Assessing Reading Readiness Analysis

As a teacher I am responsible for the evaluation of course work and all aspect of the learning process to gauge whether improvements can be made. Throughout the process I must make sure that the course is delivered with quality and professionalism and continually assess my own teaching style and course delivery. As a teacher I will need to evaluate the course and delivery throughout the course duration to enable continuous improvement of my teaching and the impact that it is having on my learner.

I have demonstrated my ability to lead pedagogy by developing and modeling effective forms of teaching practice, by inviting colleagues to share resources I have created and to observe my lessons. I also engage in regular professional dialogue with colleagues regarding their implementation of new teaching methodologies and strategies.

Inger has met leaders that have had a great impact on her teaching style and the type of teacher she wanted to be. She remembers her first experience in teaching, a time when she was assigned to a seasoned

When I was gaining my Bachelor’s Degree, the key statement throughout my journey through the education program was “I will continue to be a lifelong learner.” As I finalized this program I have reached this goal, and this will continue throughout my journey as a teacher as I become involved with more and more school and district based county activities through which I can use the theories, methods, and strategies I have learned throughout this program. In general, it is best, as Goldhammer (69) stresses, to avoid critical dissection of teaching. Too much criticism and

Reading - Matthew is able to read grade level text independently and with a partner. He is able to answer basic comprehension questions about the text he just read or heard or viewed. He uses the reading strategies taught to him on a regular basis (ie. annotating, underlining key words or unknown words, asking questions about the text, making connections and summarizing.) The result of the recent CASE 21 shows that Matthew performed at 42.5%. The result shows that he had difficulty answering questions related to the use of context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase, citing textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, analyzing how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot and describing

My second ah-ha learning moment was found on page 5 of the WebQuest under Task #3 (Basal Readers for Reading Instruction The Reading Textbook). “Accelerated Reader -not really a program, but teachers use to give grades”. Why is this program not really considered a program? I vaguely remember participating in this program, when I was in school. Our program was titled “The Accelerated Reading Program (AR)”. It consisted of students going to the library checking out chapter books to read and being tested over the book. Each test that you take and score an 80 percent or higher, you would receive points toward winning prizes at the end of the school year. There were prizes such as a boombox, CD player, watch, video game system, mini tv, etc.

Modeling is crucial for teacher leadership. In my twenty-three years as an educator, I have learned that the best way for me to teach others is by first modeling the practices myself. As a teacher leader, it is important that I model sound, professional characteristics to gain the respect of others. I have to maintain a positive, inclusive environment for all stakeholders of the learning community. This begins in the classroom by using scientifically-based, differentiated instruction to meet the needs of diverse populations of learners. In addition, this modeling continues to fellow colleagues and administrators by demonstrating a passion for educating myself, as well as others.

Observation 1: Informal Reading Inventory The Informal Reading Inventory (IRI) assessment tested the students’ reading performance level by looking at the areas of word recognition, word meaning and reading strategies. While performing this assessment with my student her overall behavior exhibited signs of anxiousness. Taking into consideration that this assessment was given during one of the first times coming to the class, she may have not been completely comfortable performing this with a relative stranger. She was extremely compliant to instructions, but as I had her perform more tests and readings from the packet her anxiousness grew.

New Leadership Roles for Teachers and Administrators: The core teaching standards have new and higher expectations for teachers like around leadership. Teachers are considered responsible for the learning of all students, and are expected to see themselves as leaders right from when their career begins and advocate for the needs of each student. They also have a responsibility to actively investigate and consider new ideas to improve teaching and learning and to advance the

Accountability, reliability, and validity these are words that are very familiar to every educator when it comes to finding assessments the meets these criteria. Nowadays, assessments must also have the cultural bias aspect, due to the demographics of most schools in the United States.

All of our assessments are standards based and reflect the skill we learned throughout the week. In addition, many of you recognize the Common Core Reading test format that was given in first grade. I know and understand the difficulty of the test.We are now required to give the same format test in second grade. The questions on the test are divided into a (part a) and (part b). The part b part of the question requires to students pick the correct evidence on how they choose their answer for part a. To prepare students for the test, we read the story in small group and I also eliminate answer choices on the test. I will do everything I can to make sure your child is prepared for this assessment. It is always important for the children

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.

Assessing Early Reading. Assessing early reading acquisition is complicated, but one must know what skills to focus on. We can derive an understanding of the important aspects of assessment from the critical components of instruction. As Torgesen (2010) states: Adequate reading comprehension is the most important ultimate outcome of effective instruction in reading.

A lack of substantial amount of research exists on teacher education for preparing new teachers for classroom instruction in reading. Educator preparation program course textbooks present an overarching instructional content that includes topics such as academic vocabulary, promoting comprehension, selection of texts, reading across curriculum, differentiating instruction, and integrating literacy theory into practice (Tompkins, Gail E., 2010; Bucher & Hinton, 2014; Handsfield, 2016). However, there is literature and research on the current English/language arts classroom needs and studies of new professional educators in the field.

Throughout this process of giving assessments, I came to the conclusion that some assessments are more time-efficient than others, while other assessments that take more time provide more useful information that allow a teacher to provide individualized instruction for each student. The assessment that took the most time was the Informal Phonics Survey, which required nearly twenty minutes for an individual child to take the assessment; however, because of the time commitment for each individual child, this assessment would not be an ideal source of information for an entire class. In contrast, the DIBELS Oral Reading Fluency assessment only required ten minutes to assess an individual child, and this assessment would be ideal for testing an entire class.