Informal And Informal Affective Assessment

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

An Informal Reading Inventory is a great tool for teachers to use with their students to assess multiple concepts. One purpose of the IRI is to monitor the growth of a student’s word recognition, oral reading, and comprehension to determine the reading level of independent, instructional, and frustration. The frustration level is when the passage is too hard for the student even with help from the teacher. The instructional reading level is when a student can read the text with the assistance from a teacher, parent, or peer. Independent means that the student can read the passage alone with no outside assistance. When teachers administer these tests they can pick the level of the passage given and use the results to help decide how to further instruct the student. Later on, test the student on the same level to measure the growth of the student.

(Counselors Affecting Reading Everyday). My plan would involve developing one-on-one counseling sessions where the students would start off by taking a learning style inventory as well as a reading interest inventory. The purpose of the learning style inventory would be to help the students as well as their teachers to understand how each individual child learns and processes information. The reading interest inventory would serve the purpose of helping the students to find a particular type of text that they may enjoy reading. Upon completion of the learning style inventory and reading interest inventory, the students would begin meeting with the counselor to receive one-on-one reading opportunities using books that students self-select based on their interest. This one-on-one meeting will serve to meet the needs of those students who stated that they did not have anyone at home to read with. The students will utilize the school’s Accelerated Reading program to take quizzes on the books they read with the counselor. After earning their first five Accelerated Reading points, a book will be purchased for the student based on their interest. This incentive plan will serve as a means to provide personal books for those students that do not own any as well as attempting to help them to get over the fear or taking reading tests. During these weekly meetings, the counselor will provide a variety of reading text (based on student

The Garfield writing and reading attitude survey is a great assessment when a teacher is trying to figure out a student’s attitude towards recreational and academic reading or writing. The writing attitude survey conveyed mixed feelings toward writing for school and getting to write more on things of his interest. His full scale raw score was a 65, which places him in the 27th percentile rank of a midyear 3rd grade student. Analyzing his data he circled six happiest Garfield’s, and ten very upset Garfield’s. This leaving the other twelve answers as slightly smiling or mildly upset. I interpreted these results, as Bryan does not love to write, but he also does not hate it, therefore Bryan has a mutual outlook on writing. The reading attitude

For the statements, “I enjoy reading books and I think reading is very important,” Student N circled thumbs-up. This reflects that the student has a positive attitude when it comes to reading. Student N also circled a thumbs-up for the statement, “I enjoy reading at home.” I asked the student if they read a lot at home and they responded with, “I don’t really read a lot at home. I like video games and watching TV.” I was interested in when or if the student reads at home and what they liked about it. Student N talked about how they enjoy reading bedtime stories sometimes. By their response, I could tell that they preferred reading at home when It involved another family member versus reading on their own. The student also gave thumbs-up responses to “I think I’m a good reader and I don’t have a problem finding books to read.” Student N seems confident in their reading and is aware of what they enjoy reading.

Ch. 2 – Who are the various users of assessment and its results? What specific instructional decisions can be made based on assessment results? Why must we build balanced assessment systems to support the instructional programs we offer students? This chapter nails down the purpose of assessing, which is gathering information to inform teachers of students of their instruction and learning, respectively. In this way, assessment is individualized to each student and classroom, and because all students/classes are different, it should inform the teachers of what is working or not working in the classroom, which should then influence some sort of change to instruction. This chapter also talks about the different levels of assessment – from the individuals

In the past, knowing that motivation was one of the primary concerns for teachers when teaching them to read (Veenamn, 1984) but today it deals more with finding a way to interest students in reading (O’Flahavan, Gambrell, Guthrie, Stahl, & Alvermann, 1992), Gambrell, Palmer, Codling, & Mazzoni developed a tool to assess student motivation in reading. The Motivation to Read Profile includes a reading survey and a conversational interview. The survey gathers information on reading motivation as it relates to self-concept as a reader and the value of reading. The interview gathers information on books students find most interesting, favorite authors, and where and how students find books. After administering the survey and interview, teachers

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

Assessments are vital to the educational process. They provide feedback about what the students know and what they may need to learn in order to obtain the content within a given curriculum. It provides teachers with a glimpse into the student’s readiness on a particular topic or subject. One of the six key principles of having an effective differentiated classroom is having a formative assessment that informs teachers on the effectiveness of their teaching. It also provides teachers with the readiness levels of their students and shows them exactly where the students’ readiness, interests, and learning profile needs really are (Tomlinson, 2014).

For the first few weeks of September in 1939, life for most Polish citizens didn’t seem to be too out of the ordinary. Radlo, whose family and friends were camped out in their Warsaw apartment, testifies to this, saying that

The article that I chose to reflect on is called Creating Passionate Readers, and can be found in the December 2016 issue of Voices from the Middle. This article was written by Mrs. Pernille Ripp, a seventh grade English teacher in Wisconsin. In this article, Mrs. Ripp addresses the issue of students, regardless of their age, abandoning reading for one reason or another. Based on her own personal experience in the classroom, she feels as though students tend to give up on reading altogether, and it is oftentimes up to the teacher to set an example as a role model, and show the students what it means to be a reader. Her personal methods of creating a spark in a child’s life are generally simple in concept, but the impact they have on her students can be life changing.

Social workers play a key role when it comes to assisting individuals overcome adversities. They are trained to look at the whole picture and not just the presenting symptoms. Social workers have the skills to obtain accurate psychosocial assessments, in order to get a better understanding of why, how, what, and when events have impacted or changed an individual’s way of living. It does not matter what setting the social worker finds themselves in, they are continuously finding answers to the questions. It is no different when dealing with an individual that suffers from a mental illness.

A growing body of researchers claim that if students are not motivated and engaged in reading, they will not achieve their full literacy potential (Gambrell, 2011; Serravallo 2015; Warner, 2014; Irvin et al., 2007; Parsons et al., 2015). How and why would they read a “broad range of high-quality, increasingly challenging” texts if they are not interested? Research now shows that engagement and reading achievement actually have a symbiotic relationship, such that they must exist simultaneously (Guthrie & Wigfield, 2000, as cited in Springer, Harris, & Dole, 2017). As students become more engaged in reading, they develop an increased level of competence, which supports their literacy achievement (Irvin et al., 2007; Springer, Harris, & Dole, 2017). As students’ reading abilities increase, they hold a greater desire to continue reading, along

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.

My response from my checklist for an effective literacy program revealed that I am a very animated teacher. I encourage my students to laugh with me building a positive relationship. I found that my students enjoy my lessons when I bring in prior experiences. Modeling the lesson with humor capture the student’s attention and they are eager to participate and collaborate with the peers and teachers. My strength demonstrates that I model all my lessons and make them student friendly. I plan and model my lessons by incorporated and adapted the skills to students’ individual needs. I also teach cross curriculum allowing students to build from each core subject.