Assessing The Classroom Abilities Of The Target Student

I am very close friends with Shannon’s mom having worked with her previously. She described her daughter as an avid reader and stated that she does well in English in school. Shannon described some of the texts she had read and we had a brief discussion about our favorite book series before administering the test. Shannon was rather quiet during the testing waiting for my cues before responding or expounding on anything. Overall she did very well on the 9th grade informal reading assessment. Her reading accuracy was very high, with only miscues on unfamiliar names like “Trotula di Ruggerio” and “Salerno” which she was able to sound out. She had some challenges with the inference based questions, such as “Why would people be likely to regard ‘wise woman teacher’ as a good name for Trotula?”. Shannon was in the ballpark for this answer although her response could have been more concise.

Starting from the parents, the child must inherit the instinct of wanting to learn to read, developing the curiosity that comes with the increase of knowledge, interaction with others and building positive memories, that motivate the child’s learning to read. An approach that Vygotsky supported promoting scaffolding, a guided process that adults use to teach students how to master a skill, in this case a reading and writing skills. Children begin from the womb recognizing parent’s voices, singing tone for then building connections through prints and letter sounds in an environment that promotes literacy with stories, songs, games, group activities with families, “All about me” share, and “Show and tell”, to display and build a sense of belonging in the class. Nevertheless, incorporating strategies or methods that facilitate learning to read stimulated by own personal learning style. Most young children learn kinesthetically and are visually-sensory prompted to hands on experiences, using appropriate materials in a different setting. Foremost, with an ongoing informal and formal assessment to evaluate students’ pre-knowledge at the beginning of the scholastic year, students’ way of learning, feelings, and connections through the year, and at every lesson, check for understanding, and ways to improve the next step. Ongoing assessment is part of the whole learning process, it will tell you how the students learn, and achieve appropriate reading and writing goals. A good reader promotes a good writer and vice versa, but a firm stepping stone during the developmental stages, in rich literacy environments, attempting to positive interactive experiences, and always monitored, influences the chances of the child sense of wanting to learn to

Numerous studies have been conducted on the use of informal reading inventories. These assessments have been used to assess the literacy skills of students through using word lists and passages. This paper examines the validity, reliability, and an overall utility of the Informal Reading Inventory assessment by Paul Burns and Betty Roe. This paper examines how effective this assessment is for educators in determining the measure of a student’s literacy level and ability to comprehend English.

This critique is on the evaluation program of Freedom School Partners Children’s Defense Fund Freedom Schools. This evaluation report was composed in October of 2013 by Dr. D. Bruce Taylor, Dr. Sandraluz Lara-Cinisomo, and Dr. Crystal Glover members of The Center for Adolescent Literacies at UNC Charlotte, North Carolina. This is the fifth evaluation of The Freedom School Partners Children’s Defense Fund Freedom Schools. The main purpose of this evaluation is to analyze the outcome of this summer program on a student’s reading accomplishments while attending a Freedom School Partners in Charlotte. Ten of the nineteen Freedom Schools were chosen for evaluation.

Students will demonstrate their reading skills by reading through the reading material with reason and comprehension

The stance Terry P. Husband articulates in an (2012) article regards the commitments teachers and administrators must opt to improve the reading gap concern of African American males. It points out the reading differences; male learning differences, text selection, curriculum standards, disciplinary options expectations and learning styles utilized in the classrooms go against increasing reading achievement of African-American males in the classroom.

As I arrange this reflective analysis paper on topics that relate to a foundational course and specifically searching for the modules that have given me the most information, taught me something new or expanded my knowledge on a specific topic of reading, I have come to realize how far I have come since I began this adventure. I began these courses after graduating from Marshall with my bachelors. I chose this path because of my love for reading and teaching reading. I have come to realize that these courses have enabled me to become a more effective reading teacher and I now have been given the skills, strategies and techniques that I needed to teach a child to read. I know that I will always need to keep up with classes and new techniques, but feel that I am much more capable of teaching reading than before I started these courses. The course 653 Literacy Acquisition helped me to improve and further develop my educational philosophies and beliefs. So, I chose to speak about the first lesson that was expected of me in this class, Module 1 Literacy Theories, Beliefs and Practices.

