossaries. (Blackley) Words were also drawn from the glossaries of basic readers and from 1931 “Teacher’s Word Book of 20,000 Words by E.L. Thorndike.

Isabella Rodriguez moved to Memphis, TN when she was a teenager. She went to college and graduated as a certified lawyer. She then met her soulmate and got married at the age of 20. At age 21 she had her first child. She waited 2 years later to have her second child. She is now 25 and is known as one of the best lawyers in Tennessee.

Currently Tia is showing strengths with using her knowledge of decoding letter/sound relationships to help decode unfamiliar words with 75% accuracy while reading a text at her independent or instructional reading level. Tia has been working towards applying various strategies to gain meaning of a text including answering inferential type questions, Tia has been showing success with inferring by applying background knowledge and using evidence from the text to  help support her thinking to help create conclusions, judgements and opinions pertaining to a given text. Tia has shown progress when answering basic who, what, where and when questions pertaining to a text.

During the silent of the reading passage test, Louie's independent reading level was at the second grade which is more than two years higher than his oral independent reading level. His performance on the silent reading passages at the instructional and frustration levels were consistent with his performance on the oral reading passages, at the third grade and fourth grade levels respectively. As Louie was presented with each additional level of difficulty in silent reading, his rate of reading slowed down, until he reached his frustration level where he sped up his reading rate. Additionally, at his instructional level Louie, was moving his lips and vocalizing under his breath as he was reading. When I directed him to read silently, he

Emily’s speech introduction was started by stating some facts related to her topic that grabbed her audience attention to listen. She explained and preview her main goals/points to her audience which are: 1. critical food items 2. critical objects, and 3. a real world example in emergency preparedness. The speech delivery was clear and delivered with some prepared structure, such as outline or notes. Her delivery was easy to hear and understand. She maintained her good eye contact, volume, rate, strong gestures, and articulation of her speech. She also maintained her energy and enthusiasm in her voice that makes it more interesting to listen in her speech. She cited her sources properly by verbalizing the website where she gets the food

For my effective essay, I will be talking about Nikki Webber Allen and how she dealt with depression and anxiety. Nikki Webber Allen believed for her being a black woman it was hard for her to express her emotions and how she was doing as a person. In her speech, she speaks about the community she comes from depression was a weakness. The signs of depression are lack of interest, eating behaviors change, insomnia. The speaker was alone on stage with some small audiences which she used a headset mic to which allowed her to sound very confident of what she was talking about.

When data from students who had average accuracy and fluency scores, but lower comprehension scores were compared to data from those with similar accuracy and fluency but average comprehension, the consistent differences were found to be lower oral language and vocabulary skills in the poor comprehenders upon entry into formal schooling. (Nation, Cocksey, Taylor & Bishop) Thousands of dollars each year are spent on intervention, trying to improve the reading of children that show delays. When one reads, the clear goal is comprehension of what is read. Without communication of ideas between the author and reader, decoding texts is pointless. Most intervention programs are focused on phonics and word decoding. Oral language interventions concurrent with vocabulary and comprehension tasks at age eight have been shown to lead to significant improvements in reading comprehension. (Nation, et al., 2010). Reading comprehension is not merely a product of being able to decode words and sentences. How we teach children to process and integrate the ideas found in text can have a large impact on their ability to function in a world of ever expanding knowledge and information.