Micheael's Writing Skills

The child knew how to turn the pages, show me the title of the book, and show me the title page of the book. The child struggled in holding the book right side up, showing me the front cover, and the back cover, and finding the first page of text. The child was not able to tell me what the author or the illustrator did. With the conventions of print the child was able to tell me where it tells the story at, where we start to read. Lastly the he could tell me that we read from left to right and top to bottom. The child struggled with the return sweep when reading. The child excelled in showing me the spaces between words, and pointing out letters to me. The child struggled in one on one reading, and finding word boundaries around a word. The child also had problems with finding the first word on the page, and the last word on the page, and with counting the words and letters for me. The child was not able to show me the difference between a capital and lowercase letter. The child was able to identify the letters on a page, some of the specific letters that I pointed to, and also was able to identity some of the letters in his name. The child was also able to name some of the letters on a page, some of the specific letters, and some of the letters in his name. He was able to

In the short essay, “Becoming a Writer,” penned by Russell Baker, he spoke of a memory from his past that later changed his perception of writing. After reading his piece, I reviewed the response questions listed below the essay to further my understanding of the piece. Almost like looking through a list of prompts as Russell did.

The student I worked with is in 5th grade. We did a DRA on a story called “Cry Foul”. This is a great assessment to assess a student’s reading ability in order to enhance his or her literacy achievement. I learned many things about my student that he likes to read adventurous books and books regarding sports. He wants to become a better reader by enhancing his understanding and vocabulary of the text. It’s also a bit difficult for him since English is his second language and a year ago he was taking ESL classes. It’s amazing that he has great goal settings that determines that he wants to become a better reader. The things that I observed about the student is that his oral reading is fluent since he had about three miscues in which one was

A few areas that the writing specialist pointed out in which I need to review and refresh. 1. Fully

Jadarius is a quiet and soft spoken year-old boy at Magee Elementary School. Jadarius's favorite sport is football. His favorite color is blue and he likes to watch Superman videos. In the summer, Jadarius looks forward to playing outside, eating vanilla ice-cream along with his mom's Hamburger Helper. Jadarius states, after high school, he would like to work at a Dollar General store and attend Jackson State University. His favorite subject in school is math. Jadarius has an eligibility ruling of Developmental Delay and Language/Speech Articulation. In reading, current I-Ready data indicates Jadarius recognizes Level K high frequency words, and with support, answer questions about key ideas and details stated in literary or informational

Take a moment to think about the learning skills and strategies you will need to accomplish today’s objective. How can word choice affect your feelings? How do comparisons help us understand more about the meaning of a poem? Open your digital notebook and describe your strategy and the learning skills you will use to succeed in this lesson.

Strengths - On the spelling portion of the test, Alex scored a total of 13 out of 22 questions correctly. This score reflects his spelling skills are at an equivalent age of 9-3, and a grade equivalent of 4.4. He demonstrated great knowledge and understanding of the words that were dictated. Alex remained confident and spelled correctly many words that are commonly misunderstood. During the writing portion, Alex obtained a total of 21 out of 24 correct responses in a seven-minute time span. In general, Alex displayed ease and confidence during most portions of the test. He worked quickly and showed few errors. The student was able to quickly read the words and place them together to make a correct sentence. The student writes at an age equivalence of 12 years old, and

I chose to do this assignment on Ashford Writing Resources because writing, or grammar, is one of my weaknesses, as I am sure you have discovered! Not having a problem “painting a picture” with words, I do however have a problem with sentence structure, grammar, and punctuation. I personally plan on using this resource every step of the way!

Strengths: Sebastian instructional reading level is independent for the level book I used for him, Pre-decodable for early kdg. He read 100% correctly and with automaticity,

He sometimes writes his thoughts very quickly and will need reminders of basic punctuation and capitalization. This also affects his ability to spell words. He also requires extra time to edit for spelling. He needs support in editing to make sure his ideas are organized so that the reader has enough details for a clear understanding. Alex works to complete all classroom assignments, but sometimes he needs to take more time to finish an assignment more thoroughly the first time. Alex takes suggestions for improvement of his written work. Alex's writing weaknesses impede his ability to meet grade level

Jennifer has a history of difficulty with early reading skill milestones. She had difficulty learning the letters of the alphabet in kindergarten as well as trouble with initial sounds, sight vocabulary and rhyming. Her overall language development was

To overcome anxiety and writer´s block, I decided to follow the strategy of choosing a particular aspect of the topic

Litzy was able to “master” the English language quickly and at a young age. She was so young that she does not remember when she was reclassified; she claims to not remember ever taking English learner classes. Even though Litzy does not remember having to take English Learner classes her mother did verify her having taken them. From looking at her writing assignments, notes, and the “who done it” handout one can notice that her writing skills are the same as the other students. Every student in the classroom began by writing the answers. For instance, if they were working on a math problem they would only write the answer, and rarely show their work. When asked questions about the suspects, every student along with Litzy would write one word answers such as, “has a dog, earing, and so on.” As the weeks went by the students were reminded to write in sentences; when sharing an answer they were also encouraged to speak in complete sentences.

It is said majority of deaf high school graduates read at the fourth grade level (Easterbrooks & Beal-Alvarez, 2013). This result can improve; however, the question is how it can be improved. In order to achieve this goal, we must discuss what we already know. Learning to read begins

She displayed these specific strengths and weaknesses as a writer. As a writer, she is able to write in complete sentences and spell commonly confused words correctly. She does not demonstrate the ability to use voice with an emphasis on figurative language, create written descriptions using precise language and use revision strategies to improve the organization of her