Developmental Reading Assessment Essay

Explain the reasons why children and young people’s development may not follow the expected pattern:

Accelerated Reader Program is in many elementary schools across the United States. AR is a big thing for students in elementary now a day the schools really push their students to read and take the AR tests. In this research paper investigates to see if students exposed to AR in elementary have lasting effect on the students. To see if its really worst spending all that time reading and doing to Accelerated Reader Program.

My relationship with literacy has been a journey all on its own. From learning how to sound out letters and words, to reading my first sentence , I have developed quite a valuable foundation and platform, that will eventually guide me to success. I have had the pleasure of experiencing a love that just continues to blossom. A love that will never fail, nor will I fail it. This love that I speak of is my passion for reading, writing and literacy as a whole.

This assignment was one of the hardest paper we had to do in our quarter because, we had complete freedom on how we wanted to develop our topic. During the peer review I found out that I had done the assignment wrong and didn 't have a clear idea of what I wanted to project in my paper. I took a moment to decide what I wanted to say and started to change and remove sentences that weren 't necessary. On my first draft of my Literacy Narrative I made negative statements about my writing, which wasn 't the purpose of the assignment. After some time, I finally decided to write about my growth in writing and how I found another outlet for my creativity and where I consider myself to be good at. After I revised my work, I decided to cut the

Poverty, Race, and the Contexts of Achievement: Examining Educational Experiences of Children in the U.S. South Maryah Stella Fram, Julie E. Miller-Cribbs, and Lee Van Hornl

Lauren MachenDr. GarrettEDUC 42122 February 2017Progress MonitoringProgress monitoring can be defined as, “repeated measurement of academic performanceto inform instruction of individual students in general and special education in grades K-8.” It isthe process by which teachers or other school personnel regulate if students are advancingappropriately from the emblematic instructional program, identifies students who are not makingadequate progress, and supports the construction of effective intervention programs for studentswho are not improving from typical instruction.There are numerous ways progress monitoring can be used in reading instruction. One ofthe methods is running records. A running record is a mechanism that helps teachers to

My personal literacy story might be considered as a short story. My literacy story stated very young with my mother and father reading me stories before I could read; some stories that were told to me were bible stories, Junie B Jones, Magic Tree house, and of course superhero comics.

I came to Thomas Nelson Community College (TNCC) after transferring from Gallaudet University. I found that what I was required to take a pre-course before taking the real credit courses at TNCC called English Fundamentals 1. So, I took the class that my counselor and my interpreter, who worked in 25 years at TNCC, recommended me to meet Ms. Dubbé. This semester I have improved my reading and writing skills. I am a better student because I have learned effective strategies and pondered over my future goals.

Four content descriptors were chosen to be taught and assessed, covering all three of the English strands (language, literature and literacy) from the Australian Curriculum (ACARA, 2017a). As a cohesive unit, the four descriptors have been purposefully integrated to create an aesthetic and engaging way for students to demonstrate their learning. The assessment task aligns with the requirements of the year two syllabus and specifically addresses the learning required in the year two achievement standard (QCAA, 2015). The Year two achievement standard in the syllabus outlines that, by the end of year two students should be able to use everyday language features and topic-specific vocabulary (QCAA. 2015). Students should also be able to draw on their own experiences, imagination and information that they have previously learned to create texts (QCAA, 2015). In this assessment piece, students are being asked to write an ‘imaginative narrative’ about a chosen animal character, addressing the topic of friendship. The task requires the students to draw on their own experiences with their friends as well as recall information from familiar texts and combine this with their imagination to create a new narrative. Within this narrative the students are instructed to follow appropriate text structure, creating key events and demonstrating the use of evaluative and descriptive language, aligning with the chosen content descriptors. The rubric has been designed accordingly and each descriptor is appropriately weighted for the task. More weighting has been allocated to creating the narrative including how the topic ‘friendship’ is addressed and text structure as this is where students will spend most of their time. Students have been asked to use a variety of higher and lower order thinking skills throughout the task such as remembering, understanding and applying information learned as well as

Jos 'Lynn is currently a sophomore at Euclid High School who applied and for the Culinary Arts program at Euclid High School and the Early Childhood Education program at Mentor High School. Jos 'Lynn was accepted into the Culinary Arts program and is on a waiting list for the Early Childhood program at Mentor High School. She will be participating in the program. Teachers report that Jos 'Lynn is a cooperative and courteous student who is a pleasure to have in class. Her teachers also report that Jos 'Lynn works hard to complete all of her assignments, takes interest and pride in her work, arrives on time prepared to work and asks for help when needed. Jos 'Lynn has raised her overall GPA from a 2.5 to a 2.6 by earning a 2.992 the first

America prides itself as being a literate country, with public schools being bountiful an easily accessed. As with most Americans I held myself in high regards in believing that I was literate. I could read, I was able to write, and able to verbally communicate with those around me from many different cultures. However I found that I was living in front of the three cues of syntactic, semantics, and graph phonemic, instead of living behind it. My literacy had no real direction and lacking a road map to follow. This I learned upon entering college and the embarrassment of realizing that in fact I was just considered a high functioning illiterate in academic settings.

Early literacy development is a central issue in current research and in the educational agenda. Although the bulk of research efforts has been devoted to early reading acquisition and the diverse consequences of reading failure, increasing attention is being paid to beginning writing as this is a crucial component of linguistic literacy (Myhill & Fisher, 2010; Ravid & Tolchinsky, 2002; Ritchtey, 2008). We focus on two components of writing: spelling and separation between words. Spelling relates to intra-word rules while separation between words relates to the rules defining the boundaries of the inter-word domain. The participants were tested in kindergarten and in first grade in both monolingual and bilingual communities in Spain. They were

I teach 6th grade. The community surrounding the school is identified as suburban, totaling a population just under 27,000. The school is identified as a parochial school, with an overall goal to ensure that all facets of a student’s academic and faith have a chance to grow. The school population is composed of 133 students between grade levels 5th-8th. My classroom contains a total of 13 students: 6 female and 7 male students. I am accompanied by one female aid in my classroom during my Language Arts and Mathematics courses. Currently, I have one student, male, who is identified as having a learning disability. Additionally, I have one student, female, identified as an English-Language Learner.

Reaching a milestone in a child’s life is considered a significant event. Milestones is when your baby is where he or she needs to be at a particular developmental age. This means, sitting and crawling when she needs to be, walking and talking when it 's time to do so.

“Children know how to learn in more ways than we know how to teach them.”