Reflective Assignment Analysis

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?

Children do best when they aren’t interrupted while their reading it shows the teacher their full ability. Kidwatchers know that reading is not just word oriented but they must also be able to understand the meaning of the text and the grammar. There are not just negative miscues children need to understands that there are also positive miscues. Formal miscue analysis is when the teacher is taping the kid and relisting to it so they know where to work this results in a miscue analysis kidwatching profile.

Chapter nine is Building Blocks really helped me take a step back and look at the way we did things in the daycare/preschool I currently work at. There are many areas that we need to modify in our learning environment that promotes literacy. The children rarely ever get the chance to engage in literacy activities and the amount of supplies and books are not enough for the children. The checklist of important elements for supporting early literacy can be a helpful tool to use in a classroom to make sure students are getting every opportunity to build on their literacy skills.

Child assessments of reading skill were piloted in the fall and spring of the kindergarten year, and in the spring of the first grade year. Assessments were scored using Item Response Theory, and they used IRT-scale scores at these three time points, with the first grade scores as their outcome measures in the multivariable analysis. Child and family variables were accounted for a set of child and family background and demographic factors that are

Kidwatching is an interesting and helpful strategy for me to understand my focus students’ literacy behavior. This observation strategy is an ideal way for me to get to know my students’ literacy tendencies and interests. There are many students who do not feel comfortable with their reading and writing skills, which causes the students to lack interest in all literature. After watching and interviewing my focus students, I learned that not all students like to read and write. Additionally, I learned that I must always be flexible in the classroom because things may not go as planned and I may have to quickly adjust.

These words are all words in a passage and do not include titles, subtitles, and captions. Self-corrections, repetitions, an accurate attempt, a successful appeal, and words that are articulated differently in the student’s native language are not calculated. Substitutions, omissions, inaccurate attempts, an unsuccessful appeal, a disclosed word, and insertions are calculated as a single error. Additionally, a skipped page and each word in a skipped line should be counted as an error. Also, proper nouns that read incorrectly only count as an error once.

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

Elementary Methods Course Unit 2: Integrating Literacy Summary: Over the last decade or so, starting with No Child Left Behind, there has been an emphasis on mandatory state testing in reading and mathematics. The Department of Education uses student test scores to evaluate teachers and school districts. With the focus on reading and math, other content areas such as science and social studies classes have been reduced to only a few minutes each week or have completely vanished. In some districts, science and social studies can only be taught if it is integrated into reading and language arts classes.

It is not only helping children develop pre-literacy skills, problem solving skills and concentration, but also generating social learning experiences, and helping children to express

EYE37WB-2.1 Describe areas of learning and development within the current framework which relate to school readiness. Prime areas of learning Specific areas of learning Persona, social and emotional development • The development of the children‘s confidence. • How children manage their feelings.

Reading is an essential life skill. The ultimate goal of reading is to comprehend and make meaningful connections with text. Therefore, the development of skills needed for reading begins at an early age and progresses through stages into adulthood (Chall, 1996). Within the early stages of reading development, children begin learning and acquiring these specific skills. Moreover, many of the skills learned during early childhood are constrained skills.

Teachers can also learn about a childs’ experience and offer help and attention. Literacy is very important in every aspect of a person’s life, a teacher in the foundation phase should emphasize this and help their skills and literacies develop

Young children’s early attempts at writing help develop their emerging literacy skills. Children start to learn and master the functions and goals of writing (listing grocery they have) and begin to understand the alphabet letters and numbers in the forms and features of written language since they were in two years age. According to Neuman (2007), “writing and reading are related and depend on each other.” Between the ages of 4 and 7, children begin to translate the sound they hear in words into the letters that represent them. Children’s early writing attempts are an important way to express their growing phonemic awareness.

This can be an effective way to gain support from parents, because teachers can create their own social networks of assistance by taking advantage of ‘funds of knowledge’ which otherwise might not be available in schools unless there is a cost attached. Allington and Gabriel (2012) suggest, however, that elements of effective reading instruction do not require much time nor money which depends on the teacher’s way of using effective strategies. Strategies already suggested may not suit the needs of struggling readers, who may need a strategy to be put in place which is adapted to meet their specific needs. In such circumstances schools can promote a different experience for all their

Playing outdoor has a multitude of benefits. It allows children to feel at one with the natural world. They can explore and use their imagination. It keeps them active and enhances their physical development. Playing outside enables children to feel free and this is something that cannot be replicated indoors.