Informal Reading Inventory Paper

The Beanie Babies Program is a reading program designed for Cycle 1 elementary classrooms, to work in tandem with classroom reading practice routines, such as a silent reading or team reading routine. It utilizes stuffed animals in order to teach a wide variety of decoding and comprehension strategies to help young students learn to read. The program is comprised of a series of Beanie Babies, each assigned a particular reading strategy. For example, the Stretchy Snake beanie baby is assigned the stretching strategy in which the reader stretches out each syllable of a word, sounding it out, in order to help read the word as a whole; The Questioning Owl would encourage students to ask questions about what their reading in order to further comprehension, and so forth. Various posters can be placed around the classroom explaining the strategies connect with each animal. The students are then assigned an animal to help remind them of the connected strategy as they practice their reading.

I chose to read to a small heterogeneous group of seven first-grade students. There are four boys and three girls, three Reading Recovery Students, two on grade level readers, and two above grade

The ELL population is rapidly growing, and it is important that teachers are equipped and ready to teach and assess these ELLs. Assessing ELLs is important because the assessments tell teachers how to make instructional decisions, and how much the child knows and can do (Lenski. 2006, P. 25). It is important for teachers to make sure that the ELL students are continually developing English competence and acquiring content knowledge. Because of the No Child Left Behind act, there are assessment mandates that all teacher must follow, like the Title 1 that requires ELLs attending public schools to be assessed in listening, speaking, reading, and writing, and they must also be included in statewide standardized testing. The ELLs are at a disadvantage

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. He is doing very well at being able to sound out the vocabulary words at recognizing them. He will continue to be exposed to new vocabulary words and will shift into working with prefixes, suffixes and root words. As this will help him break, down the words and develop an understanding for more new words.

(Refer to the 5 areas of reading provided earlier in the lesson and provide specific descriptions using the assessment data.)

When it comes to reading, every student has different experiences in regards to what they are interested in reading. Working with students that are extremely diverse sociocultural theory addresses the importance of incorporate reading that students can relate to culturally. Implementing culturally diverse material, students begin to reflect with the story that they are reading and they are motivated to read because they are becoming part of the story. By implementing different cultures books, they are expanding their knowledge of other cultures that they are not familiar or were never aware. Adapting to students culture is important for a teacher to do, especially when teaching a diverse school because making those personal connections are crucial to building relationship with the students and their community. Becoming part of students community, I will be able to find what type of books student will be able to relate to based on their culture and

“So you’ll read to him from one of your books, and he’ll ask to see the pictures. When he looks at the pictures, he’ll get so excited he’ll want to draw one of his own.” This quote is from If You Give a Mouse a Cookie by Laura Numeroff, and my first memory of exposure to the written word. My parents would read this to me at night before going to bed. This is when I realized that reading and writing are important pieces of the life puzzle, and are very important in building a strong foundation. Even the mouse knew it was important and would be hungry for more. But in today’s society actual hand-written books are being replaced with virtual literature. The information is still the heart of media, but the presentation is very different,

The QRI-4 guideline suggested Tessa begin reading the word lists at the upper middle grade level, two levels below her current grade level. However, it was necessary to test back to the fifth grade level due to Tessa’s performance on the suggested starting point. Tessa completed the fifth grade word list automatically with 90% accuracy, in the allotted time, signifying she read the words at the independent level. When analyzing the sixth grade word list, Tessa automatically identified 70% of the words, indicating she was identifying words at the instructional level. According to her performance on the upper middle school level word list, Tessa read a total score of 60% on the upper middle school grade word list, representing a frustration level. Although Tessa’s frustration level was determined, she was presented the high school word list and obtained a score of 35%.

The first lesson I chose was Power of Language for Infants and Toddlers. Each lesson taught how to build relationships, language, and every word builds a healthy brain. It taught how to respond to a child in a positive way, there are 5 elements to the responses.

London is in danger of failing because she is currently not meeting Pupil Progression Plan (PPP) requirements in the area of math. WOW! London is doing an absolute fantastic job of maintaining a positive and enthusiastic behavior when learning new skills in each subject, no matter how challenging. Because of how hard London is working and the strives she has made, she has earned Most Improved for this quarter. Congratulations! London is currently reading on grade level, however, we are still working on phrasing to help improve her reading and sound more natural. London is most successful when she uses her reading strip to guide her. She has improved with her self-monitoring and is always thinking about and going back to the text. With the shift

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.

In watching Dr. Bear's video it is apparent that the most commonly used strategy was creating challenges through questioning for both the teacher and the student. As Dr. Bear tried to figure out the student's general understanding of the subject matter and he encountered a word that he thought might be unfamiliar, he would simply stop and ask about it. For example, during the discussion prior to reading the book, one of the students suggested that Pandas have pouches, Dr. Bear paused to ask the students about the word pouch. The intricate series of interactions between Dr. Bear, students, and text in a self-reading reflects countless instructional decisions and the unique quality of the relationship that has been built between teacher and students.

As children read they use several strategies that allow them to consider information from different sources to construct meaning. These sources of information are broken into three groups known as the cueing systems. These cue systems are semantic, language, and graphophonic. Semantic Information signifies the meanings in the text and in the mind of the reader. It includes word meanings, subject-specific vocabulary, figurative language and meanings presented in images (G. Winch, p32 2010)". Children will often use these cues when they are considering ideas, information, and feeling in the text. Semantic information aids them to call on their previous knowledge to read fluently and comprehend the text. When a reader can link a new text to everything

There is a slight difference between miscue analysis and retrospective miscue analysis. When a teacher conducts a miscue analysis with a student she listens to a student read and marks their miscues. After the reading has taken place and she has marked the miscues and jotted down any notes the student then retells the story to the teacher. In retrospective miscue analysis the student and teacher do the same thing as a miscue analysis but allows the student to discuss their miscues with the teacher after the reading. It allows the student to discuss and reflect on their own miscues with the teacher.

I observed the same class, the sixth period class. Unfortunately, the students had to take the WIDA assessment. As a result, this class was a continuation of a previously class. The goal for this lesson was to promote active listening and speaking skills. The class objectives included: to be able to orally preset poems using key vocabulary (adjectives), to attend to speaker, and to assess what is heard.