Evaluating Kamil's Instructional Level And Needs

The educator will choose a passage from the book for the students to read aloud in objective 3. The students will read the passage aloud and the teacher will makes notes on the words read incorrectly or correctly. The educator is able to measure and the student’s individual reading level by listening and recording reading behaviors. The information gathered through the oral reading accuracy assessment can be used to determine error accuracy and self correction rates. To demonstrate 90% accuracy in Objective 3, students must be able to read text that is challenging and manageable.

Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive

It has been shown that if students start at an early age to learn to read and write their learning in all content areas will improve. It is for this reason it is important for secondary teachers to understand early reading acquisition as to incorporate those reading skills in lesson to accommodate students with reading deficiencies. Educators can understand the building blocks of how a student learns and develops into a successful reader in order to help them develop their reading skills. If teachers understand reading acquisition they can better assess their students’ reading level. As such, the role of professional judgement in understanding the selection of reading or writing material is to know their students reading needs and select materials

Creating and implementing effective lessons for a literacy learner who is struggling with reading and writing takes much effort and appropriate resources. Throughout the Literacy Development course, I have gained much insight and resources that have become valuable tools in addressing students’ literacy needs. Each week, I conducted lessons and activities that targeted the needs of many students, but my initial focus on was on one particular student. His individual reading level, spelling development, and writing abilities were analyzed and the recorded data was used

However, new language learners most face some difficult and boredom in reading, so teachers should try to give students books that can attract students interest and curiosity. Reading stories and novels can create great interest and suspense that ELL student’s need. Through my reading to this book ‘Their Eyes Were Watching God’ I strongly recommend it as one of these books that can benefit ELS students. According to Krashen (1993) reading is an effective way to increasing and improving improve spelling, grammar, and writing for ELL students, especially reading for pleasure. Krashen also said that students who read for pleasure have better reading comprehension, writing style, and increasing vocabulary. The author also emphasized that the best way to develop Vocabulary is through real encounters words within context (Krashen,

As time goes on the familiarity with reading and writing is essential for an individual to better themselves in life, for the world we live in is a place for competition between every human to succeed. The value of literacy is not only for high-end people but anybody that want to gain knowledge. As one gains knowledge through literacy, it can extend toward one achieving their goals or achievements in life. The strategies when going over a reading assignment is a significant part of what one is trying to comprehend the text.

Chapter two summary talks about the purpose of reading assessment which there three; identifying the students reading behaviors, determining reading level, and assess students’ progress. When you’re a good reader you don’t realize the different ways you read different genre or material like a story versus informational text and how both are different methods of comprehension, questioning, and vocabulary. Another part of reading good readers don’t know about is that we exhibit a variety of behaviors like building their lexicon, making inferences and determining which information is important. The purpose of reading assessment is to assess the reader’s level. The common assessment is testing the student’s ability to read and comprehend text at different grade levels. Another way of knowing the student has a reading problem is when they are able to read their own grade level text but instead a lower level text, Besides that they are put into three levels of reading; instructional level, independent level, and frustration level. When determining the students reading level so many factors comes into play and as teachers we need to know.

Teachers routinely monitor and assess the reading levels and progress of individual students. This ongoing evaluation directs and informs instruction.

Designing an individual intervention to increase reading fluency requires completion of assessments that will determine the child’s reading strengths and weaknesses. An inaccurate reader needs direct instruction on improving word recognition, which may include sight words and decodable words (which rules is the student not applying) at their instructional level. Once the goals have been established, in this case fluency, the intervention will begin with an introduction on fluency and word recognition.

The examiner conducted a set of running records in order to assess Kamil’s reading performance and identify his instructional reading level. Instructional reading level Kamil was asked to read a story from Reading A-Z Benchmark titled “A Night in the Trees”. The results of the assessment are summarized in the following table:

“The Lonely, Good Company of Books” by Richard Rodriquez is an essay that illustrate how his passion of reading came about. Rodriquez makes use of narration and evaluation to explain how he didn’t like reading because it made him feel lonely. But Rodriquez was told that by reading books he would be “educated” or be successful in “academics”. With “academic success” in his mind, it change the way he feels about reading and eventually enjoy it.

Differentiation is the key for these students. All students may be working on the same objective, but for this group, the assignment will be given in a different style to accommodate their learning. This will help ensure that they complete understand the material being taught. The student may just need the process or the product of the material to be different. The distinction between below – average readers and severely disable readers is an important one. Wherever we as educators draw the line separating the two groups, the idea is that instruction should vary depending on the severity of a child’s reading difficulty. Because fluency incorporates automatic word recognition, it is reflected in the narrow view of reading. However,

Having a “phonological awareness” Part of Adam’s strengthening in reading comprehension is to become a more fluent reader. Working within his strengths of spelling of sound and sound awareness he will learn how to use morphemes the smallest unit of language that convey meaning or function to decode words and develop an extensive vocabulary. An individualized-reading approach will allow Adam reading material to his interest and his reading comprehension is taught as needed. This will provide Adam opportunities to enhance reading independence and personal enjoyment. He will be provided multisensory learning experiences. Lessons that include “visual, auditory tactile and kinetic modes are preferable to traditional teaching methods” After reading passages, Adam will be prompted if he understood what he read. If the answer is no, have him decode the words he does not understand and reread the passage. Practice summarizing passages with outlines, graphic organizers and in paragraph form. Furthermore, improving vocabulary skills with flash cards. The physical act of Adam looking up the words in a dictionary and transferring it to a flash card will improve memory and vocabulary

Kong, A., & Fitch, E. (2002). Using Book Club to engage culturally and linguistically diverse learners in reading, writing, and talking about books. Reading Teacher, 56(4), 352.

The goal of this project was to test a unit of instruction designed to teach 3rd grade students comprehension strategies to help them become better readers. The formative evaluation investigated whether the unit was effective at teaching ten comprehension related objectives and identified areas for improvement in the unit.