The Importance Of Communication

The last subtest in the section was Pseudoword Decoding, which was also difficult as he read from a list of nonsense words. He became very frustrated and asked me, “What am I reading” “Can we please stop”. He finished the section in the 5th percentile and his standard score is 76.

Student 3 increased their score six out of six times during the intervention period. They reached proficiency five out of six times on the weekly skills assessment of comprehension. The student also reached the benchmark goal for Daze.

It is the school policy for lower primary students have their literacy and numeracy abilities measured against benchmark levels twice yearly. The tests used for these assessments include the PM Benchmark Reading Assessment, the Waddington Spelling test (see Appendix A), and the Australia Council of Educational Research’s Progressive Achievement Tests (PAT) in reading and mathematics. In addition, Mrs. Bea has adapted a generic phonemic awareness skills test (see Appendix B), which she conducts in the first week of the school

In order to have experience myself with fluency testing, I had to administer few assessments to Daniel. He was cooperative with testing, every time I asked him to. They were short and at the end I would give a treat.

Based on her performance during this evaluation, it is clear that EE107 is far below her peers across academic areas. Given this, more direct instruction in math and reading is necessary.

I have one above grade level student, two grade level students, and two below grade level students. The students I choose are the ones that are most likely to be overlook because they are to quiet and don’t have any outward behavior issues. I also chose one high level student because I wanted to see how I can provide additional resources for student who works above grade level. The lower level students have different abilities when it comes to reading and writing. One student does better in reading comprehension and the other struggles with comprehension but is better at decoding and sounding out words.

Since she lives with her mother only, there were not too many distractions. She has a little brother, but mom took care of him while lessons were occurring. Jayden is pretty well focused and seems to stay on task since she really enjoys writing. Also, it helps that this environment was so comfortable and familiar to Jayden. I know Jayden’s mother well, so I would usually visit with her for as little while Jayden would get ready to begin. She was always very anxious to get started.

On another day, i was able to work with four-year-old John. With John, i decided to use alphabet flashcards. I chose to use flashcards because his teacher, Mrs.Bogue, briefly explained to me that john is able to recognize letters. John did well with recalling the letters as I flashed the cards to him .However, when I asked him to write a letter down without the card in front of him he struggled. John could not write the letter without a visual guide. In my opinion, john needs help in memorization. Later that week I was able to work with a little girl named Tina. Mrs. Bogue had mentioned that Tina is a great drawer and struggles with her words. I wanted to hear for myself how well Tina spoke. So I decided to use the print out drawings again.

Kamil was able to read 101 words per minute. According to national norms, Kamil’s reading rate was between 25th and 50th percentile for this running record. The self-correction rate was similar to that from the previous running record. Kamil’s miscues were mainly based on visual clues. The examiner noted that Kamil had difficulties with deciding how to read the words though and dune. He decoded the words using a short vowel. Both running records confirm the finding of a need in teaching short and long vowels which was indicated after administering the CORE assessment.

Hall: I’ll be happy to explain them. The tests that Adam was administered all has an average or mean score of 100. These test have a wide average range of 85-119. Based on Adam’s sores Reading Comprehension he is in the low range because he had a Standard Scores range of 74-80. Adam’s written expression in also in the low range with a Standard Score range of 71-81. His math calculation is in the low range with a Standard Score of 30-43 and His math reasoning is in the very low range of 5-12. Don’t let these numbers scare you. This is just a form of measurement for us to understand Adam’s weakness and strengths. These numbers also help determine eligibility for special education. With your written consent we can proceed with the process. Adam will be assigned a team of experts that includes: Adam, the principle, his general education teacher, the special education resource teacher, myself and of course the pair of you. Mr. and Mrs. Gallery you will have a very active role in deciding how Adam will be taught. The professional can provide you with researched based data and evidence, and strategies. However, if you notice anything that isn’t working you are the only experts on Adam. We will develop an Individual Educational Plan or IEP and develop strategies, accommodations and modifications. We recommend that He is remains in the general education class but pulled out for resource room for the areas of weakness. We will also provide strategies that can be used at home.

Student C was administered multiple assessments over the course of the semester to identify the strengths and weaknesses of his reading ability. The initial assessment given was the reading interest inventory enabling me to see what the motivations behind his reading were and what his interest level was for the subject. He doesn’t find much interest in reading, however he feels that it is important to be able to read quickly. The reading interest inventory indicated that Student C did not enjoy reading in his free time, but when he did have to read he enjoyed books about sports, adventures, mysteries, and funny stories. The second assessment that was given was the San Diego Quick Assessment. The San Diego Quick Assessment provided an independent level of second grade, an instructional level of third grade, and a frustration level of fourth

I was surprised to see that the student did not recognize most of his letters in the English language. In my experience as an English language learner student, most pre-k teachers introduce the alphabet in English at some point in the class after the

In reviewing the results, Jarrod scores a “3” on the DSI-screener, indicating that his knowledge spelling patterns is somewhere around the end of first grade level. Therefore, the results of this assessment indicated that he was at the “Letter Naming” stage. It also indicated that Jarrod needs work in skills such as short vowels, affricates, constant blends and diagraphs. However, when Jarrod was give the “Letter Naming” stage test he scored a “21” which meant that this test was at his approximate level. However, to gain a better understanding of Jarrod’s needs, and to understand the discrepancy between his low score on the DSI screener and the “Letter Naming” feature test, Jarrod was also given the “Within Word” feature stage test, where he

The objective was achieved because the students identified the letters of the alphabet, sounds, and putting them in the general order of the alphabet while play the Alphabet Soup Game. IN the assessment the only student to miss identifying a letter just had trouble with the letter X because the students has just previously learned the letter in the past week. The class does letter of the week but I do not think this makes a clear connection as to the order of the letters or what the real meaning of each letter is other than just being a

In the second grade class of Mrs. F’s class, Carmen is one of her students that is having challenges with reading. Carmen is a seven-year-old girl that is extremely outgoing and loves to help her peers. She is currently performing at a low reading level but is hard working on improving her reading and writing. When doing the letter identification assessment she was comfortable with me in comparison to the first time we worked together. She was confident with the process of the assessment and was not shy asking questions about a letter. My second interaction with Carmen, she was more open to talking to me and becoming interactive with the assessments. Knowing that Carmen is more comfortable with the assessment will allow me to help her see her full potential in improving her reading skills.