1. He’s heard that he should complete running records with his students. How does he conduct the running records? What information will he gather from them? a. To conduct a running record: Adrian will need to select a passage that is around one hundred to two hundred words long. He should allow the student to read the passage a few times before conduction the assessment. He should either be able to see the passage or have his own copies, and then as the child reads, he needs to keep a record of the words the student reads correctly and the errors that the student makes. b. Information: The first thing Adrian will be to decide is if based on the accuracy, if the passage was appropriate for this student. This will tell if the text is independent, …show more content…
What other kinds of assessment measures will yield valuable information about his students? (This will depend on the “grade” you choose for Adrian.) a. If Adrian is teaching second grade, he could examine the students AR test scores, and then he will be able to look at how the students score on their AR tests. This will lead to him testing his student’s fluency. 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. c. Adrian can also test their sight word recognition to see how far along each of his students are with their sight words. This test will let him see how much progress each of his students have made, and which words they still need to work on. 3. How should Adrian determine which children should be placed together in guided reading groups? Is there more than one way to group the
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?
Kathy Latta 308 Drawyers Drive Middletown, Delaware Dear Kathy Latta, This week at Saint Ignace Area Schools the seventh grade completed the language arts M-STEP test. I have many things to tell you about this test, If you would like to know my opinions about this test then read on! One thing that was on the M-STEP was a few extremely long passages.
The running record also tells us if the student is able to correct themselves, their accuracy rate, and their error rate while reading the passage. Running records are also helpful to notice progress in the students reading. This assessment also helps
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.
2. We use running records in our classrooms to perform benchmarking and progress monitoring of our students. What would a guided reading block look like in your classroom? 3.
Nowadays, there are a number of different types of assessments used in the classroom. Students are quizzed, pre-tested and tested and they are required to write essays, fill in the blanks and answer multiple-choice questions. These assessments are given by teachers as a method of determining whether or not the student has gained mastery over the content that is being taught. Individuals who teach reading operate in the same way. Given that one of the primary goals for teaching students to read is for them to comprehend the materials they read, teachers must devise a method of assessing whether students, in fact, understand what they read.
Recently, I performed a running record with a young student. She read from a book entitled “Dinner for Maisy;” an ‘H’ level book. As she read, her understanding and knowledge of letter sounds/blends became very apparent. For example, each time she came upon the name of the character “Maisy,” she would sound out the letters, clearly articulating and blending the letter sounds to create her best guess at the word. In the case of the name Maisy, as in the case of other words, this student demonstrated an awareness of visual cues.
Instead teachers often choose to assess student’s accuracy and automaticity using CBM/ORF’s assessments. In CBM/ORF assessments readers are given a grade level text to read orally to the teacher but only for one minute. The teacher will mark any errors made by the reader during the reading and then count the number or correctly read words. This assessment is done so quickly it gives the teachers the chance to assess students using different passages to gauge their reading fluency and this assessment can be done
I would use active notes on readings as a low stakes assessment, I want to know if my students are getting the main points of the reading, and whether or not my students have mastered this skill. As strong as I am with active note taking, I know I will struggle with certain elements of teaching vocabulary to my students. Personally I think the vocabulary chunking will be the most difficult for me to incorporate into my classroom. When I was working on the vocabulary lesson plan for the literacy class I found that it was really difficult for myself to get into the mindset of my student to find out which words should be included and which ones should be clustered together.
For Ish-el, I focused mainly on his notetaking strategies. Since the unit was focusing on their skills in that area I felt it fitting to perform checklists over their skills as well. Ish-el is my gifted student, he is very bright and does not struggle hardly at all in all areas of the classroom. Ish-el’s work samples show his work in the Archeological dig center. He clearly worked well with his group members to find every item that was hidden in the dirt.
Today, the term assessment includes a broad array of evaluative procedures that yield information about a person (Hunsley,
To analyze a piece of text, one must read that text, break it down into smaller parts, then elaborate on those little pieces. It is no different when trying to analyze my own piece of text. My text’s topic is on recalling a memory that impacted you greatly in the literacy area. So analyzing it myself should not be too hard considering I can elaborate better on parts that I feel need touched upon, as well as explain why this is so important a little more.
Before I started this assignment I would have given children who are attending learning support tests to determine their reading and spelling age. I now realise that getting a reading age and spelling age and comparing it to the child's age, gave me little or no information about the child and how they learn. I would also have only talked to a child intermittently about different aspects of literacy, gaining only some insight into how the child was feeling about school. Through carrying out the discussion part of this assignment, I discovered the benefit of just talking with the child about their schooling.
During the time that we observed, he either had the students working on a handout, which he allowed the students to communicate, or had the students working on a story that they were writing about themselves. The handout would not be able to be considered a formative assessment because it was not just one students’ work. The student observed, majority of the time, copied off the work of the student next to him. However, it also wouldn’t be an informative, because, again, it is not the student’s work and it would be hard to judge if he understands the concept. Allowing students to work on a long term paper would count as part of an informative assessment.
Besides observation, questionings and feedback, when asked to talk about other assessment tools that teachers use in their classroom, most of the teachers expressed their confusion. Almost all the teachers said that they used quizzes and short tests to check their students. Teacher D, for example, said: I usually assign whole class multiple choice quizzes and have my students raise their hands to indicate their answers. From that, I can immediately see how well my students understand the lesson. It is time-saving and suitable for my teaching context.