Summary Of ' If You Give A Mouse A Muffin '

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

The Wilson Reading System (WRS) is marketed for students from grades 2 to 12 who are not making sufficient progress with their current Tier 2 intervention and need a more intensive intervention at Tier 3. It is used most often with students in upper elementary to high school. The program can also be used with adults who need remedial reading services. Specifically, the program is based on the Orton-Gillingham approach to reading instruction. This approach relies on direct instruction, incorporates ideas of “how” and “why” individuals learn to read, and explores multi-sensory methods (auditory, visual, and kinesthetic). It is intended for individuals who have problems with phonological awareness or orthographic processing.

Addison read a narrative and an expository passage at Level P, “Plenty of Pets” a narrative passage and then an expository passage, “Animal Instincts”. Addison read both passages with 96% and 99% accuracy respectively. She scored satisfactory on both passages. When reading Level Q, she read a nonfiction passage, “Not Too Cold for a Polar Bear” with 97% accuracy and excellent comprehension. At Level R, she read with 95% accuracy and satisfactory for comprehension, although it is deliberate and arduous. However, when Addison read a narrative and expository text Level S, “Could Be Worse” and “Amazing Animal Adaptations”, reading both passages below 95% accuracy. When considering a fluency score, Addison primarily reads in three and four word groups, however it is not smooth and lacks expression with a slow rate most of the time. Aimweb progress monitoring data were considered to determine Addison’s correct word per minutes. According to the data, Addison’s word recognition skills significantly impacts her ability to read fluently, thus causing frustration. She is currently being progressed monitored at a third grade level, indicating she falls near the thirty third percentile when compared to third grade students nationally, reading a median of 109 correct words per minute.

Sebastian was provided with 4th, 5th, and 6th grade. In the 4th grade passage Sebastian read the passage in 1 minute and did not miss words, placing him at an independent level for reading, comprehension, and retelling of the passage. In the 5th grade passage, Sebastian missed two words, he reversed the word “everyone” with “everytime” and the word “with” with “what.” This placed him at independent reading, comprehension and retelling of the passage level in reading. Lastly, in the 6th grade reading passage, Sebastian substituted 4 words and did not read the suffix of -ed for 1 word. Sebastian read “colossal” as “caleal,” “Eldwood’s’ as “Edward’s,” “felt” as “fell,” and “clothing” as “learning.” The word that Sebastian omitted the -ed from was “riled” instead he read it as “rile.” The errors indicated that Sebastian was at an instructional level in reading. In the comprehension questions, he missed 1 question which placed him at an independent reading level. As for retelling the passage, he was also placed at an independent level.

Her mother received a BS in Child-Life Development at MSU and her father earned a Business Management of Sales at Rasmussen. Her mother never had any educational problems while she went to school. She always enjoyed reading and was advance compared to her peers. Nealy’s dad did struggle at school, he had to repeat 2nd Grade. Nealy’s mom didn’t know that her husband struggled with reading until Nealy was born. At night when Nealy’s dad would read to her, he would skip over words and would sound extremely “choppy.” According to Nealy’s mother, her husband claims he can read fine when reading to himself, he just “can’t read out-loud.” Therefore, Nealy’s mom does the majority of the bedtime reading to all their children. Nealy’s mother is an in-home daycare provider and her father co-owns a Bio Wood Processing Business. Since Nealy’s mom is a daycare provider, she works with all her “kids” on reading and writing every day. In the summertime, there is less emphasis on academics and more on outside exploration and

I observed fluent reading, he read accurately with some self-correction, at a steady speed. He also added intonations appropriately. Overall he read very smoothly. Some of the words were not always articulated correctly, but I did not count these as errors, as this is a reflection of his speech impediment and not his reading ability. He also had a good understanding of what he read. His comprehension of what happened in the story and what was being inferred was on

“Ideas are like rabbits. You get a couple and learn how to handle them, and pretty soon you have a dozen." John Steinbeck, the author of Of Mice and Men, introduced this concept of once one starts theoretical thinking, it can go on forever. This quote correlates to the American colonists' separation from Britain and formation of the United States because once they read ideas from authors such as Locke, Diderot, and Montesquieu, the colonist began to start thinking and creating their own thoughts about the government and how to improve it. The time was the 1760’s to the 1780’s and the American colonies were being taken advantage of by the British. Writers from France and Britain were making trying to change the government by writing how to fix

Jo’rel is a hard-working 4th grade male student in my Leveled Literacy Intervention (LLI) small group with a high intervention attendance rate. I-ready beginning of the year and end of the year assessments have Jo’rel improving from an “End of the Year first grade” level to a “Middle of the year third grader”. Looking at Jo’rel’s intervention record, he appears to not make any real progress (perhaps even moving back a little) – his accuracy decreased a slight bit and his comprehension dropped by half. However, I believe the topic of the book for this reading record, From Poop to Paper, hindered comprehension and accuracy. Jo’rel was very distracted, and a little off put, by having to read and discuss poop, so I am not sure if this last reading record accurately reflects his current ability.

