Initial Literacy Assessment Report From Tch 209 I Am Working With A Second Grade Girl Named Yainany

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.

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

I completed my literacy field experience at Isanti Intermediate School/School for all Seasons in Isanti, MN. I was able to complete my 20 hour observation in a 1st grade classroom (primary), a 3rd grade classroom (intermediate), and conducted fluency tests in a 5th grade classroom. Each class had approximately 22 to 25 students. Also during this literacy class, I was also able to spend a few days observing a 3rd/4th grade classroom and a kindergarten classroom through a couple of sub jobs I completed. I need to note that my understanding was that 3rd grade was part of the intermediate program so I completed half my observation and assessment time with a 3rd grade classroom and completed a 3rd grader assessment. I am happy to say

There are three levels that teachers place their students at which are the Independent, Instructional, and Frustration levels. The Independent Level is the level where students are able to read at a proficient rate and understand what they have read. The Instructional Level is the level where the student is capable of reading with proficiency,

What are your instructional goals to promote growth for this student as a reader and interpreter of text in a variety of media? My

Addison was administered the Fountas and Pinnell Benchmark Assessment System in order to determine her current reading level. The following table demonstrates Addison’s independent, instructional, and frustration reading levels and a brief explanation of the levels compared to grade levels.

The teacher passed around a microphone to each child, it symbolized who was speaking and this made everyone special. The students then had to write two sentences and draw a picture of what they remembered best about their holiday break. Eventually, they shared their two sentences with the teacher or me. Second, I noticed that once everyone read their journals, the teacher quickly called on students based on their bin color, which meant it was time for reading to begin. Each student had their own colored reading bin which included: three reading level books, a word list of the week, and a worksheet using the given word list. The colored bins symbolized what the student was to complete during reading time. For example; students with yellow bins read with the teacher at a table, students with green bins worked on the worksheet, students with blue bins read the three books quietly, and students with pink bins worked on writing on a small whiteboard the word list for the week. This strategy was beneficial because it developed independence. Thirdly, I noticed enthusiasm during the math lesson at the end of the day. The teacher had the students sit on the purple rug for a math lesson. The teacher used her laptop and the video clip to provide the students with visual instruction. Once the video clip was over, the teacher pulled up the worksheet to preview together with the class. Then the students went back to their desk to work on the worksheet

Needed to record the pages read and how the child progressed, any problems etc . I also needed to ask the child how they found our group reading session and colour code individual difficulty, Red, Amber, Green, Green been easy!

Ms. Felkins started out with their read aloud, The Odyssey. The students were focused, but occasionally would get carried away with unrelated questions. After read aloud, the students moved on to their word study lesson. Each student had words to cut out and sort. After they cut their words they had a worksheet and made sentences that incorporated their words. As the students were working, Ms. Felkins was walking around the classroom assisting the students if needed. While the other students were working, I individually worked with a student who recently started third grade. First, the student read a short story book to me, and I assisted her with any words or sounds she was struggling with. She practiced her numbers by matching one through

Nyasha was very withdrawn as she began her Y Readers journey at Reid Park Academy this summer. Since kindergarten Nyasha experience difficulty complying with school wide and classroom expectations. She had few positive interactions with her peers during the school year. Consequently, these challenges impacted her academics and school experience in a negative manner. However, Nyasha is not as inhibited since she has found her voice through writing this summer. Nyasha’s literacy skills have developed into grade level expectations and she has cultivated positive relationships with her peers and staff. She has attended camp every day and the family has completed more than the weekly required literacy activities. Y Readers

During the running record assessment, I learned that this process was more difficult than I thought it would be. It was hard to keep up with the student as she read and to make the correct marks on my copy. As I had more practice with this process, it became easier for me to follow along as the student read and to mark my copy correctly. I also learned that there are many different types of running records that can be used to assess students. My host teacher printed the last two assessments from a web page that provided various types of running records for various reading levels.

I decided to survey Alanna J, for my informal literacy survey/interview. Alanna is a 7-year-old girl in the second grade. I meet Alanna and her wonderful mother at sneak a peek night. Alanna was very excited to see her new classroom and to meet her teacher. When Mrs. Chaney introduced me, Alanna gave me a big hug. I felt very welcomed and special. On the first day of school, she told me she loved to read. Mrs. Chaney asked her students, “Who wants to be my objective reader?” Alana was the first student to raise her hand to read. She is in the accelerated reading group and does not have an Individual Education Plan. I selected Alanna because she made me feel appreciated and is eager to learn. She has great attendance and I believe she will benefit from extra support.

We are reminded in The Rationale for Differentiated Instruction in Mixed-Ability Classrooms, that learners need to find meaning in what is trying to teach. They need to relate to the characters in the novel. Kim needs to help her students identify these connections with the characters in the novel. There needs to be buy in for her students, I would also suggest she be cautious, but the fact that the class is culturally diverse she used be thankful and celebrate, embrace, support, and encourage open expression. She needs to build a classroom community of trust and respect prior to this assignment. It is actually one of the first things as a teacher we need to do to ensure a successful school year. Students must feel safe and supported. Kim needs to be have a conversation prior to the reading and let them know that some difficult topics and feelings are going to arise throughout the reading.

For this assignment, I had the pleasure of working with the same student I worked with for the first assignment. My student is in second grade and I well be referring to her as J.R. While working with J.R., I assessed her using four different assessments and I really got to understand her as a learner. This assignment was different from the first assignment because I was able to dig deeper into her literacy knowledge and I was able to identify many of her strengths and areas of need. I feel like I understand J.R. a lot better because I now know about her personally and educationally.

Wow, I don’t know what to say… I am fascinated with your story and find that it is quite similar in nature to mine. I to have never lived more then 5 years in one place. I was born in southern California, but have lived all over the world. Last year I spent one year living in Barranquilla, Colombia (finishing my BA in Modern Languages and Literature in Spanish at La Universidad del Norte) and was also fortunate to visit Panamá (I didn’t quite make it to Costa Rica, but I have always dreamed about visiting or living there.) So, I was wondering, it sounds like your parents were missionaries, or did they do some other type of work? As I mentioned in my profile, I spent ten years as a church planter in México (1996-2006) and started and pastored three churches, one in León, Guanajuato, another in Mérida, Yucatan, and another, which was the largest church of a few hundred people in Chihuahua, Chihuahua. My daughter Ruthie (18 yrs.) and my daughter Abbie (16 yrs.) were both born in México. It was such a special time in my life