Chapter 2 Study Guide

This has deepened my understanding of the big 5 concepts of literacy (phonemic awareness, phonics, vocabulary, fluency, and comprehension) through understanding what criteria can be used to determinate what is effective developmental for a reader and what needs improvement. The Informal Reading Inventory is one example of this because it allows me to assess word recognition, oral and silent reading, comprehension, and literacy capacity. All of which is valuable information which I can then use as a reading teacher to determine further instructional moves. While I have yet to have a place to fully put these assessment techniques into my full practice as a first year teacher. Learning about how to properly assess these components has better equipped me to think about my students' literacy abilities and further strategize my instructional planning to meet the diversity of their literacy

The educator will choose a passage from the book for the students to read aloud in objective 3. The students will read the passage aloud and the teacher will makes notes on the words read incorrectly or correctly. The educator is able to measure and the student’s individual reading level by listening and recording reading behaviors. The information gathered through the oral reading accuracy assessment can be used to determine error accuracy and self correction rates. To demonstrate 90% accuracy in Objective 3, students must be able to read text that is challenging and manageable.

It has been shown that if students start at an early age to learn to read and write their learning in all content areas will improve. It is for this reason it is important for secondary teachers to understand early reading acquisition as to incorporate those reading skills in lesson to accommodate students with reading deficiencies. Educators can understand the building blocks of how a student learns and develops into a successful reader in order to help them develop their reading skills. If teachers understand reading acquisition they can better assess their students’ reading level. As such, the role of professional judgement in understanding the selection of reading or writing material is to know their students reading needs and select materials

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.

If the $17,000 spent to purchase inventory could be invested and earn interest of $1,000, then the opportunity cost of holding inventory is $17,000.

Teachers routinely monitor and assess the reading levels and progress of individual students. This ongoing evaluation directs and informs instruction.

The purpose of this paper is to explain the rationale regarding instruction and decision making, analysis of student learning, and reflection of personal performance within the literacy assessment and instruction analysis project. The project entails five lessons administered to a student to provide help with writing, and ultimately, to help the child improve in his or her writing skills. This document includes background information, goals, assessment results, instructional plans, and a personal reflection piece. This project aims to provide best practices and explicit instruction to a student in the subject of writing, ultimately hoping to bring the child to a higher writing level by

The examiner conducted a set of running records in order to assess Kamil’s reading performance and identify his instructional reading level. Instructional reading level Kamil was asked to read a story from Reading A-Z Benchmark titled “A Night in the Trees”. The results of the assessment are summarized in the following table:

The assessments appropriate the above activities include documenting of standards and skills whereby the teacher records through child-generated products, anecdotal records, notes, and observation. The teacher will carry out this assessment throughout each day to monitor the children’s progress towards accomplishing focus skills, fine motor skills, and gross motor skills throughout the week. The teacher will also assess the children using authentic assessment, such as observing, listening, and recording.

The curriculum based measures for each student's reading is based on their basic reading skills, each of their reading fluency and reading comprehension. All students by grade three should have the basic

The purpose of the grade level passage assessment is to assess all the areas a reader with good fluency should be able to do. The assessment measures how long a student read for (rate), how many words the student read correctly (accuracy), the number of miscues a student read, accumaticity, and comprehension. All these areas of fluency help the reader understand what they are reading, but also anyone listening to student read could understand what the story is about. It is important to assess all of these skills, because it helps the teacher see the “whole picture” of a child’s fluency ability. Fluency is more than just reading fast, fluency is thought to be the bridge between decoding words to comprehension of the

I use various forms of formal and informal assessments within my lessons and my classroom. I use pretests, observation checklists, student check-ins, student conferences, student observations, student conversations/discussions, unit tests, Fountas and Pinnell Tests, NWEA score, rubrics, and posttests. I am always checking in with my students because I want my instruction to be purposeful and meaningful for my students. I use my assessments to guide and adapt my instruction as well as my lesson plans.

In this analysis, evaluation, and synthesis assignment, a research topic related to the fields of early childhood education and child development will be introduced. Two scholarly journal articles were analyzed and synthesized to increase this writer’s understanding of ongoing practices of reading assessments from 1990 to the present years. It is not known if or to what extent the effectiveness of reading assessment practices has upon accurately scoring students’ overall reading performance.

Explain the difference in the problems faced by a PM who is short of secretarial resources and one who is short of a “Walt.”