Summer Reading Loss Essay

The leveling system is used to determine the reading levels of the students, as measured by scale of Fountas and Pinnel Guided Reading on A through Z, proficiency reading scores F-Far Below Proficient, BP- Below P-Proficient, and AP-Above Proficient. The researcher only measured levels B through V for second and third grade student in this study. In addition the researcher also analyzed advanced degree level teachers. The teachers in the study took the added steps to add valued contributions to reading instruction and assessment. The researcher also, looked at varying years of experience of national board certified teachers, advanced degree teachers with school as the random effect. There were several schools who participated in the study. The study provided valuable data of national board certified teachers that may prove to be useful to implement more rigorous programs to recognize effective reading

he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society:

Informal Reading Inventory (IRI) are diagnostic assessment administered individually to evaluate different aspects of students’ reading. After reading the text, students orally are answering the questions following the text. Teachers take into the consideration additional factors,, such as fluency, students’ prior knowledge, and determine students’ reading levels. This information may to choose appropriate reading material for students, to form reading groups, and to plan future reading instruction taking into the considerations students strengths and needs. According to Chall (1983), the greatest value of IRI is to help educators to diagnose the gaps in the abilities of readers who struggle the most. For teachers, who looking for the better way to address students instructional needs of children, who have reading difficulties, IRI is a very valuable diagnostic tool.

The steps of Response to Instruction and Intervention are to begin with Universal Screen and Pre meeting prep. This is the point when the classroom teacher will assess the student’s ability in reading. The assessment is brief, easily administered, and will assess the risk level for academics. It will examine the skills of fluency, oral reading, phonemes, segmentation, letter naming, and other reading strategies. Once all the students have been screened the results will be reviewed by a school professionals. There are data management system where the scores are calculated and the students risk level is assessed. If a school district does not have this system available to them, the “core team” will use a spreadsheet and determine the students risk level. Once the risk level has been determined there will be e a core team meeting; this will consist of principal and teachers, reading specialist, literacy coaches, curriculum specialist and a school psychologist. This is the overall group that can make up a

In every school across America, effective practices of reading instruction are being discussed. Calkins (2012) suggests that over 85% of students being tested on grade level literacy standards are non-proficient. Research suggests that students, who are unable to read proficiently by third grade, are not predicted to ever learn to read or have successful lives when they reach adulthood (Martinez, 2008). For these reasons, it is important that districts implement literacy models and instructional reforms that have been well researched and shown to be successful. The instructional reform method of Balanced Literacy is being used throughout the country to meet the challenging standards of the Common Core. Teachers will need

Summer reading is a requirement for tenth graders taking English II or English II Honors.Students are required to read a novel from a preselected list, and complete journal entries that correlate to the novel that is being read. The summer reading assignment is due when school starts. The purpose of this assignment is to refresh students on their reading skills, preparing them for FSA reading. Students will be notified about the summer reading assignment from their English I teacher this year. Also a copied is located on this page for students to access.

When summer break finally approaches students want nothing more than to forget about school and all the responsibilities that come with it. In those three months of no school students stop practicing what is taught in school and begin to forget the information already learned. Students should be assigned a summer reading book because it can help students to continue learning and prepare for the upcoming school year.

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.

This presentation examines and compares the 2015 and 2016 FSA reading results from South Miami Senior High School and presents a plan to improve the reading performance of the 9th 10th , 11th and 12th grade by focusing on the subgroup of ELL students. In order to achieve it, we will utilize specific plans for improvement, data collection pertaining to these specific students, and appropriate professional developments for all teacher. Additionally, we will discuss and implement a variety of classroom strategies that can increase our student’s academic performance.

It’s time for summer, and every student is gone for two months. Many students enjoy summer, they don't have any schoolwork to do, and they can do what they want. Lately many teacher have realized that students over the summer can slip by an entire grade level in their literature. Brain drain is a common occurrence in many student loose knowledge in every subject. The loss of knowledge over the summer can be very harmful to many students.

The universal screening method I chose for students at a third grade level is standardized testing. This testing process can be used in two ways to help determine which students need intervention. The first way is by using the achievement subtests in reading. The subtests would be provided to all students at the beginning of the day. The morning I feel is the best because the students minds are fresh and ready to go. The specific tests that would be provided to these students for reading would be oral reading and sentence reading fluency.

DRA: the purpose of the DRA (development reading assessment) is to identify students’ reading level, classified as a text on which students meet precise criteria in terms of accuracy, fluency, and comprehension. Strengths: The DRA provides students’ independent reading strengths and weaknesses, which aids in planning for instruction, monitoring student’s growth, and putting the right interventions into place. Limitations: Instructional choices are best made when utilizing

Summer is a great time of year when students are stress free from all the school work they have been doing for the past nine and a half months. What most people think is how much summer takes away from the learners. Many students’ test scores drop from the end of the school to the beginning, and people are blaming summer. Parents, teachers, and professors don't realize that summer is a time for kids to learn about the real world.

The main argument of this article is the importance of summer reading for economically disadvantaged students. Research shares, “ensuring easy and continuing access to self-selected books for summer reading is one potential strategy for addressing summer reading setback and therefore, addressing the reading achievement gap that exists between students from more and less economically advantaged families” (Allington et al, 2010, p. 423). Even though teachers “do not work” during the summer months, it is crucial to help economically disadvantaged students to become equipped with summer reading materials. Many students are often bored after a few days of summer vacation therefore, teachers can provide reading material that meets the needs of students

Oral reading fluency is an important dimension of proficient reading. Fluency should appear effortlessly. Additionally, words and phrases should be read in appropriate groupings and with proper expression (Rasinski & Zutell, 1991). It is crucial for early literacy students to develop substantial fluency skills and strategies to be proficient readers (Pikulski, 2006). Thus, using a research-based benchmark system to determine students’ oral fluency capabilities is essential when assessing independent and instructional reading levels. Raising awareness to educators about the importance of rating students’ oral fluency capabilities when assessing students’ independent and instructional reading levels using a researched based benchmark system is imperative.