Graded Word List

The baseline data was established using the Fountas & Pinnell Benchmark Assessment System (BAS). This test assesses reading comprehension through the process of students reading a text at the appropriate instructional reading level and answering comprehension questions. This assessment tool measures students' ability for accuracy, self correction, fluency, comprehension, and writing. An overall level score is given through a letter identification, A-Z. For the baseline data purpose the letters A-Z were numbered off 1-26 to give the students' scores an adequate numerical score. The assessment determines whether students exceed expectations, meet expectations, approaches expectations, or does not meet expectation. A third-grade student at the

This has deepened my understanding of the big 5 concepts of literacy (phonemic awareness, phonics, vocabulary, fluency, and comprehension) through understanding what criteria can be used to determinate what is effective developmental for a reader and what needs improvement. The Informal Reading Inventory is one example of this because it allows me to assess word recognition, oral and silent reading, comprehension, and literacy capacity. All of which is valuable information which I can then use as a reading teacher to determine further instructional moves. While I have yet to have a place to fully put these assessment techniques into my full practice as a first year teacher. Learning about how to properly assess these components has better equipped me to think about my students' literacy abilities and further strategize my instructional planning to meet the diversity of their literacy

The San Diego quick assessment was originally devised by Margaret La pray and Ramon Ross and published in the “Journal of Reading” in 1969, as a quick way to gauge a student’s readability. Words were selected for 13-grade level, Pre-Primer through 11th grade by drawing words randomly from basal reader glossaries. (Blackley) Words were also drawn from the glossaries of basic readers and from 1931 “Teacher’s Word Book of 20,000 Words by E.L. Thorndike.

The steps of Response to Instruction and Intervention are to begin with Universal Screen and Pre meeting prep. This is the point when the classroom teacher will assess the student’s ability in reading. The assessment is brief, easily administered, and will assess the risk level for academics. It will examine the skills of fluency, oral reading, phonemes, segmentation, letter naming, and other reading strategies. Once all the students have been screened the results will be reviewed by a school professionals. There are data management system where the scores are calculated and the students risk level is assessed. If a school district does not have this system available to them, the “core team” will use a spreadsheet and determine the students risk level. Once the risk level has been determined there will be e a core team meeting; this will consist of principal and teachers, reading specialist, literacy coaches, curriculum specialist and a school psychologist. This is the overall group that can make up a

Beginning with the second grade form A list, Lauren was able to recite each of the words effortlessly under a second. The fluent behavior allowed for all twenty of the words to be added to her personal list of sight words. Demonstrating a command of high- frequency words, she was able to quickly recognize the dolche words displayed on the list. Indicated by her score of twenty out of twenty, second grade is

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

For this week, I was required to read chapter 5, 6, and 7 in the "A history of the personal computer: the people and the technology " online book. This week's reading was much more easier and understandable than last week's readings. These chapters were about computer companies in the 1970s and what they did. It was interesting to read about these computer companies' humble beginnings. It was especially interesting because the two biggest computer companies right now, Microsoft and Apple, were so thoroughly covered in the chapters. Aside from that, I was able to read about flow charting by Bill Streib, who did a great job in explaining it. Even though the paper was mostly filled with pictures and diagrams, it was still a good read. I was also able to read about pseudo code, and find out about it's advantages and disadvantages. After reading and testing pseudo code and flowcharts, I feel that I would be more in the pseudo code camp. Personally pseudo code is easier for me.

To take intervention data I used the same probe. The student would read the same lists and I would mark the words that they got right. To teach the content I used the changing criterion design. I started teaching only the 25 words on the first grade sight word list. Then I added 10 words from the 2nd grade sight word list. Then I added 10 more words and finally I added the last five

Prior Knowledge Assessment (10 min): Reading Check (individual work- 5 min): worksheet will be administered to make sure the short story was read at home.

Show the list of words to the student and have the student attempt to read the words.

IPTS 7J relates to performance activity forty-seven by how the competent teacher uses assessment results to determine a student’s performance levels of all four sections of the Basic Reading Inventory: graded word lists, oral reading, silent reading, and listening reading. During this site visit, I gave another form of the silent reading portion to determine if the student is at the instructional/frustration level on grades fifth through eighth. The student remains to be at the instructional/frustration levels for grades fifth, seventh, and eighth grades. I learned to consider other aspects of assessments besides results to understand and evaluate what a student knows

For weeks 4-6, George was given 10 third-grade spelling words. His average score for weeks 4 to 6 was a 94%. There is a clear increase in scoring results. When the amount of spelling words was lowered, George was able to increase his overall spelling score. Based on George’s spelling CBM, his teacher felt as the issue with his decreasing score wasn’t the level of difficult just the amount of words presented at one period of time. With the high success rate of George’s spelling scores for week 4-6, his teacher increased the amount of words per week for the final duration of the progress monitoring.

Hispanic ELLs students will be tested on their reading and on phonemics. The teacher will give the test to students individually because the teacher needs to hear the student read. The student will be given a book based on their reading level. The book will contain a picture and small amount of words. The picture is a way for students to make connections with the words, but there will be times where the student will not able to make the connections. Pictures are a visual for students so they could associate vocabulary words (Vacca-Ricopoulos & Nicoletti, 2009, p. 70). Once the student starts to read the book the teacher will use a timer to determine how long it took the student to read the book. Once the reading part is over, the teacher will ask the students questions regarding the book. The teacher will have a graded formatted sheet and that sheet will contain information based on the student’s reading capacity and understanding of the book.

Are important assessments to include because of this focus on comprehension and the fact that they are done during reading, not

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.