Literacy Assessment And Instruction Analysis Project

I completed my literacy field experience at Isanti Intermediate School/School for all Seasons in Isanti, MN. I was able to complete my 20 hour observation in a 1st grade classroom (primary), a 3rd grade classroom (intermediate), and conducted fluency tests in a 5th grade classroom. Each class had approximately 22 to 25 students. Also during this literacy class, I was also able to spend a few days observing a 3rd/4th grade classroom and a kindergarten classroom through a couple of sub jobs I completed. I need to note that my understanding was that 3rd grade was part of the intermediate program so I completed half my observation and assessment time with a 3rd grade classroom and completed a 3rd grader assessment. I am happy to say

This entails working on the Seven Steps to Writing Success will be taught twice a week and writing tasks will also be included during literacy groups. Sizzling Starts and recounts will be the focus text in term one. Narrative and creative writing will be taught too and in both cases the emphasis will be on creating strong sentences with good structure. The lesson format for sizzling starts and narrative/creative writing will be explicit teaching to the whole class. My role as a teacher will be to identify the student’s level and provide appropriate feedback to support to move students toward the next level.

She started to write and she followed my instruction. I supported her in spelling and punctuation as well and I always reminded her capital letter after full stop. After 35 minutes she was

Blaze mother is currently working at the school where Blaze goes to and is in a Preschool classroom for special education students. At the end of the year they have a magician come in and she comes to a realization about what normal is. “Where is there a line between normal and abnormal” This stands out to me because everyone is different and unique in their own way. Who determines what normal is. We were discussing in my Advanced Literacy Practice class on who determines what makes this passage a 2nd grade level. My question is, why are people making generalizations on where a kindergartener of 3rd grader should be at. In science we all physically grow at different rates based off of our genes, shouldn’t this is be used as the same reason

My 2nd grade partner student seems to enjoy reading. She mentioned that she likes reading at home with her grandma before bed. While at school, she says that she has reading buddies that her teacher picks out for her but she likes to read alone while at school. She likes writing because she can create the story she wants! Some of her other interests include playing on her tablet, looking for new music on YouTube and she just recently started with karate. The information that was given to me from the teacher was that she has some behavioral challenges. From what I have noticed with my interactions with my student is that she enjoys reading but she gets off topic easily. She also pays attention to everything that I am doing when I am assessing her and she doesn’t like when she makes mistakes and is often frustrated or feels that “it’s too hard”. With some positive support on my end, she is usually able to read confidently after some affirmation.

How much time is devoted each day to specific instruction in reading, writing, and other aspects of literacy in your classroom?

Donovan will use a developmentally appropriate, integrated curriculum based on his interests. We expect to cover the following subjects for a total of 900 hours each school year. He will read from self-chosen and parent-chosen literature. He will engage in reflection on those literature pieces in the following ways: journal writing, book reviews, conversations. My goal is for Donovan to continue to enjoy reading, to read for pleasure, to gain exposure to a variety of genres, and be able to explain what he reads.

She was enthusiastic to try her best to participate in all of her subjects. Although, she worked hard in all of her subjects, she still struggled in her writing tasks and read at the reading level of M. Her peers are at reading level of N. Her parent worked and do not often come to Parent-Teacher meeting.

The goals set for Karlie were in the areas of reading comprehension, inflectional endings, and self-monitoring. To address each of these during our tutoring time, I implemented a combination of approaches.

Assessment is a key component of training used to educate direction. The initial phase in executing great perusing guideline is to focus the student benchmark execution. Students enter the classroom with different foundations and aptitudes in proficiency. A few students may enter the classroom with exceptional needs that oblige audit of fundamental aptitudes in perusing, while other students may have comprehended the substance an educator plans to cover. Because of these different understudy levels, it is important to outline proficiency direction to meet the individual needs of every student. Individual needs can be dictated by beginning and continuous perusing evaluations. These evaluations furnish educators

The literacy program is involved in reading and writing, which Hill (2006) states where a teacher can scaffold children’s learning to model, share and guide, and encourage independence. In a scaffolded approach to literacy, for example, the experience of reading aloud to children provides rich vocabulary and language structure.

After reading the article it is saying that the instruments do not reflect the complexity of comprehension, instead equating it with more limited skills. These skills are vocabulary, domain specific knowledge, word reading ability, and other reader capacities that are only part of comprehension. This connects to our last two readings because in the first article we read before this on Integrating literacy with content it talks about how many elementary teachers strength is in language arts. In addition it talks about that elementary students need to read, write and communicate about something in science and when they master that they can read, write and comprehend this same kind of learning in math. But they need to get on subject down at a

After reflecting on my first couple of weeks of my Language and Literacy course, I have realised that I have learned a lot about language and literacy that I did not know before. For instance, I also learned that spoken language has been around for a lot longer than any written language has been. I have also learned that every language contains their own lot of vowels, consonants, punctuation, etc. I also learned that language can be viewed in various ways. For instance, I learned that language is viewed as a cognitive phenomenon where is it is something that is in out head, for example, it can be a set of rules that is in our minds telling us how to speak grammatically. I also learned about how language can give a sense of being a material

At the beginning of the lesson, I felt that the classroom procedures were a little hectic. After lunch, it takes the class a few minutes to settle down. The students use the restroom and get a drink and then they have about 10 minutes of silent reading to settle down. Once the packets were handed out and the students had a crayon and pencil ready to go, the class felt a lot more settled.

The goal of teachers is to instruct students at grade level, guide students in their learning and improve their skills by the end of the year. In the article, “Using literacy assessment results to improve teaching for English-language learners,” by Lori A. Helman (2005), the researcher wanted to discover: “Is literacy testing just getting in the way of good teaching? Or, can the results of literacy assessments assist teachers as they work to meet the needs of learners from diverse languages and backgrounds in their classrooms?” (Helman, 2005, p. 668). Throughout this article, Helman provides background information about the context of the current assessment, assessment results, and two case studies of English-learning beginning readers. The