Core Maze Comprehension Assessment

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.

Shevaun was given the Core Reading Maze Comprehension Test to measure his comprehension ability after reading a text. The test consists of a passage with two to three distracters at different areas of the passage for him to read silently in three minutes and circle the correct word that fits the rest of the passage. The first sentence of the test is without distractors so that he can get a chance to find out the gist of the passage. After which, for every seventh word, a parenthesis is found with two or three words that he needs to circle one word that fits within the context of the passage. The test consists of two passages for each grade level. Shevaun was administered the grade three level comprehension test which consists of passages A

Reading comprehension may be the most important skill for any student to acquire and is therefore an area of particular interest to educators. Without adequate comprehension skills, students are limited in their reading, analytical and occupational abilities. To many, including the student’s themselves, comprehension or “good reading” skills begin and end with simple decoding. It is thought that if students can ‘read’ and define the vocabulary they are reading, then they also comprehend what is read. True comprehension goes far beyond decoding, however. True comprehension requires visualization of a text, predicting events in the text, making inferences about the text and clarifying what is not

Have each student get out paper to take Cornell notes; If they don’t have pre‐printed Cornell note paper, have them draw or fold lines to set up the paper

When fights occur, the correctional officers will use maze or paintball guns with maze in the ball to disperse the crowd. It takes a few seconds to affect them but for those few seconds the inmates start to curse out the correctional officers. There were multiple inmates throwing up gang sign and working out. Our tour guide officer told us a story about the Norteños. She told said that a correction officer didn’t ensured the door closed therefore, the Norteños acknowledge this and the leader of that gang ordered 2 members to beat on the enemy while the 3rd member holds the door. The 3rd member went on the ground and locked his arms out by the door, so the correctional officer couldn’t close it. They finished beating the inmate up and went back

In my class at Peavy the students are allowed to go the bathroom at any time as long as they flip the sign on the door. The students are expected to work on their handwriting folder after they finish copying their vocabulary and sight words. When the kids do well the teacher gives them a puffball. When they misbehave she moves their clip down the posted sign. When they are very on target she moves them from the neutral position to the positive position.

Abdulaziz Nasser Almutiri 433105657 CSC 361 Report Phase #2 Introduction: We have a maze, robot and goal we should write a code to discover a path for the robot to the goal. The maze has blocks, hole, charge station and goal.

During baseline, the participants read the AR book for one minute without being interrupted. If participants encountered words they were unable to read within three seconds or asked for assistance, they were instructed to go to the next word. The unread word was scored as misread.

When Addison responded successfully to the concept passages she was successful in answering the comprehension questions. Considering the total accuracy and acceptability scores in oral reading in two ways allowed Addison the opportunity to continue to the next reading level and demonstrating her ability to use context clues and answer comprehension

Students' comprehension of the text will be the dependent variable in this study. Comprehension will be measured using the student responses to the story questions. The questions and answers are coming from Benchmark Literacy. In this study, the students will not be given the opportunity to look back in the text to respond to any questions.

This activity supported Torionne’s need to realize that reading is a meaning-making process by checking her comprehension of the passage she read.

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

Move to the front of the classroom and give a ‘safety speech’ and will then ask the students to guess where the class might be travelling to, Take a couple of

Ask students to stand and touch their heads, then knees, then toes, and then sit down. Now ask them to break this action down into small steps. Have them explore how many small actions and movements are involved, and in what specific

Have students hold their Plickers paper up in the air to check everyone has theirs.