Reading Interest Inventory Assessment Reflection

I observed the ELL class on Friday October 11th, 2015. The observation was done at Strawberry Point School in the Mill Valley District for 30 minutes with three English Learners from Kindergarten, which one child is Danish and two children are Koreans. I spoke with Monica who is the person responsible for the ELL program at this school.

This assessment allows for a more individualized approach to planning for specific children, while providing support to all. Using observation and anecdotal assessments provides multiple opportunities to view children learning and provides a more realistic view of their learning than an assessment, which only allows for right or wrong answers.

I selected my 6-year-old nephew, Mason for the reader interview assignment. Mason can best be described as being energetic, inquisitive, and full of life. He has just completed Kindergarten and is a fluent reader with strong vocabulary skills. It is important to note that Mason has been reading sight words since he was 2 years old and can currently read books from the, I Can Read series at level three without any assistance. Mason also has great reading comprehension skills for a 6-year-old. For instance, after reading a story Mason can provide

1. Describe the skills or attributes you believe are necessary to be an outstanding teacher.

For the last 5-10 minutes of each tutoring sessions, either Lynsie or I would read a story aloud to Reid. The story was at Reid’s listening comprehension level.

Ashley has been extending her knowledge of math this year. She is continuing to work on concepts above grade level. Her facts are becoming faster and she is applying them in a variety of ways. She is feeling more and more confident in her skills and is always eager to learn more.

Kimorah is a second-grade general education student from a school in the St. George area of Staten Island, New York. Upon having Kimorah assigned as my student and before meeting her, I learned that through prior assessments it is established that she is on a C reading level, and in the second grade. When I think of second graders, I think of babies that were just born into this world a couple years ago, but among meeting Kimorah I quickly realized that she is a person in every sense of the word. Kimorah is a 7-year-old extroverted girl, who is expressive and full of personality. Consequently, shyness does not affect her, but to break the ice further I decided to conduct a set of fun activities. We played tic tac toe, drew the cover page of

I believe that the survey presented in the Unit 2 reading assignment revealed several blind spots concerning my individual academic skills. I was startled to discover some of my individual weaknesses revealed in the survey. The survey was insightful and enlightening, as I realized that I have previously ignored some critical areas addressed.

The student that was assessed during this Qualitative Reading Inventory was a first grader, named Rylie. Rylie is a first grader at St. Paul’s Lutheran School in Oconomowoc, Wisconsin. Prior to the inventory, I did not know Rylie well, but had seen her around the building and she knew me through my husband, Mr. Tanney, who is a teacher at the school. To build a better rapport with Rylie, I tried talking to her about current events happening at the school and things that I could see that she liked. I also brought some gummy frogs for her to snack on as we worked on the inventory. The Qualitative Reading Inventory took place in the school library, during her free reading time, as requested by her teacher. We were alone while taking most of the test, but briefly interrupted during the comprehension reading by a few students who came into the library to look for books. Rylie did

Karima: “Okay, that’s exactly what we will do today. Instead of focusing on the other stations, let’s catch you up so you could go back to school prepared.” (Other stations are workbook problems, and academic game websites.)

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?

Allie was academically challenged, she couldn 't remember the letters that spelled out her own name. Her favorite color is pink and she liked horses. She moved away near the end of November. Ms.Pope would work a little extra with her on letters and learning the word wall words. She was also in a center group with at least one intelligent child so they could help her. When I started working with her the letter recognition was at a five and before she moved she was recognizing all but three letters. Allie went with three people throughout the day including me to improve her learning. I learned that she may have a slow learning disorder.

An ETR exists for this student, but no Summary of Current Performance information has been written.An ETR exists for this student, but no Summary of Current Performance information has been written.Tianna is currently a ninth grade student at Euclid High School. She is currently taking co-taught classes in English, math, history and science. Tianna's first quarter grades were 80% and above in Reading, Design, World History and Alg. I. Tianna earned scores of 70-75% in English and Physical Science. Her teachers report Tianna arrives on class and is prepared to work. Further reports indicate that Tianna is quiet, polite and has a positive attitude. She takes interest and pride in her work and is creative. In English, and science class, her teachers report that she needs to improve and apply study skills and prepare for tests and quizzes.

My first assessment with Rheya was a concept of print assessment on the book “Follow Me Moon”. Rheya is five years of age and attending a kindergarten class at Miramar Elementary School. Once we sat down together, I explained to her that I was in school to become a teacher and that I needed her help for several assessments. I wanted her to understand why she was being assessed and I also wanted to give her a sense of purpose by “helping me”. After informing Rheya about the assessment, she responded by telling me that she wants to become a teacher when she’s older as well.

The main objective that I took away from this course was thinking critically of finding the meaning of what literacy truly is. I would admire to learn how to better compose essays and steps that are needed to a research essay I struggle with compositions of essays and word choice. I will use my critical thinking skills in everyday life whether it be in school or work it’s something that is useful to figure out solutions to problems and I will remember to apply my literacy. My quarter in English 102 kind of got a rough start to it. Beginning of this quarter I had a lot on my plate to an extent that it was affecting my English grade and my other classes. I had a lot to deal with from my personal and my work life which took away my concentration