What Are The Three Miscues In Cry Foul

What are your instructional goals to promote growth for this student as a reader and interpreter of text in a variety of media? My

Creating and implementing effective lessons for a literacy learner who is struggling with reading and writing takes much effort and appropriate resources. Throughout the Literacy Development course, I have gained much insight and resources that have become valuable tools in addressing students’ literacy needs. Each week, I conducted lessons and activities that targeted the needs of many students, but my initial focus on was on one particular student. His individual reading level, spelling development, and writing abilities were analyzed and the recorded data was used

Back to school reading in the primary grades usually begins in the classroom assessment, and part of a formal reading assessment includes reading fluency. Teachers strive for students to read grade-level texts throughout the year with purpose and understanding. Testing students in reading by using a variety of formal assessments, such as DRA (Developmental Reading Assessment) or PALS (Phonological Awareness Literacy Screening) provides a little insight into how well students read, but there is usually only one or two reading passages used. Fluency is one area that is extremely important, but seldom practiced because most students read independently to themselves. Together with phrasing, expression and punctuation, pace is can be evaluated by teachers in small group guided reading lessons. Students are given an opportunity to read out-loud in front of their teacher and their peers, but often will not receive daily practice with fluency everyday.

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

Versyrus is a repeated kindergarten student attending Lake Forest Elementary School of the Arts and Sciences. He is receiving academic direct services with accommodations in an inclusive classroom. Versyrus is a very kind and friendly person who is very sensitive to the needs of his peers. However, he is very kind and friendly, Versyrus will completely shut down when frustrated. His academic strength is reading. He has excelled to the point of being on grade level. According to her i-ready results, Versyrus Test 1 and Test 2 overall scores increased from 338 to 370. He made a 32 point gain. He is on grade level in the areas of high-frequency words, vocabulary and comprehension informational text. He is able to recognize a few level K

Josh has completed his reading assessment. His reading fluency and decoding are at grade level. When Josh takes the time to check over his work, his reading comprehension is strong. When asked to discuss his reading, he does well. However, when Josh writes his thoughts down on paper, many of his answers are too vague.

Academically, Carlos’s academic skills are appropriate for his grade level. According to the 5th grade report card, he demonstrates strength in all areas of reading and spelling. His academic achievement in this area makes sense because he always has a fiction book with him and he and I constantly talk about the books he’s reading. To advance my child’s skills in reading and spelling, I’m encouraging him to branch out and try read non-fiction books and other books that I recommend to him. Furthermore,

On this Literacy Rating Scale observation, I read two books by David. One was about spoons, and the other was about shapes. David chose and brought me both. As David sat on my lap for me to read these books, he would pay close attention to my reading. Understanding David is an English learner, I read very slow and helped him follow my reading pointing to the words as I was reading them. To this action David reacted by repeating my reading, accurately explaining the pictures, and matching several words he had associated as spoon, and circle, with the reading. Thus, the reading became: I read- he repeated. This gave way to the opportunity to expand his vocabulary as when he did not know a word he will point to the word, or picture and look at my eyes. I would

Starting on my third visit I started to keep running records of Jimmy’s reading. I collected three samples of his reading to be able to really asses his reading using miscue analysis and his CWPM (correct words per minute) and his WPM (words per minute). The first book that Jimmy selected was an AR book that was titled “War of the Worlds”. Based off of the AR guidelines it was a 3.2 reading level. This means third grade second six weeks. The next two samples were from a book that I selected. That book was titled “If You Give a Mouse a Muffin”. The AR reading level for this book was 2.4 which means second grade 4th six weeks. You will notice that the reading level of these books jumps drastically I did this because he struggled with the book that he selected that was at a higher level. This hurt his fluency, CWPM, WPM, and comprehension. I will discuss each of these in detail in different sections. One of my suggestions is that he work on books at a lower level to really build a prior knowledge in vocabulary, work on fluency, and his CWPM, and WPM which the running records show.

Throughout this semester, I tutored a second-grade English language learner at a local elementary school. Abdull is in an ESL pullout program. Thus, the program pulls him out of his mainstream classroom each day for special English instruction (Garcia-Medina, 2010). However, Abdull still needs additional help with his reading skills. Abdull loathes reading. To coax him into reading a book with me, we begin each of our tutorials with a quick board game. Throughout the semester, I have watched Abdull’s English skills grow. At the beginning of the semester, he relied almost entirely on non-verbal communication. As the semester progressed, his English proficiency grew. Eventually, he could communicate using complete and complex sentence structures. By our last few sessions, he was very talkative.

When it comes to teaching, there are always different methods and strategies one can use. Many times students need to see and participate in multiple different methods of how to do something before they can start excelling in the task. In order to be a proficient reader a student must have a steady reading rate, good vocal inflection, articulate the words well, and learn from what they read (Text Response #5).

The academic goal for this student Daniel is to help him achieve a reading fluency. The teacher I see that her strategy to help him achieve the goal to become a fluency reader is to read books at a fourth grader level. From my point of view this would be very diffulcult for this student, because if he having hard time to do in a third grade level, I believe in a higher level it could be worse. In my opinion my approach is as teacher what you need to do is know what is that the student like reading the most and have the student to be more open to interact in class and participate in the reading aloud in class. Also have his parent support her reading aloud at home at least for 10 to 15 min a day after school every night. Have the student to

Based on what I know about my student I will build off of the concepts that she has mastered to improve areas that I believe should be improved upon. Since my student knows letter sounds and letter names I will build off of this basic knowledge to further improve more difficult tasks. I will create learning tasks that are fun and engaging that allows multiple areas of growth by strengthening all areas that I believe should be worked on. I will create comprehension assessments that include cross- curricular modes of learning. I will have the student engage in literature that is at her level, but also introduce literature that is more advanced. I will create strategies to build phonological and phonemic awareness by creating assessments, but also using literature to address this concept of growth. At the end of this tutoring session I will have the student complete the phonics survey that was administered at the beginning of tutoring session by comparing the results to view improvement. The goal is to improve my students reading by creating fun activities that leads her engaged.

After taking the assessment, there was a great deal of information that the practitioner was able to interpret and use to recommend instructional strategies. Due to his higher level on the fluency assessment, there are no pressing issues. However, frequent practice is also helpful to maintain strong fluency. Therefore, it would be recommended that the student continually practice reading both fiction and nonfiction to work on fluency and accuracy. It should also be suggested that CS hear modeled fluent reading from an adult. Repeated reading is another excellent strategy that can be employed in a variety of settings I order to increase reading fluency. Choral reading, partner reading, etc. are other options for supporting fluent readers.

The examiner conducted several assessments in order to determine Kamil’s instructional level and needs in the area of decoding, attitude about reading as well as his ability to comprehend and retell a text. The information derived from the series of assessments has helped plan for meaningful instruction, which in the opinion of examiner will meet Kamil’s instructional needs and support the increase of motivation towards reading. Below are the recommendations for each area of the instructional need.