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Early Literacy Assessment Reflection

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Early Literacy Assessment Reflection The early literacy assessments that I administered are important because they tested the student’s phonemic awareness. A student’s phonemic awareness has a direct result on the student’s successfulness in reading and writing. By administrating these tests the educator is able to gauge where a student is, and can then address and provide instruction to help the student progress and/or provide remediation for any skill(s) they are struggling with. I administered three different early literacy assessments to a student. The first was on the phonological awareness skill of rhyme identification. The student achieved a one hundred percent mastery of this skill by successfully identifying whether the given word
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Goal: When reading a 5th grade passage and a word is unknown, Scott will be able to use the context clues, word roots, prefixes, suffixes and inflectional ending within a passage for 3 out of 4 trials. In reading, Scott is diligently working on expanding his vocabulary words. When Scott comes to a word that he doesn’t know he is able to figure out the meaning within the context, but he doesn’t know how to pronounce the word. He has been working on expanding on his vocabulary range of words that are of grade appropriate.

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If his students are not able to read fluently, then they will have to focus on sounding out the words instead of comprehending what the text is saying. So this will show why the students either scored high or not. b. Another test Adrian could administer is: The Early Names Test. This test shows how well his students are able to decode grapheme-phoneme patterns in single-syllable words. This will allow him to see how well the students are able to decode and whether or not that will affect their reading ability.

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Assessments are a teacher’s tool that builds a profile on student’s growth and are the “tell-tell” detectors that provide the with teacher information on a student who may need additional services in and beyond the

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On the San Diego Quick assessment passage, I used the qualitatively analyzing miscues to analyze her miscues. She substituted two words which were articles, so they did not affect her syntax or semantic. The other substitution that she made was with the word cans and the text read cards. She was utilized the beginning of the graphophonemic to guess what the word was. This substitution did affect the syntax and semantics of the sentence.

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However, he knew his students were reading on different levels. He had to find a way to implement the new curriculum but ensure the students would meet their end of year goals. Marco decided to collaborate with other grade level teachers, give pretest to his students before teaching the lesson to see which students would need additional help, screening assessments in phonemic awareness, letter-naming skills and word-reading skills. During the school year, Marco used ongoing assessment data to tailor his lessons to his student’s needs. He would also use the knowledge he gained during his teacher preparation years such as continual progress monitoring to make adjustments.

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Observation 3 consisted of observing an English 10 class reviewing chapters 13 and 14 of To Kill a Mocking Bird. The observation lasted 9 minutes where I observed the administering of reading quiz on the chapters at hand. The students were tasked with reading the appropriate chapters prior to the day’s class. The instructional decision to quiz students on their reading is important as it provides the means to hold students accountable. As a supervisor, I learned teachers and various school staff must be given the resources or means to carry out their professional duties, but like students in the classroom, accountability must be ensured.

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Assessment Reflection When administrating the Reading Interest Inventory (Mariotti, n.d.), the Motivations to Read Profile Survey and asking the Conversational Survey Questions (Pitcher, et al., 2007), it gave insight to how Hailey felt about herself as a learner. The questions that stood out in my mind, is how I can help Hailey to be more success in the classroom as well as become a stronger reader overtime? I would like to look more in depth in Hailey’s comprehension skills and provide her educational strategies that will help Hailey to grow in her reading comprehension and give her some tools to help herself when she is having trouble. I am interested to see how Hailey reads orally, and to check her reading accuracy and fluency. Are these areas that are impacting Hailey as a learner as well?

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The central focus of this lesson is two-fold; the review and comprehension of Dolch Pre-Primer Sight Words and the incorporation of the concept of informational text. This lesson will reinforce the students’ comprehension and recognition of the Dolch Pre-Primer Sight Words through generalization and repetition. The pre-assessment of the Dolch Pre-Primer Sight Words will record each student’s level of mastery. Activities throughout this lesson segment will reinforce the Dolch Pre-Primer Sight Words in fun multimodal means while providing differentiation based on student needs. The standard for this grade specific task is NY ELA Common Core Reading Foundational Skills Standard K.3.c: Phonics and Word Recognition Know and apply grade-level phonics and word analysis skills in decoding words.

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This Assessment Two is a continuance of Assessment One Literacy Review. Introduction/Significance An Action Research Plan is a plan to result in a change. Action research is important for the researching graduate teacher to provide opportunities for them and schools to improve, to resolve, to understand, to learn and to overcome ability grouping problems – resulting in constructive change. Furthermore, action research provides students opportunities to be understood, to be recognised, to be involved – which maximises learning.

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One way to ensure that I am not inadvertently discriminating against students on the basis of their disability is to make my assessments as valid as possible. A valid assessment will measure only those skills and knowledge that I have set out to measure, i.e. those that are detailed in the learning outcomes and assessment criteria. As such, a student shouldn't be penalised for poor spelling and grammar if the criteria state that the assessment will measure understanding of the subject. Moore A

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Justification: (approximately 100-150 words) Based on Nicole’s SDQA scoring sheet, her instructional level was not determined because she did not score two errors on any level. She scored at 5th grade independent level and 6th grade frustration level. Her score sheet reveals that her reading skills strengths include phonemic awareness and letter-sound knowledge and decoding because she recognized letter patterns in some of the words she misread. This leads me to believe that Nicole has strong phonic analysis skills and a high sight word vocabulary which allows her the confidence to attempt reading multisyllabic words. Nicole’s reading level should begin at the 4th grade level because the last grade-level word list scored as independent was 5th grade.

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It also discusses the key contemporary issues on phonological awareness plus the key facts I, therefore, chose it. • Tile 6: Phonological awareness and the working memory of children with and without literacy difficulties. http://www.scielo.br/scielo.php?pid=S2317-17822013000200004&script=sci_arttext&tlng=en The site highlights research that explores phonological awareness and how learners understand it. I, therefore, chose it as provides in-depth detail on child’s perception to phonological awareness basing on research

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Curriculum and Achievement Testing Interview A first-grade teacher and recent graduate from college participated in an interview with the author. The interview questions concentrated on the curriculum utilized in the classroom in conjunction with the achievement screening instruments employed within Allen Independent School District (AISD) to determine the placement of students. In conclusion, the author deliberates on the curriculum and achievement tests practiced in the classroom and proposes a recommendation that offers a more suitable match between the curriculum and assessments. Background

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Since the majority of brain development takes place in the beginning five to eight years of a child’s life, early literacy learning experiences are critical for a child’s success later in life. Children must be presented information that is developmentally appropriate for them while also presenting them with new concepts and information to further develop new skills. Literacy instruction will enhance skills for communication, reading comprehension, and writing. As reviewed earlier, there are different stages to language and literacy development, the first three stages taking place in the early childhood portion of a child’s life, namely, the emergent literacy, initial reading and decoding, and confirmation and fluency sages. Therefore, as mentioned,

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Throughout this course of four weeks, my perspective of child development has changed drastically in this short amount of time. This was my first class that was related to child development and there was a lot of material that was important to learn and understand. I came to this class with not much knowledge, but I am definitely leaving this class with an abundance of information that I will be able to use in my career or just in general. Discontinuous Within the process of child development, my view is based upon that is children are constantly growing through stages which is a discontinuous process.

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