Matthew's Core Reading Assessment

After reading the short story as a whole, Ms. Cameron then wanted the students to read independently. I saw Ben using skills such as, pointing to the words as he read them. However, he often pointed twice, or skipped pointing to particular words altogether. In addition to this, while reading Ben omitted and added new words without self-correction. This made me think that this was his way of trying to understand the text. This also leads me to believe that Ben is having some difficulty with word recognition and fluency/pace. When Ben read the book the second time he used the pictures to read the story with no regard for the text. This tells me that he is able to interpret the pictures in order to understand the story when he is not able to read the sentences.

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.

I am very close friends with Shannon’s mom having worked with her previously. She described her daughter as an avid reader and stated that she does well in English in school. Shannon described some of the texts she had read and we had a brief discussion about our favorite book series before administering the test. Shannon was rather quiet during the testing waiting for my cues before responding or expounding on anything. Overall she did very well on the 9th grade informal reading assessment. Her reading accuracy was very high, with only miscues on unfamiliar names like “Trotula di Ruggerio” and “Salerno” which she was able to sound out. She had some challenges with the inference based questions, such as “Why would people be likely to regard ‘wise woman teacher’ as a good name for Trotula?”. Shannon was in the ballpark for this answer although her response could have been more concise.

As she improves on reading fluency, she is likely to improve in reading comprehension but additional practice is necessary to help build on comprehension skills. After each fluency exercise, she will be asked several comprehension questions about the passage. Ashley will also be asked to use the words missed in a

Name(s): Chelsey Isler & CJ (2nd grade student) Case Study Project Template Part 1 (Data Sources and Interpretations): Data Sources and Interpretation Discussion: CJ is an active boy who loves to play outside, eat lunch and go to specials. CJ views himself as a reader who reads just to get through the book. He stated that when he does not know a word, he skips it and moves on. Cobb and Blachowicz mention that, “Students who don’t know or can’t retain the words often interpret their lack of success as a deficit in their capacity” (page 11). He does not think about asking for help with the word but he also does not try to use any strategies to solve it.

In a math classroom, the teacher cannot neglect the need for providing a print rich environment. “Word walls are a technique that many classroom teachers use to help students become fluent with the language of mathematics. It is vital that vocabulary be taught as part of a lesson and not be taught as a separate activity” (Draper, 2012). Draper acknowledges the fact that words in mathematics may be confusing for students to study as “words and phrases that mean one thing in the world of mathematics mean another in every day context. For example, the word “similar” means “alike” in everyday usage, whereas in mathematics similar has to have proportionality” (Draper, 2012). Fites (2002) argues that the way a math problem is written drastically will effect a student’s performance, not just in reading the problem, but in solving the math equation as well. There is where the misinterpreting of different word meanings in math comes into play. Fites continues with the importance of understanding vocabulary not just in reading but for math as well with the correlation between improved vocabularies in math yields improvement on verbal problem solving

An important variable in a student’s reading ability is their knowledge and use of various reading strategies such as inferring, questioning and evaluating (Paris, Wasik, & Turner, 1991). Initially Dana should work specifically on monitoring/clarifying while she reads, she seems to understand when something doesn’t make sense and she should be taught how to fix her reading when it doesn’t such as backing up to re-read, cross checking and checking for

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.

Paper Rater as been my go to editing tools for every subject since I have learned about it. Paper rater not only edits my basic grammar mistakes but helps me improve my entire style my essay. It helps me fix the flow of my work, along with my word choice. I am the worst when it comes to word choice. I use basic vocabulary which has a huge impact on my essays. I usually receive a horrible score because of my word choice and sentence structure. With the help of paper rater, I can improve the ,mistakes that I usually never see.

It was a joy to watch Alex continue to make great strides in his reading this past semester, making a conscious effort to apply all of the reading skills and strategies introduced in class to his independent reading. Alex’s daily adhesive notes demonstrated his fine analytical

I taught all five of Mr. Smith’s seventh grade English classes on November 10, 2014. Before designing my lesson, I met with Mr. Smith. We discussed the needs of his students. He felt that the students needed more practice expanding their reading abilities, citing recent changes to the Virginia Standards of Learning test as a deciding factor. The English SOLs ask students to read and analyze text that they are unfamiliar with. The only way for teachers to prepare students for the SOL, is to help them learn how to self evaluate and analyze unfamiliar text. We discussed what reading strategies students were already familiar with, these included Cornell notes, annotation, and predicting. Mr. Smith said though students had been taught how to annotate students rarely used this strategy on assessments. I decided after our discussion that I would design a lesson that reiterated the skills required for annotation, as well as examining unfamiliar non-fiction text.

On Tuesday 25 Oct 2016 at 3:30 pm, I read Matthew ABC story to the children in Voyager class with Mrs. Ellen Padgett and Mrs. Liz. Before I read the story, I played a song that about A to Z letters to make the children engage with the story. Then, I started reading the story by asking questions about the story like “what do you think the story will be about?” At the beginning, the children seemed interested and excited to listen to the story. One child replied to my question by saying “ABCD” with excited voice. Then, I began to read the story and asked key questions. Some children answered my questions and other seemed thinking.

Reading- Dillon has grown a lot in reading this year. He started the year reading at a level K. He is currently reading at a level N with 98% accuracy and satisfactory comprehension. Level M is where second graders should be reading right now, so Dillon is slightly above grade level. Dillon still struggles to write about what his reading.

According to the assessments Jake has taken, he is on track for his reading level. Jake does an excellent job heeding all punctuation and reading in long phrases. He recognizes when a word he said does not make sense and corrects himself. However, Jake could work on reading with expression. Jake’s writing sample shows that he can correctly answer a given prompt while spelling several words right and including characters, but he needs help when it comes to dividing his sentences. While Jake has great comprehension skills, he can improve on the depth of his retellings. I would suggest developing a list of questions to guide Jake while he retells the story. This strategy, called “Question-Answer Relationships” from Strategies for reading assessment

When data from students who had average accuracy and fluency scores, but lower comprehension scores were compared to data from those with similar accuracy and fluency but average comprehension, the consistent differences were found to be lower oral language and vocabulary skills in the poor comprehenders upon entry into formal schooling. (Nation, Cocksey, Taylor & Bishop) Thousands of dollars each year are spent on intervention, trying to improve the reading of children that show delays. When one reads, the clear goal is comprehension of what is read. Without communication of ideas between the author and reader, decoding texts is pointless. Most intervention programs are focused on phonics and word decoding. Oral language interventions concurrent with vocabulary and comprehension tasks at age eight have been shown to lead to significant improvements in reading comprehension. (Nation, et al., 2010). Reading comprehension is not merely a product of being able to decode words and sentences. How we teach children to process and integrate the ideas found in text can have a large impact on their ability to function in a world of ever expanding knowledge and information.