As educators, we need to find that vehicle of learning that suits their needs. In the article, A Culturally Inclusive Classroom Environment, it states that in order to engage the learner the classroom must be set. The classroom must be set up in a fashion to encourage all students to learn and be successful. As I look back on my students that struggled with reading, I realized that they were never given the tools or strategies needed to become a successful reader at an early age or as they progressed from one grade level to the next. Informal Assessment Strategies such as highlighting texts, using index cards, annotating the text, were strategies that many of my struggling readers did not use when reading independently or during whole group instruction. As I learned these informal assessment strategies and begun to employ them in my classroom, struggling readers begun to shine. They came out of their shell and started to open up. They felt comfortable enough to participant in the learning process. What happened? The classroom environment changed. It was no longer a “one size fits all” classroom. Needs of students were being

The use of formal and informal reading assessments provide important data that allow educators to identify at risk students (Tompkins, 2010). The data collected from the assessments address any factors that may prohibit the development of students’ reading and writing skills. In addition to the assessments, the more an educator can learn about students’ backgrounds and their past reading, language development, and writing experiences the more instructional strategies can be designed to specifically meet the needs of diverse learners in the classroom.

In the article, Complexities in the Roles of Reading Specialists, the responsibilities of a reading specialist are explained in great detail since the roles and responsibilities are so complex. Defining a reading specialist’s role and responsibilities is important because many teachers and administrators misunderstand the effectiveness of a reading specialist. Through this article’s results and findings, a reading specialist’s role become more defined and thoroughly explains how they can be utilized in the classroom in order to help students become successful readers.

I teach small groups of children in all areas of English/Language Arts. Students in this particular group are First Grade students whose area of deficiency is phonics. Specifically, classroom assessments indicate that these students struggle with digraph sound chunks. I am in the process of determining if students need intervention decoding or encoding words with digraph sounds.

Students can struggle to read for many reasons. “They can lack the talent, the cognitive wiring that is necessary to easily unlock the printed code of English” (Shaywitz, 2003). These students have been categorized by many names such as learning disabled, dyslexic, and ADD (attention deficit disorder). There is only a minimal amount of students who actually suffer from a neurological or cognitive issue which causes them to be behind in learning. Student’s which are considered “at risk” because of their poor achievements on assessments actually have average intelligences they just lack a strong literacy environment at home. A child’s learning foundation begins at home so students who tend to struggle with reading are not being read to. These

This presentation examines and compares the 2015 and 2016 FSA reading results from South Miami Senior High School and presents a plan to improve the reading performance of the 9th 10th , 11th and 12th grade by focusing on the subgroup of ELL students. In order to achieve it, we will utilize specific plans for improvement, data collection pertaining to these specific students, and appropriate professional developments for all teacher. Additionally, we will discuss and implement a variety of classroom strategies that can increase our student’s academic performance.

Within a high school, there is a great divide. It separates the successful students, those were doing well and all of their classes, from the unsuccessful students, those who are barely passing their classes or struggling to get passing. The qualities that the successful students have that the unsuccessful students have not yet mastered are the ability to be attentive in class, the initiative to organize all aspects of their school life, and the intuition needed to ask the right questions. These are the bricks in the foundation of one's achievement.

They illustrated their claim by conducting a case study of a third grade student who was diagnosed as reading 6 to 9 months below his grade level according to standard tests. The teaching phase of dynamic assessment included preteaching difficult vocabulary, activating prior knowledge, providing directions for reading, revealing system and structure in text and requiring articulation of what is learned. Through these conditions the child demonstrated appropriate average speed of silent reading and answered 7 out of 8 questions correctly. While reading orally the child made only 7 miscues, all of them semantically and syntactically appropriate. The dynamic assessment confirmed that the child’s learning potential is consistent with his grade placement and provided the teachers with specific information essential for creating conducive conditions of his progress in