Narrative Analysis Of Alex's Instructional Level

Being able to use polite words like please and thank you. I will be observing Miss S at 11:00 A.M. at head start during center time and free play in her classroom. I will be asking and talking with Miss S. by asking open ended questions and having her reply back. The information on general development continuum is for articulation is Repeats consonant vowel in multisyllabic words, deletes unstressed syllables, replaces liquid sounds. Reduces constant clusters, and pronounces vowel sounds. Few mispronunciations and replaces liquid sounds. Is 90 percent masters most sounds like SH. Is 100 percent can pronounce z, th, and sh. Vocabulary is understanding possessive, verbs, adjectives, and functions of common nouns. Follows a complex 3 step command, and understands polite forms. Understands indirect speech acts, and understands jokes, and appreciates jokes. The grammar is using present tense, prepositions, plural nouns, verbs and adjectives. Uses contractions past, future verbs, and different types of questions asked. Uses embedded clauses, indirect and direct object construction. The use of passive voice and infinitive phrases. Use 3-4 syllable words with more adjectives, adverbs and

Grace’s school performance suggests that she is capable of learning. This is confirmed by her scores on Verbal Comprehension, Perceptual Reasoning, and Processing Speed scores from the Wechsler Intelligence Scale for Children, Fourth Edition. The Woodcock-Johnson III Test of Achievement further demonstrates these abilities with scores in the average range for Letter-Word Identification, Reading Fluency, Calculation, Writing Fluency and Writing Samples.

233). Reading and reading comprehension is a basic skill that scholars will be able to use all along their lives and it all start here by encoding, decoding, adding and deleting sounds. This research will make use of CVC as a beginning set of letters that five year olds start manipulating nth verbally and in writing.

Olivia has always seemed to be ahead in her language abilities, such as in vocabulary and in advanced thinking skills of creating sentences and understandings of what someone is asking. At three years old, Olivia scored above average in her skills of language comprehension and production. She could tell a detailed story about a picture, in which we thought we could continue to help her develop by reading aloud at home, talking about

▪ Phonics: This is one of the students’ greatest strengths. He is able to say the sounds of words correctly. He is at the same level as an average

Addison needs to develop automaticity in identifying sight words. The data collected indicates several of her

Progressing to the fifth grade word list, Lauren’s willingness to decode unfamiliar words decreased. She quickly skipped over the words, scarlet, bandit, century, celebration, and terrace both times the words were presented to her. Other miscues were noted as she pronounced entrance as enrance, attach as attack, and choice as choose. Recognizing the words, lizard, helmet, and dentist within one second of seeing them, the four words were added to her personal sight list. Receiving twelve out of twenty, Lauren’s score indicated that fifth grade is a frustration level for her.

Alex demonstrated mastery of applications in context, scoring 76/80. This score indicates that she identified 76 words fluently. Alex’s performance on this assessment shows that she is able to read words in context with ease. Her miscues were visually similar to the printed word however she did struggle with decoding multisyllabic words. For example, Alex substituted vacation for vacant, estimate for estimated neighborhood for neighbors. This shows Alex attended to the beginning sounds of the word but did not attend to the ending sounds. Intervention will focus on structural analysis, specifically, morphemic

According to Jayla's I-ready test results, her overall reading performance is at a Level K. Her strength is in-high frequency words and comprehension

When I was doing Haley the assessment I realize one of the things she needed helps was with diagraphs. I notice this when she was trying to read her word list and as well when she was reading her passage. It was one of things that she needed to work on. Haley needed to learn about diagraphs, otherwise she was going to sound out each letter even if she saw a word with “sh or th.” I am not sure if it was taught to her before or if it was the first time. Haley was struggling at first. I tried to break it down step by step including teaching her phonics even though she is in 4th grade, still need to work on her phonics more.

The narrative “Proficiency” by Shannon Nichols, it begins by talking about how the author is going to take a test that depends whether she graduates or not and that she has been preparing for a while. She finally got her results, but she was not so happy to see her result. She discovers that she is failing in writing which she thought she was good at. She describes how much she loves writing. She was in denial that she failed in writing. She kept questioning what exactly made her fail in writing.

I’ve been through something that taught me a lesson. During my freshman year I went to school as normal I went to all my classes that day it always been the usually boring . After school I had baseball first we played catch to warm our arms to get the motion in our arms . After that I took some ground balls to get better at my defense . The coaches were telling me to go hit for a while, so I can get better at my hitting so that I can hit dingers out the park . After while we I played king of the hill to see who has the best defense with my friend’s of course I lost . Conditioning was over and I got picked by my uncle and my sister . We made it home then my grandma asked us , “ have you guys seen your grandpa.” I replied with, “ No grandma.”

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

Roger cannot learn in this classroom simply because he feels irrelevant and has given up on trying. At first he was making an attempt to do his best, but there was a major lack of support from his peers and teacher. With just a little extra attention and compassion from his teacher, Roger could have done the assignment just as the other students had. There were restrictions placed on Roger that limited his ability to excel. Why did it matter that he used a crayon instead of a pencil? Could the assignment still be completed in crayon? Roger needs to feel comfortable in his own abilities in order to love learning the way all children do. The teacher and her close mind are holding a young, intelligent child back from realizing all the wonderful

The words ranged from simple words like "a" to more complex words like "number". For this assessment, I printed the sight words onto bigger cards and I laid them out for J.R. Her job was to read the words that were listed. If she read them correctly and without hesitation then she got it correct. However, if she had to spell out the word or if she hesitated for a long period of time then I marked it wrong because she is supposed to recognize them right away. J.R. did fairly well on this assessment. She was able to recognize 88 sight words out of 100. I recognized that the words that she got wrong were the harder sight words. The second assessment that I completed with J.R. was the spelling inventory assessment. For this assessment, I gave J.R. a simple spelling test. I would say the word to her and include the word in a sentence. As I did this, J.R. wrote the words down. This assessment was given to see if J.R. could hear and write the constants (initial and final), the short vowels, digraphs, blends, and common long vowels that appear in the words that were given. This was one of the assessments that J.R. struggled with. She spelled most of the words wrong and she had trouble identifying digraphs and blends in words. The third assessment that I conducted was the phonemic awareness assessment. This assessment tested skills such as rhyming, phoneme isolation, oral blending, oral segmentation, and