School Five Different Reading Assessments Essay

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

When I registered for this class, one of my main concerns was my lack of knowledge and experience as an active participant in a reading program. My background as an EFL teacher, and later, as faculty, provided me opportunities to teach how to read in a second language, and be aware of the importance of reading as a study strategy in higher education contexts. However, I have never been a reading teacher in elementary or middle school, nor been part of curriculum design, or a language arts specialist. This lack of experience put me in a position where I questioned my abilities to discuss what reading leaders do and what good practices for a reading specialist are.

We chose to assess phonological awareness because it is a crucial component in children’s development of writing, spelling, and reading skills (Paul & Norbury, 2012). Phonological awareness refers to an individual’s awareness of the sound structure or words; it can be characterized by words, syllables, onset/rime, phoneme manipulations, and the ability to rearrange these different levels into various patterns.

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

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

Southern California, just below Soledad, not far off the Salinas River, near the Gabilan Mountains.

Researchers have shown that lack of preparation in the teaching of phonological awareness hinders the way teachers present phonological awareness when teaching their studnets reading. Researchers suggest interference due to the teacher's perspective, lack of training, values, and background may exist an be detrimental in properly teaching phonological awareness. Flesh’s 1955 publication of Why Johnny can’t Read and What You Can Do About it was influential in exposing the ineffective way how teachers teach their students literacy and reevaluation of reading programs in education and their deficiencies (Smith, 2002). Flesh’s book ignited educators and non-educators to look seriously at this literacy deficiency. A renewed interest

I taught all five of Mr. Smith’s seventh grade English classes on November 10, 2014. Before designing my lesson, I met with Mr. Smith. We discussed the needs of his students. He felt that the students needed more practice expanding their reading abilities, citing recent changes to the Virginia Standards of Learning test as a deciding factor. The English SOLs ask students to read and analyze text that they are unfamiliar with. The only way for teachers to prepare students for the SOL, is to help them learn how to self evaluate and analyze unfamiliar text. We discussed what reading strategies students were already familiar with, these included Cornell notes, annotation, and predicting. Mr. Smith said though students had been taught how to annotate students rarely used this strategy on assessments. I decided after our discussion that I would design a lesson that reiterated the skills required for annotation, as well as examining unfamiliar non-fiction text.

The use of formal and informal reading assessments provide important data that allow educators to identify at risk students (Tompkins, 2010). The data collected from the assessments address any factors that may prohibit the development of students’ reading and writing skills. In addition to the assessments, the more an educator can learn about students’ backgrounds and their past reading, language development, and writing experiences the more instructional strategies can be designed to specifically meet the needs of diverse learners in the classroom.

Assessment is a vital piece of instruction, as it determines whether or not the goals of education are being met. Assessment influences choices about evaluations, placement, progression, instructional necessities, educational programs, and, at times, funding. Assessment inspires us to ask these hard inquiries: "Are we teaching what we think we are teaching?" "Are students learning what they should be learning?" "Is there an approach to educate the subject better, consequently advancing better learning?" Using multiple assessments can help educators find what assessments work for each student and make modifications if

A critical reflection on my experience of assessment in phonics and how this will implement my future practice. In this essay, I will be reflecting on my experience of a phonics assessment that I undertook with two children in a Reception class. The setting was in a school with two classes per year, in a large village. The children assessed were studying in Phase 3 of Letters and Sounds.

The EFL phonological awareness skills test was submitted to a jury of EFL experts (see appendix C) , they were asked to determine the validity of the instrument in terms of clear instructions , items and the questions' suitability for the pupils' level. They indicated that the tests instructions were clear and the passages were suitable for pupils' levels and background knowledge. Therefore, the test was a valid measure of phonological awareness skills (Face Validity).To ensure the content validity of the test, it was developed in the light of a systematic and accurate of literature and previous studies. This accurate and systematic review determined the general form of the test, its form

In Chapter 4, Assessing Students and Texts, the topics associated with assessments were covered. The text discussed two major assessment approaches: formal and informal. The chapter also focused on policy influence, implementation strategies, and the history of assessment. Other areas in the reading mentioned the process of how to determine readability of texts and how complexity is influenced.

Chard and Osborn (2017) expand on the effectiveness of using phonics and word recognition strategy instruction. Chard and Osborn (2017) suggest that using these stategies provide teachers with opportunities to become comfortable with the critical elements of phonics and word study. Reading Rockets adds additional information about strategies, and especially about assessment of the students' knowledge of phonic elements at their grade level. Reading Rockets also recommend that the assessment should be done one-on-one and students in grades one through three should be assessed for phonic elements numerous times throughout the year to guide phonics element instruction. An example of assessment questions would ask students what sound “s” and “h” make. The student should be able to respond “sh” or the teacher might ask how can you turn “cap” into “cape?” whereby the student should be able to respond add “e” to the end of the word. Chard and Osborn (2017) list the phonic elements and the instructional outcomes that should be obtained. Furthermore, teachers must make sure that their students have a clear understanding of the difference between Phonics and Phonemes. Phonemes are the individual sounds in words that can be

I was a little apprehensive about this project because it challenged me to do something I have never done before, identify a student’s difficulties in reading, asses their ability and create interventions for the student. Reading is such a tremendous skill and there are so many factors that contribute to the success of an independent reader. While working with my student I realized how vital recognizing difficulty in reading is for some readers. I learned how to asses areas such as comprehension, listening comprehension, fluency, oral reading, phonemics, vocabulary, spelling and phonics. The process of reading is like a jig-saw puzzle. You must fit all of the pieces (areas listed above) together in order to see the whole picture. My