Grade Level Passage Analysis

The educator will assess the words mastered through the students writing and reading them aloud. As the students focus on writing and saying the words this can help them remember and retain the words. A list of words will be provided to the students to read correctly in one minute. As the students read the words the educator will record how many words were read in a minute. The Fluency assessment will be completed throughout the year to help guide instruction and increase reading fluency.

Back to school reading in the primary grades usually begins in the classroom assessment, and part of a formal reading assessment includes reading fluency. Teachers strive for students to read grade-level texts throughout the year with purpose and understanding. Testing students in reading by using a variety of formal assessments, such as DRA (Developmental Reading Assessment) or PALS (Phonological Awareness Literacy Screening) provides a little insight into how well students read, but there is usually only one or two reading passages used. Fluency is one area that is extremely important, but seldom practiced because most students read independently to themselves. Together with phrasing, expression and punctuation, pace is can be evaluated by teachers in small group guided reading lessons. Students are given an opportunity to read out-loud in front of their teacher and their peers, but often will not receive daily practice with fluency everyday.

In this set of materials, the reading passage is a historical definition of the electoral system in the United States of America, and the listening passage describes some negative points of this electoral system.

Most poor readers look at the first syllable or two of a word and start sounding it out. However, for some reason, this is as far as they can get, and from there they start guessing. For instance, the word dignity may be read as digital by the student. This is not an accurate method to read and causes a lot of problems, especially with comprehension. I find a lot of people are seeking help with reading comprehension problems. These problems are caused because the student is working so hard to decode that comprehension is simply out of the question. Fix the fundamental problems and reading comprehension will come.

During my first quarter in Honors English 10, I have had my deal of frustration and struggles with the class, along with some success and prosperity. I have found many of my strengths, and plenty of my weaknesses; that I would enjoy building upon for the rest of the school year to come. Although the profuse advice provided by many of my teachers and peers is absolutely valuable (and appreciated), I fancy finding my own way to complete tasks; though it may be an insufficient way.

One example from passage A of Africans facing consequences is that some Africans have no choice drink contaminated water and they suffer from drinking it so families die from drinking the contaminated water. Another example is in paragraph 2 it says there is less than 10% of Africa's water available to citizens. An example in passage B is that a lot of kids don't get to go to school either because they are sick from drinking contaminated water or it is that they have to go get water for their families. Another example from passage B is that people use a lot of their energy to go get contaminated water. They use a lot of their energy on carrying the 40 pound jerry can filled with water so when they get back from getting water they are tired.

English 101 is much different than any English class I have ever taken. The theme of the class is to help you with your overall English skills. It is different for our class because while our class work is done online, we have the help of an in-class teacher who oversees our work and gives us tips and advice on how to do some of the work when we have questions.

The world is overflowing with all types of literature and readings. Everyone reads myriad of stories and novels in their lifetime. Some stories are promptly considered favorites, while others are immediately forgotten. All opinions towards certain reads are valid, as everyone’s feelings are different. That’s the beauty of literature.

According to Adams, students who struggle with phonemic awareness will struggle with “how sounds work in print...they will not have the ability to “listen inside a word” and “listen to the sounds they hear”” (Adams, n.d, p. 119). According to Cooter and Reutzel, students need to understand that “spoken language is made up of smaller units such as phrases, words, syllables and phonemes” (Cooter & Reutzel, 2016, p. 116). Along with letter knowledge instruction, phonemic awareness sets students up to succeed in the crucial skills of decoding, fluency and comprehension. If students are aware of the letters, the sounds they make, and how to manipulate the beginning, middle and ending sounds in words. These skills make the complex of decoding easier because students know how to recognize letter sounds and can manipulate them. Students can use their oral language skills, phonemic awareness, and background knowledge when they sound out a word to see if it makes sense. Thus, when students increase their reading accuracy, they are improving their fluency, when they improve their fluency, they are more likely to understand what they are reading, which builds comprehension. This process is going to be more difficult for the student, if the student does have an adequate knowledge of phonemic

Teachers formally assess students’ reading ability. Reading teachers consider these six areas when looking for evidence of student learning: fluent processing; comprehension; amounts, types, and quality of reading; level of text; attitudes and interest; and responses to literature (Fountas and Pinnell “Guiding” 488). Comprehensive screening assessments are considered quick, cost effective, and repeatable to test age-appropriate skills to all students. Schools typically

I enjoyed reading this quote, for a short line it definitely speaks volume. In my opinion, this passage means that as educators we have a responsibility to introduce all students to a variety of literacy that not only teaches them concepts but also introduce them to different cultures and background. Through literacy, we can teach our students how to value everyone’s thoughts and perspective. While also teaching students how to be empathetic towards other cultures and background. By introducing literacy to students, educators can encourage them to look beyond what they are accustomed to and introduce them to other things that are going on outside from what they're used to. For example, as a biology teacher, I can use literacy to

I think this is a good passage to read. Everyone needs fruits, veggies, and whole grains in their diet. It says in the passage that eating fruits and vegetables helps to prevent heart disease and Type 2 diabetes. I probably do not eat as many fruits and vegetables as I should, actually, I know I don't. I do not like very many vegetables, only green beans and occasionally carrots if they are in a roast or something like that. Fruits are good, but I don't think we buy them as often as we should. We get strawberries every once in awhile and apples, but I do not like apples. Fruits contains many essential vitamins that we need. I think it is interesting that it says in the passage, ¨Studies show that eating cereals can help you live a longer life.¨

Many scholars argue that phonetics is the most effective way to teach reading skills because it makes the individual a better reader in the long run. Once a child can phonetically read, they have the capability to pick any book up and "sound out" its contents. Children who learn semantically are unable to do this because they learn to memorize certain words as they go. A positive element to learning semantically, however, is the child's ability to read quickly. Once a child has established a memorization and recognition to words, they are able to read very quickly. Children who learn phonetically are often slower since they are sometimes required to stop and "sound it out". However

The reading process is a cognitive and mental problem solving process of decoding symbols so children can derive or construct the meaning of reading comprehension. The reading process is a means of language, communication, and the sharing of ideas and information. Comprehension is when children have the ability to understand or get meaning from the texts they read. With reading comprehension children will benefit greatly when explicit instruction is used. By doing this children can learn how to apply comprehension strategies before, during, and after they read. Reading comprehension teaches children how to use text structures, summarize, and recall information they learned and when to question it. Fluency is when children can read with expression, accuracy, and at a quick rate. When teachers and parents guide a child’s oral reading it has a positive impact on the child’s comprehension, word recognition, and fluency skills.

Many students are passed on through the education system without having proper reading skills. These skills consist of fluency, comprehension, and phonemic awareness. Reading skills are foundational building blocks for elementary aged students. Students who lack proper reading skills, such as fluency or the rate in which they read, will ultimately lack comprehension of what they are reading due to the amount of time in which it takes the students to read. This leads to the question, how does fifth grade students lack of fluency affect his or her reading comprehension? Unfortunately, because reading skills taught in kindergarten and first grade focus mainly on phonemic