Literacy Assessment Paper

Improved Assessment Literacy: Unlike the current education system that treats assessment more separated from teaching, the core teaching standards recognize that teachers need to have greater knowledge and skill on how to develop a number of assessments, how to balance use of formative and summative assessment as

3. Assessment of Literacy Development in Early Childhood is a research that was conducted by Johnson, Peter H, and Rogers, Rebecca. Both authors highly believe in assessing literacy development, since it is a huge aspect in students’ literacy development. Both authors state, “Most literacy assessment occurs in the school years because, at least in most Western countries, literacy learning is considered the responsibility of the school, though when school literacy instruction actually begins…In the United States, since the thirties, literacy-related assessment has occurred in the early years of schooling because of beliefs about the relationship between learning and development” (pg. 1).

For this cornerstone, students will be measured by three rubrics. The first rubric is for the reading task (interpretive), the second for the situation cards (interpersonal), and the third for the advice column (presentational). The rubric does contain point values, however, it is often more beneficial for students to not see the associated points, but rather their proficiency level. At this level, students should be at the intermediate-mid

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

Formative assessment, or assessment for learning as it is often called, is the assessment that

Assessment is a valuable tool to measure students learning and achievement. It is an essential element for teacher to reflect on what and how they teach. To assess students is to collect evidence of their learning. Teachers use the information to modify their lesson plans and adjust their instructional methods; students need feedback on their performance to concentrate on their vulnerable areas. Assessment is necessary for parents to reinforce their children strength and assist them where extra attention is required. The data collected will inform school

Assessments are the process of evaluating an individual’s learning. They involve generating and collecting evidence of a learner’s attainment of knowledge and skills and judging that evidence against defined standards. Formative Assessments (quizzes and practical tests) are used to

My literacy intervention plan is to teach reading comprehension skills through an afterschool drama program. The drama program would take place twice a week at an elementary school in Washington, DC. The target students would be 2nd graders that have been identified by their teachers as students who struggle with reading comprehension. However, all students are welcomed to participate.

Based off of the experiences we have shared together so far, the assessments have revealed some of my tutee’s strengths and challenges from several areas of literacy. Bryan excelled in the certain areas of phonics when it came to the spelling inventory. His strengths were consonants, short vowels, digraphs, and blends. There are also other literacy areas that can be explored in this process and some in which I have already seen; areas include reading, writing, speaking, and listening. A challenge Bryan may face when reading or speaking is the pronunciation of words. Although my CT said Bryan was very fluent in English she also told me his mother speaks no English, she only speaks Spanish. I am curious as to if Bryan is struggling with reading

I’m writing an analysis of “Battle Royal” by Ralph Ellison. It is told from the first person point of view. This is a story about a young African American named Ralph Ellison, who is trying to be accepted by white society. He is offered the opportunity to read his speech he had written for his graduation at a gathering of the town’s leading white citizens (p.286). Ralph Ellison is told that he should partake in the Battle Royal before giving his speech as part of the entertainment. The Battle Royal is a fight in which several young African American boys are blindfolded, given boxing gloves, and forced to fight each other until one person is left standing in a boxing arena. There are no time

This literacy report is based in a ESOL student which primary language is Spanish. The student is in a 3rd grade class, and his current literacy level is 3.5, which means that the student is in 3rd grade in the 5th month of the school year. The student socializes and expresses himself well in the classroom, which demonstrates good BICS management. However, his academic language, CALP, is not as broad as it should be. The student uses simple and common words, and sometimes talks to his peers and the teacher in Spanish. The student is able to read grade level literacy and write about the same; however, his oral language is not very broad. Since this is an ESOL class, most of the student’s primary language is Spanish; therefore, the students sometimes will communicate in their native language. This is a difficulty that the teacher faces every day because this doesn’t help the students enrich their English vocabulary. In my tutoring sections, I have observed that the student will speak in his native language and the teacher will reply in English, to kind of force the student to speak the English language. However, this is the student dilemma because he wants the teacher to speak and explain certain assignments in his native language. Moreover, the student presents behavior issues, which makes it more difficult for the teacher because she has to spend a good deal of her time correcting the student’s behavior.

In, “Doing Critical Literacy, Texts and Activities for Students and Teachers,” chapter one talked about the various ways re-presentation can express itself through different perspectives. The position of how writers or readers express their context, analyze a text (critical literacy), and the power and politics of language. The examples provided where of the way a position of a picture makes a difference, comparing drawings with writing, and words having meaning in context (who, where, when…). In chapter two, subjectpositions was introduced and the difference of belonging and being different was explaingd. And being different can be challenging, people can feel discriminated, whether it is being of a different race,

What literacy means to you and me is not what literacy means to some other people in the world. From our perspective, literacy is of the utmost importance. This is the case with most places in the 21st century. It is essential for our schooling because of how much we need to read and write on a daily basis, but once you move to the workplace, I believe that literacy is relative. More than that, I assert that it is individually relative to every single person in the world. There is no longer a clear and definitive definition of literacy.

Parent involvement in early literacy is directly connected to academic achievement. How significant is parental involvement in early literacy and how it can affect children’s academic achievement? The purpose of this study is to assess the impact of parental involvement on a child’s literacy in the early years. The goal of the quantitative strand of the study is to investigate differences in socioeconomic status and how it affects academic readiness. The study explores whether first instruction at school and home reading programs increase the children’s success in early literacy. The goal of the follow up qualitative strand is to understand what barriers keep parents from engaging in literacy activities at home. The rationale for integrating

There are advantages and disadvantages that exist for both holistic and analytic rubrics. Teachers use holistic rubrics (e.g. the Holistic Oral Language Scoring Rubric and the Holistic Scoring Rubric for Writing Assessment with ELL Students) to assess their students’ cognitive functions simultaneously while analytic rubrics (e.g. the Student Oral Language Observation Matrix and the Analytic Scoring Rubric for Writing) assess children’s abilities separately and assign a different score to each learning aptitude/dimension. Advantages of using holistic rubrics include the following: faster scoring process; can be used a means of summative assessment at the end of project or a unit; emphasizes the positive aspects of a student’s work. The downside