Performance Activity 47 Essay

On my Windows 10 computer, it is rather simple to gather information on my system. I only need to click the Windows icon on the bottom left of my desktop and type in “System Information.” This opens a desktop application that will show me all the information I may need. This application is broken up into three separate tabs: Hardware Resources, Components, and Software Environment. Under Hardware Resources I can find the input/output section, and memory too. Under the Components section I can see things like my multimedia, ports, network, and storage. Under the Software Environment I can see items like my system drivers, what print jobs may be stuck, and my startup programs. If I am looking to

WARNING: Aboriginal and Torres Strait Islander readers are warned that the following assessment may contain images and names of deceased persons.

The intervention used first was the Peer-Mediated instruction with repeated reading (PRR). During this phase, the students were seated across from each other. The students were then given a copy of the passage, one in which to read, and the other in which to mark the time and note any errors observed, along with a stopwatch. Both students began reading from the selected text for the pair for a duration of twenty minutes at the beginning of the class. Next, the “paired reading” time consisted of each student taking turns reading using only a whisper. To ensure the fidelity of the intervention, measures were taken to ensure that one student didn’t have to be the first reader every time. During the read aloud, the student who wasn’t reading would follow protocol and read the following sentence “Stop. That word is _______. What word? Yes, ________. Please read that sentence again.” After the paired reading time, the reader would then be asked to read

4) Use the tape measure to find and record the distance from the charge to the equipotential sensor. 2.03 m

IPTS 7J relates to performance activity forty-seven by how the competent teacher uses assessment results to determine a student’s performance levels of all four sections of the Basic Reading Inventory: graded word lists, oral reading, silent reading, and listening reading. During this site visit, I gave another form of the silent reading portion to determine if the student is at the instructional/frustration level on grades fifth through eighth. The student remains to be at the instructional/frustration levels for grades fifth, seventh, and eighth grades. I learned to consider other aspects of assessments besides results to understand and evaluate what a student knows

This semester I was given the opportunity to administer five different reading assessments to three different students. I had a student who was struggling, Brayden, a student who was on level, Tayanna, and a student who was above grade level, Josiah. Through this experience, I learned how to administer different assessments as well as what to look for to best help a student learn to read. In addition, I found things that were valuable in the assessment; however, I also ran into struggles while using the assessments. Conducting these gave me a better understanding of the use of reading assessments in the classroom. As I reflect on this experience, I can see that my overall understanding of reading assessments have definitely expanded.

I saw performances from Zoë Tucker, Leah Jeffers, Aleesha Yan, and Saif Saigol, all accompanied on the piano by Kyungmi Kim. Zoë Tucker is a soprano and sang the Italian aria “Se tu m’ami” with great pronunciation. Zoë seemed a little nervous at first, but gradually became more comfortable as the piece continued. Zoë wore a flattering black dress with a long sparkly skirt, and black flats. Her breathing was rather silent with little shoulder movement, but the rise and fall of her chest was rather noticeable. Zoë had nice clear high notes with vibrato that rang throughout the performance hall. Zoë did a good job of making the performance dynamic by varying her volume throughout and was very engaged with the lyrics giving the impression that she had a good understanding of the meaning behind the aria.

Josh has completed his reading assessment. His reading fluency and decoding are at grade level. When Josh takes the time to check over his work, his reading comprehension is strong. When asked to discuss his reading, he does well. However, when Josh writes his thoughts down on paper, many of his answers are too vague.

I found the time given to me to read wasn’t enough, when reading retention requires decoding and understanding what is written. There were terms that I do not use on a daily basis and I required a few more seconds to assimilate the information and find connections to my prior knowledge. Furthermore, I decided to re-read the text one more time to proceed answering the questions given. In order for me to respond to the three questions I needed to retain the information provided in the paragraph, remembering only pieces of the paragraph would have not been helpful to accurately answer the questions. I considered this exercise a great way to stimulate children’s memory issues.

Student oral and reading vocabulary increases in this stage. Students are reading less predictable text that require decoding skills and an expanding sight word vocabulary. Applying read a-louds, re-telling, and concept sorts are ways to expand on a student

The aim of Performance Indicator is to increase golf ball manufacturers’ value by increasing revenue from new ball sales as a result of eliminating older, used balls through its color change coating technology.  Although there appears to be a possible financial benefit based on the future perceived demand for new golf balls, PI’s new technology does not appear to have any transparent benefit or value creation for the end consumer (golfer). Consequently, no manufacturer has yet to adopt this technology.

“While this therapy could help many countries in reducing their cancer rates, it is highly expensive. As a result, we are working towards increasing the affordability of the anti CD-47 therapy. Unfortunately, developing a solution can take many years, leaving those affected with no option but to wait until this therapy can be marketed.” With an overwhelming sense of disappointment, I leaned back in my seat as I learned about the anti CD-47 therapy.

With a well-defined purpose for close reading intact, strategies for implementation must be identified. Fisher and Frey (2012) investigated close reading in secondary schools in order to identify methods for teaching close readings in the elementary schools. Through ten observations the research team, including teachers from kindergarten through sixth grade, observed high school teachers utilizing close reading with their students. They discussed and implemented five components of close reading. First, the use of short passages ranging from three paragraphs to two pages were used. Second, they recognized that the text was complex which made the close reading necessary. Third, they observed repeated reading of the text evolved from a new purpose or a question for each reading. Fourth, they identified text dependent questions that required students to provide answers supported by the text. Fifth, they noticed students annotating by underlining statements, circling words and phrases, and making notes. They realized that frontloading was surprisingly brief. The team debated the issue but ultimately decided to limit this strategy by allowing the students to frontload more independently. Their discussion led to modifications in the secondary methods of close reading in order to create a system that worked on the elementary level. These elementary teachers began using their method close reading in their classrooms, which by all accounts was successful. Repeated reading

Informal measures can include both formative and summative assessments which can be developed by the teacher or originate from a published assessment. Informal assessments seldom include published assessments such as the informal reading inventory. The primary difference between formal and informal assessments is how they are used and scored. Teachers can choose to administer all or only a portion of an informal assessment. The quality of an informal assessment of reading depends on several measures including the clarity of the instructions and the sometimes are more authentic than formal assessments. Many teachers use informal formative assessments to allow students to see their own growth in addition to recognize where their own deficits. The term informal suggest that the assessment if biased or unplanned, when in actuality many informal assessments aid instructors increase the supreme volume of data (Marzano, 2007) that reveals how a student reads rather than repeated formal assessments that cause greater time, stress and effort for all parties involved. Informal assessments are particularly malleable and can be

The goal of this project was to test a unit of instruction designed to teach 3rd grade students comprehension strategies to help them become better readers. The formative evaluation investigated whether the unit was effective at teaching ten comprehension related objectives and identified areas for improvement in the unit.