Assessing High Frequency Words

The student I worked with is in 5th grade. We did a DRA on a story called “Cry Foul”. This is a great assessment to assess a student’s reading ability in order to enhance his or her literacy achievement. I learned many things about my student that he likes to read adventurous books and books regarding sports. He wants to become a better reader by enhancing his understanding and vocabulary of the text. It’s also a bit difficult for him since English is his second language and a year ago he was taking ESL classes. It’s amazing that he has great goal settings that determines that he wants to become a better reader. The things that I observed about the student is that his oral reading is fluent since he had about three miscues in which one was

Whenever she receives an email from any of the teachers she usually replies it and asks questions related to what she could not understand (e.g.: Teacher, what does Rgds mean?) Although she is very motivated, during the lessons she prefers to be nominated for activities. Whenever talking to the teacher, she often asks for feedback and after making a mistake, she tries to say it again until she feels she understood it.

I have been working with Colin for the past year to assist him with auditory processing and phoneme awareness skills. Following completion of The

The Fry Sight-Word Inventory is an informal, criterion-referenced screener which measures high-frequency word achievement. Fry 's Instant Words have been determined as the most common words used in English ranked in order of frequency. Specifically, Fry found that twenty-five words make up approximately a third of all items published, one-hundred words comprise almost half of all of the words found in publications, and three-hundred words make up approximately sixty-five percent of all written material. The first three-hundred words on Fry’s list should be mastered by the end of corresponding grade levels, and lists four through ten should be mastered between fourth and fifth grades. Each hundred words are broken down even further into twenty-five words per list, according to difficulty and frequency, and should be assessed sequentially. The goal of progress monitoring high-frequency word mastery is to increase fluency on high-frequency words in order to further automaticity within our students’ reading, which ultimately impacts overall comprehension.

For this semester of TCH 209 I am working with a second grade girl named Yainany. After taking a few running records I found out that she is at a level H reading level which would be the equivalent of a high first grade reader. To get to know my student I printed out a reading survey and a get to know you worksheet. The reading survey was asking questions about what genres of books she likes, what are some of her favorite things (books, tv shows, animals, sports, characters, jobs, activities), if reading is fun for her, if reading is easy for her, if she reads at home, and how she likes to read. The get to know you worksheet had her color her own person based on some of her favorite things like her favorite color, if she likes to read, her favorite subject, the color of her eyes, and how many siblings she has. These helped me get to know her as a reader and as a person by knowing how she reads and what interests her.

Beginning my elementary school career, I attended Indianapolis Public Schools. When I entered school, Kindergarten was only half days, and we were working on materials such as, learning our alphabet and counting to 100. The workload was a far cry from the addition, subtraction, early reading skills, and science that my daughter is learning in kindergarten this year. Following the first grade I left the Indianapolis Public School System and entered into a new school system. Embarking on second grade we started working on the skills that would help us read proficiently. I was absolutely struggling, but I was also so distrustful that I didn’t dare to say anything to my teacher. Thankfully, even without me saying anything to her, my teacher noticed

She sees herself as a student who finds the best way to be the best and get my work done. The best way she learns is to have class decisions, repetition of topics, Cornell notes, videos, and a little humor from the teacher.The essential qualities of an effective discussion are having everybody right or wrong discussing together as a class and teacher. She needs to work more on her reading comprehension and looking outside of the box of what is not literal when it comes to reading things that aren't poems. Her strengths outside of English are Clinical Rotation, United States History, and regular math, like Algebra

When reading silently, he was able to comprehend at a fourth-grade reading level, but he would pout or walk out of the room if asked to read aloud. A few weeks into the fall semester, I noticed that Steven would sneak into the back room during silent reading. It seemed as if he was trying to focus, but I soon discovered that he was actually using technology tools to improve his comprehension. He found audio clips of the novel we were reading on YouTube and he was listening to them as he followed along in his text. With the help of our campus literacy coach, his houseparents, and upperclassmen tutors, I began to push Stephen to practice reading aloud. By the conclusion of his sophomore year, Steven was independently reading grade-level texts, especially teen romance novels. This spring, he passed the California High School Exit Exam on the first try and earned a 4.0 grade point average. He is open about his progress and loves to tell his peers about his improvement. Stephen’s commitment to working hard to improve his skills exemplifies his growth mindset and is becoming one of the most respected students on our