For expanding my horizons assignment, I attended a science lecture lead by the speaker Dale D. Edwards from the department of biology at the University of Evansville. The topic and title of his lecture was “Of Mites, Mussels, and Men”, in which the title, as he pointed out, was a play off of words for the book, “Of Mice and Men” written by author John Steinbeck. Although his lecture had no connection to the book, he talked about what he studies and how he became interested in doing what he does today in the biology world. He explained right from the beginning that he would not consider himself to be a “mite” guy, in which he was never really interested in them, and yet, ironically, mites are what he focuses on for a living. His current work involved studying parasites of shorebirds and how them differ regionally and then also studying mussels as a host for parasites such as the Unionicola, which is a water mite most commonly found living on the gills of freshwater adult mussels (relationship is called parasitism).

The book is about 4 friends 2 being mice and 2 being little people they all loved cheese. The little people hem and haw liked a certain kind of cheese while the mice sniff and scurry enjoyed their kind of cheese at cheese station C. The little people didn’t realize that the cheese was getting smaller and getting old and moldy then one day there was no cheese for anyone. The mice arrived at the same time every day but when the mice got there they realized the cheese was gone and quickly set out in the maze for new cheese. the mice quickly found the new cheese station N which had more cheese than they had ever seen.

For a child who is just starting to learn to read, they need sufficient practice in reading a variety of different books to achieve fluency. Reading can be complex and has many different aspects (Burns,1999). It is suggested that children who have problems reading and writing at a young age will find it hard to catch up as they get older and will not reach their full potential as adults, many will withdraw from school or society and some becoming involved with crime (MacBlain,2014). 40 percent of children find learning to read a challenge but with early help, most reading problems can be prevented (Reading Rockets, n.d.).

In the poems Robert Burns’ “To a Mouse” and “The Mouse’s Petition” by Anna Letitia Barbauld, many feelings and emotions about mice are brought forth. While both poems were written by different authors, many of the feelings they share towards mice are common. The analysis of the two poems will help to find the comparisons and differences in theme, political and social issues, diction, and tone. Examples from the poems will help to show the similarities and differences in the two.

Many students around the United States have reading difficulties, which can be due to a variety of reason such as: low socioeconomic status, family history of learning disabilities, a neurological disorder, limited exposure, etc. Reading difficulties can lead to further problems with education and learning, therefore the struggles should be addressed and intervention techniques should be implemented promptly. The interventions need to be individualized for the student based on their needs in order to improve the student’s reading to the best of their abilities.

One of the programs my student could benefit from would be Direct Instruction: Reading Mastery, which focuses on students in kindergarten to the end of third grade. Reading Mastery is a complete basal reading program that uses the Direct Instruction method to help students master essential decoding and comprehension skills. “Students exposed to Reading Mastery had significantly greater growth in Nonsense Word Fluency scores from mid-kindergarten through the end of first grade. Oral Reading Fluency scores at the middle of first grade exhibited strong differences in favor of the Reading Mastery students. Stockard, J.,

When data from students who had average accuracy and fluency scores, but lower comprehension scores were compared to data from those with similar accuracy and fluency but average comprehension, the consistent differences were found to be lower oral language and vocabulary skills in the poor comprehenders upon entry into formal schooling. (Nation, Cocksey, Taylor & Bishop) Thousands of dollars each year are spent on intervention, trying to improve the reading of children that show delays. When one reads, the clear goal is comprehension of what is read. Without communication of ideas between the author and reader, decoding texts is pointless. Most intervention programs are focused on phonics and word decoding. Oral language interventions concurrent with vocabulary and comprehension tasks at age eight have been shown to lead to significant improvements in reading comprehension. (Nation, et al., 2010). Reading comprehension is not merely a product of being able to decode words and sentences. How we teach children to process and integrate the ideas found in text can have a large impact on their ability to function in a world of ever expanding knowledge and information.