Evaluating Classwork

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.

Grace’s school performance suggests that she is capable of learning. This is confirmed by her scores on Verbal Comprehension, Perceptual Reasoning, and Processing Speed scores from the Wechsler Intelligence Scale for Children, Fourth Edition. The Woodcock-Johnson III Test of Achievement further demonstrates these abilities with scores in the average range for Letter-Word Identification, Reading Fluency, Calculation, Writing Fluency and Writing Samples.

That according to the study, males have earlier, more frequent intercourse both before and after marriage, emphasize sexual pleasure as a motive for intercourse, and have more non-marital and extramarital relationships than females. I feel that this is mostly true among me and my other groups of friends who are male.

Jasmine Keller is a fourth grade student who has been monitored and reported as a student at-risk. Jasmine has a, “weak short-term memory that affects her involvement and progress in the general education curriculum in the areas of reading decoding, reading fluency, reading comprehension, spelling, and math calculations. Her reading level is at second grade. Broken down word recognition is at an equivalent of grade 1.7, and comprehension at 1.3. She has relative strength in vocabulary. If given classroom assessments with a screen reader she is very successful. Her writing skills assessed to be uneven with only weak spelling skills, which is at a first or

Amy Johnson just started first grade. She enjoys going to school because she gets to hang out with her little friends. She loves Ms. Kim, her teacher because she is very nice and lovely. One day Ms. Kim asked the children to get into groups so that can play a spelling game. When Amy was selected to spell “happy”, she completely forgot how to spell it. She was embarrassed. Ms. Kim believed she was just shy to talk in front of her classmates. The next day, Amy was told to read a three-word sentence, but she was not able to carry it out. Amy sometimes turned in her homework incomplete or late. Ms. Kim started to become concerned about Amy because she was showing learning developmental delays. Ms. Kim decided to contact the elementary school social

Literacy: Marina is currently setting and working towards learning goals in reading and writing. In reading, Marina is beginning to read word by word and is encouraged to work on using reading strategies to help develop confidence when reading. She would benefit from reading books with repetitive sentence patterns. Marina is in a group for literacy that focuses on letter recognition and sounds, which will help support her in reading and writing. With support, she is able to communicate her ideas by using sentence starters such as I like_____ or I feel_____. Marina is beginning to gain confidence in her writing and often has beginning and ending sounds in her words. She is encouraged to continue to work on sounding out her words by using the strategy of ‘stretchy snake’. She is also encouraged to work on her spacing and organization when writing in her journal. She would benefit from skipping lines and starting at the left side of the page.

Miranda is a 9th grade female student with a speech and comprehension disability. She lives with her two parents and has an older sister. Since the third grade Miranda has had an Individualized Education Plan (IEP) implemented in her education. Both Miranda’s parents are Mexican-American parents that are involved in their daughters school performance. Her parents are both middle class parents, that have given their daughter to follow her interest in performing art. Although, Miranda’s parents are fluent in speaking English and Spanish, Miranda’s Spanish is not as fluent and has challenges speaking Spanish. Both Miranda’s parents describe her as a hardworking student and is currently succeeding in all her classes. Miranda is currently succeeding

The mother states that her oldest daughter has ADHD and dyslexia. Because of this she maintains the routine schedule for afterschool homework where she can be available to help and to encourage that they stay on task. She encourages learning by taking the girls to outings to the library and bookstore and has instilled a love for reading since an early age in both girls. She leads this by example being an avid reader herself. The mother feels that education is a team effort between the teachers and parents and is in close contact with her children’s teachers in order to accomplish this.

All work handed in by the learner, they must sign and date and confirm that it is their own work.

Jennifer is a 2nd grader being referred for possible learning disabilities in reading. Jennifer has always attended Sand Hill Elementary and has not repeated a grade. She is eight years old. She has been screened for vision and hearing problems and was found to have normal vision and hearing. Her teachers have described her as cooperative and likable. She does not exhibit behavioral problems.

The paper will examine and appraise a teaching session that I planned and implemented as a nursing student on a cardiology ward, in the form of a reflection what? So what? Now what? (Bortons, 1970). The aim of the teaching session is to provide up to date and relevant information to enable individuals to make an informed choices on there nutritional intake.

Genesis is a ten year old African American female and is in the fifth grade. She lives in a low income neighborhood with her Grandmother whom has sole custody. While Genesis’ Grandmother would like to play a more active role in her granddaughter’s education, she works a full time job and has health problems that prevent her being able to drive. Genesis was in my fourth grade Read 180 class and is with me again as a fifth grader. I selected this student because she is strong in phonemic awareness, yet her writing scores are weak and she needs the most individualized support in writing.

Students were given a candidate evaluation form to evaluate me as their teacher. The students received this form on October 15th 2015, and the form was due back by the end of the class period. I instructed the students not to put their name on their evaluation, as this is an anonymous evaluation. My intentions for stating this, is for the students to know that I would not use the information they wrote against them in any way. Once they finished they were to pass them up to the front tables. The chart following displays 19 students’ evaluations.

As an educator there are many important facets that facilitate in the success of students. Teachers are responsible for establishing rapport, educating, making observations, creating goals, and assessing the progress that students make throughout the school year. There are many advantages to being competent in the educational assessments of students. Black and William (1998) mentions the major part of assessing students is to aid in understanding and improving the quality of teaching that a student receives. Also, when assessing students the information obtained by teachers must be accurate, reliable, and honest in regards to how a student is performing.

At the beginning of the school year Jane was positioned in the back part of the classroom. Mr. Minor then proceeded to move her next to his desk allowing her better access to him. Prior to Jane’s move to her present seat, she experienced trouble hearing Mr. Minor. Thus, making it harder for her to get on task. She also struggled to follow directions given by Mr. Minor relying on classmates to relay the message. I noticed that she would increasingly become frustrated when she was unable to keep up in class. Although her behavior was never unacceptable she struggled ever so slightly.