My character’s name is Katy James. She is 15 years old and a ninth grader. Katy’s family is a middle-class German immigrant family, and she is the youngest of three children. Her parents both immigrated to the United States when they were children, so they are a bilingual family. Katy loves to talk about her German heritage, but she must have a good relationship with her teachers and peers before she will share her heritage. In terms of school, Katy enjoys school, especially in classes that she can be creative. Her favorite subject in school is Art. She likes to build sculptures, draw, and paint. In addition, Katy is visually impaired (has low vision), which has made her an auditory learner. Because of her low vision, she likes to be placed at the front of the classroom, and she likes modifications to be made so she can listen instead of read.

This study is a conceptualized replication of the Howes and Solomon (1951) experiment investigating word accuracy and word frequency in short duration trials. It is hypothesized that words that appear more often in printed text (easier to access in the lexicon) will be more accurately identified rather than words that appear less commonly. A total of 83 participants in the study were presented with words taken from the Throndike-Lorge database. The words were presented for one second with a six second rest in the middle. This was done sixty times and the results suggest a moderate strong relationship between word accuracy and frequency. Though there are multiple factors that may have influenced these results.

She is willing to read with me, as she is used to reading with adults, in a 1-1 situation, and is comfortable with me as I have been in her class for several weeks. She is reluctant to pick a book she in unfamiliar with and cannot think of a favourite author/book when questioned.

Carmen is a seven-year-old second grade student that loves to help her friends when she sees they need help. When starting the concept about print, she was more talkative and had questions about the book I handed her. She mentioned how she loves to read books about animals, because she considers them to be more entertaining. Knowing that she has challenges with reading, I wanted to focus on how aware she was about reading because this will allow me to see how she read independently. The concept about print assessment is the second interaction I have with Carmen. She was more talkative with me which is beneficial to how I assess her, because I will be able to have a stronger understanding in the areas she will need support.

The central focus of my lesson was comprehension. I wanted the student to draw on their inferences to better understand the story. My lessons have built on one another because I have focused on different areas and made them more challenging. I first started the lessons with decoding, once the student mastered that I moved onto blending and finally comprehending. Each lesson up to this point has focused on what the student has learned from each tutoring session and building upon those areas to better understand the text by strengthening her fluency. I know that the student does not enjoy reading, therefore I make lesson plans that I believe she will enjoy by using subjects, text, and fun worksheets to engage her learning. I support my student’s literacy learning by creating engaging lessons and finding strengths in her reading that they may not notice. I try my best to compliment and support her progress by praising her when needed. My main focus in the beginning was to create trust. I believe once she trusted me that I want her to succeed, but to also trust me in the sense that she should do her best work, I began to notice that she tried her best once the moment of trust was built. I also try to create rapport with my student by getting to know her better and relating to her for a personal level. How I know if the student has mastered a topic in the lesson plan is based on the summative and formative assessments. The goal of my lessons is to improve my student’s fluency in

One of the programs my student could benefit from would be Direct Instruction: Reading Mastery, which focuses on students in kindergarten to the end of third grade. Reading Mastery is a complete basal reading program that uses the Direct Instruction method to help students master essential decoding and comprehension skills. “Students exposed to Reading Mastery had significantly greater growth in Nonsense Word Fluency scores from mid-kindergarten through the end of first grade. Oral Reading Fluency scores at the middle of first grade exhibited strong differences in favor of the Reading Mastery students. Stockard, J.,

In order to accommodate for those who may have special needs (i.e., the hearing-or vision-impaired), the EVT-2 manual provides suggested adaptations that will allow that population to participate in the assessment. In order to access the complete EVT-2 kit for assessment purposes, it will cost the purchaser USD $419 if they choose to purchase through the Pearson publishing company. This complete kit includes the manual, administration easels, 25 record forms for Form A and B, as well as a carrying bag (Williams, 2007). Additional