The Leveled Sentences By Eugene Sentences

2. Chapter one in Tompkins book Literacy for the 21st Century A Balanced Approach mainly focuses on the strategies students use to either decode tricky words or help them understand the meaning of a text. One main point Tompkins focuses on in the chapter is the classroom assessment tools, which simply breaks down into running record, rubrics, checklist

The level for this passage is level 34, and has a total of 198 words. Andy read with volume and a lot of expressions, he has to go back to repeat words in the sentences on numerous occasions. He tends to point when he reads but reads slow and combines sentences making them run-ons or not even adhering to punctuation at all. Andy has trouble with specific words using them in the wrong forms such as the singular form or present tense. This puts his fluency level at a 10 and means he needs additional instruction in fluency. After reading I ask Andy to recall and tell me what this story is about. He tells me the story is about a girl who is trying to find out why she is called by two names but doesn’t use her name at all when describing the story. He can recall important details but seems to be confused about what the overall meaning of the story was. After hearing him retell what he remembers from the story and listening to his answers to the comprehension questions. I can say he falls under satisfactory for comprehension scoring a 13 for his

This quiz consist of 40 multiple choice questions. The first 10 questions cover the material in Chapter 9. The second 10 questions cover the material in Chapter 10. The third 10 questions cover the material in Chapter 12. The last 10 questions cover the material in Chapter 13. Be sure you are in the correct Chapter when you take the quiz.

| This quiz consist of 40 multiple choice questions. The first 10 questions cover the material in Chapter 4. The second 10 questions cover the material in Chapter 5. The third 10 questions cover the material in Chapter 6. The last 10 questions cover the material in Chapter 8. Be sure you are in the correct Chapter when you take the quiz.

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.

There were three sentences in her sample to retell the story related to the text and all were structured in the same way, the sentence beginning then in the text it says and then evidence given from the text. The student does not get a chance to voice her opinion or provide stronger descriptive words. During reading partners the student is working on retelling mainly the gist of the stories along with learning to sequence and this is then portrayed within her writing. During the retell of many stories, she is able to summarize in words everything she read, when asked to write this sequence down the student is unable to fully and complete write the words without the sentence stems and evidence from the text.

Directions for Part 1: Students will be given 5-7 minutes to read each document and answer the guided reading questions. After each allotted time is up allow students to compare answers with a partner for 1-2 minutes. (This will be done for both Document A and Document B)

To initiate the grade word list portion of the reading inventory, Jerry Johns, Basic Reading Inventory, form A was utilized. Since Lauren is in fourth grade, the second grade list was identified as the starting point for her assessment. Impacted by her avoidance of reading, her frustration level was identified at the fifth grade level.

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

Constructed Response Directions: Read each question carefully and write your response in the space provided following each question. Your responses will be evaluated on content accuracy and organization.

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.

Rhetorical modes are methods for effectively communicating through language and writing. Complete the following chart to identify the purpose and structure of the various rhetorical modes used in academic writing. Provide at least 2 tips for writing each type of rhetorical device.

Jeyarsi, I definitely agree with your points and enjoyed your examples. I think corporations are projecting more progressive images and ideas in order to appeal with a more progressive audience – Millennials. Majority of people growing up with advertising and exposure to the media do not have strict liberal views compared to 50 years ago. It gets controversial because then the audience starts to question the authenticity of the programming. An example that I personally found shocking was that on the television show “the bachelor and the bachelorette” as they have not had a heteronormative lead until 2017. In recent months they announced that they will have the first ever African American Bachelorette. I find it suspicious that it took many

C. Inferential Questions (“higher-order thinking” within the text). Construct a series of inferential questions (basic questions at the level of

Shevaun was given the Core Reading Maze Comprehension Test to measure his comprehension ability after reading a text. The test consists of a passage with two to three distracters at different areas of the passage for him to read silently in three minutes and circle the correct word that fits the rest of the passage. The first sentence of the test is without distractors so that he can get a chance to find out the gist of the passage. After which, for every seventh word, a parenthesis is found with two or three words that he needs to circle one word that fits within the context of the passage. The test consists of two passages for each grade level. Shevaun was administered the grade three level comprehension test which consists of passages A