Literacy Instruction Data Collection Tool Essay

a. Is there some section that clearly lets the reader know what subject the composition is about and what the writer’s purpose is? If so, where does this section begin and end? In this section, can you find an answer to the central question that the text has been written in response to, or can you find an indication of the text’s central argument?

Throughout my childhood, the idea of having a college education was greatly stressed. As a result, it was my duty as the next generational child, to excel in my studies and achieve a life of prosperity and success. Learning became the basic foundation of my growth. Therefore, my youth was overtaken by many hours spent reading and writing what was known to be correct "Standard" English. I first found this to be a great shortcoming, but as I grew older, I began to realize the many rewards acquired by having the ability to be literate.

Literacy assessment results can and should be transmitted to students and parents in ways that foster literacy growth and help make students successful learners. Parris, Fisher, and Headley (2009) state that assessment practices signal to everyone what counts in the classroom (p. 117). Parris, Fisher, and Headley (2009) describe “two different types of learning assessment: assessment of (summative) and assessment for (formative)” (p. 117). The purpose of Assessment of Learning (AoL), according to Parris, Fisher, and Headley (2009), is reporting out, summative assessment, and measuring learning for parents and the public (p. 118). Likewise, Parris, Fisher, and Headley (2009) declare the purpose of Assessment for Learning (AfL) is guiding instruction,

Good morning, Trina. Thank you for your input on the topic of Content Area Literacy (CAL) from the standpoint of special education. Although I had not thought of it before, including the ability and desire to read in the definition of CAL is quite appropriate. Yet, ability and desire are effectively very different attributes of the cognitive processes, correct? Is it your contention that without one or the other, the learner cannot succeed in literacy?

The accumulative and increasing study on literacy instruction in children is rapidly becoming a group of data that can serve as the foundation for the everyday practice of literacy development. The amount of research serves educators as a resource for designing reliable and valid literacy instruction, strategies, and methods. In my opinion, literacy instruction, strategies, and methods should be align with the rough idea we have on child development. Many professionals have wrestled with the questions on what literacy instruction is adequate for a child; however, the knowledge of how a child develops is the closes they have gotten to achieving positive results. Data and research has proven that all children go through similar developmental patterns and these are the factors that have molded curriculum objectives. Keeping in mind that other factors may affect children develop such as genetic and the environment they live in. So upon agreement of what is the correct method of instructions to utilize in a classroom;

"The distinctive contribution of the approach to literacy as social practice lies in the ways in which it involves careful and sensitive attention to what people do with texts, how they make sense of them and use them to further their own purposes in their own learning lives" (Gillen and Barton, 2010, p. 9).

In the article of “Teachers’ Enactment of Content Literacy Strategies in Secondary Science and Mathematics Classes”, it discuss different ways teachers enact content literacy strategies. The article shows how teachers with different subjects were able to implement the strategies of Frayer Model, Verbal Visual Word Association, Anticipation Guides, and Writing to learn. As you read I will discuss how the different strategies work.

I remember being read to ever since I was young in Spanish by my mother before entering grade school. Despite my mother’s language barrier, she never hesitated to take my siblings and I to the Houston public library in downtown twice a week. I remember catching more than two buses to our destination. Once inside the library, I would run towards the aisle that had collections of Disney books. I don’t think I knew how to read during that time, therefore, I would grab the books just to look at the pictures, colors, and characters that were portrayed as evil and nice. I also believe I would pretend to read and retell a story that did not match the book. All I could do consisted of identifying the letter of the

Issues in Facilitating Literacy Development introduced the reading specialist candidate to various Case Studies allowing the candidate to reflect and design a sequence of reading strategies to meet the specific needs of students. The reading candidate became familiar with the roles and responsibilities of the reading specialist by recognizing a literacy issue within the school, creating a survey for colleagues, and analyzing the data from the survey to provide teachers with meaningful professional development. The Case studies and Survey Design project prompted the reading candidate to learn and apply evidence-based research linked to reading strategies, techniques, observations, surveys, and reflections to improve literacy instruction for students and teachers.

vii. Does the article fit into an existing theoretical framework? In other words, what theory (ies) does the article address that was discussed in class or in the

make predictions of the text using their prior knowledge of the topic and visual clues.

Moreover, the validity of the IRI data matches students with fitting literacy resources, place kids in direct reading gatherings, plan direction to address students' prominent qualities and requirements, and archive literacy advancement after some time (Nilsson, 2008).

After reporting the outcomes of this research, researchers decided to distinguish between the main literacy assessment and different core literacy tasks, like underlining a sentence in a paragraph. Researchers mentioned that the core tasks “required little or no inference on the part of the respondent” (p.2). In fact, the major literacy assessment—the part including real reading—was the part which needed inference. In other words readers make inferences as they recognize information in a text (Pressley,

Discussion question (specific to each text – these may be available online, on handouts or in class):

The purpose of this paper is to build a case on which a student’s reading performance can improve through constant monitoring as well as show how teachers and schools can change practices to gather and use data for the students’ benefit. Moreover, this paper will seek to assist teachers to use data for informed teaching. Data was collected during the course of learning through various assessments and progress monitoring to determine whether the student showed improvement in reading activity.