Pre-Assessments
To understand what Aaron knows and in what areas he may need help, pre-assessments are conducted to determine his instructional need. The areas of literacy are composed of concepts about print, language or vocabulary, word knowledge, reading fluency, reading comprehension, and writing. In addition, a motivation and interest assessment can help determine a child's impel for learning. The pre-assessments conducted to understand Aaron's literacy level in each aspect of literacy are: Ekwall / Shanker, Benchmark, PASS, Learning Progressions rubric, and a reading interest survey. Each pre-assessment helps gather information of Aaron's literacy knowledge.
Ekwall / Shanker
The Ekwall / Shanker reading inventory section allows for
…show more content…
The assessment is designed to assess students in kindergarten through second grade, however it may be used with older students who are struggling with phonological awareness. The PASS is composed of ten sections: word discrimination, rhyme recognition, rhyme production, syllable blending, syllable segmentation, syllable deletion, phoneme blending, phoneme segmentation, and phoneme deletion. Allow one to three minutes per section. Each section has a brief instructions and a script of directions on how to perform the assessment. As the assessor do not provide extra help, support, or additional instructions. Make sure to begin the task after the student fully understands the task, rephrasing of directions is allow to aid student understanding of the task. If needed, repeat any items. If the student does not understand or cannot perform the task, do not administer that section. The stopping points for each section is when a student cannot perform any sample items or misses three items in a row. Do not penalize for articulation or sound productions. The scoring requires a one for correct responses and a zero for incorrect responses, write errors next to each item.
Student results. On the Phonological Awareness Skills Screener (PASS) assessment, the student score is 28 out of 100. Breaking the scores down into the sections administered, Aaron has a score of six out
…show more content…
After the student has completed the writing sample the rubric is used to score the student a determine the student's writing level. The rubric measures structure, development, and language conventions. Within each category there is criteria. In structure the writing is scored on overall, lead, transitions, ending, and organization. In development the writing is scored on elaboration and craft. In language conventions the writing is scored on spelling and punctuation. For each criteria the assessor can score the writing by giving 2 points (pre-k level), 2.5 points (mid-level between pre-k and kindergarten), 3 points (kindergarten), three and a half points (mid-level between kindergarten and first grade), or four points (first grade). After scores are given for each criteria, add up the points in each section, and at the very end there is a scoring guide for the total points earned. The total number of points can be translated into a grade score using the table provided on the assessment
Two subtests comprise the Sound-Symbol Composite: Phonological Processing and Nonsense Word Decoding. Catalina’s overall performance fell within the Average range (Sound-Symbol Composite Standard Score of 97; 42nd percentile). Catalina performed within the average range when asked to respond orally to items that require manipulation of the sounds within words (Phonological Processing). Additionally, she was asked to read aloud nonsense terms (Nonsense Word Decoding). She performed in the average range in comparison to her same-age peers.
Specific prompts, sample and teaching items individualize the administration and ensure low scores are not due to the subject’s failure to understand the standardized instructions. The KTEA-3 continues to use item blocks, based on educational level, for the Reading Comprehension, Listening Comprehension, Written Expression, and Oral Expression subtests with instructions for establishing a basal. The KTEA-3 utilizes only a suggested order of subtest administration; only two of the subtests (i.e., Letter & Word Recognition before Word Recognition Fluency and Nonsense Word Decoding before Decoding Fluency) have a designated order as a minimum level of performance on the former ensures the examinee has the requisite skills to complete the latter. See Table 1 for a summary of the KTEA-3 test and composite
Lila is a second grade student who participated in a Primary Spelling Inventory and the reflection of her results are as follows. After her spelling inventory was finalized I noted that the student spelled ten of the twenty-six words correctly giving her a power score of 10/26. Most of the words that she mastered was in the Late emergent and early of Letter Name Alphabetic stage. I also noted that Lila accomplished 36 features out of 56 total features during her spelling inventory. Based on the results of the Primary Spelling Inventory the orthographic features that Lila recognizes are the consonants, short vowel, blends, and is familiar with diagraphs. Although she mastered blends which falls in the late Letter Name-Alphabetic stage she failed to master diagraphs which is the middle stage.
In this paper, James Paul Gee states his opinion on the definition of literacy. He begins by redefining the word “discourse” and uses it frequently throughout the paper. Gee defines discourse as a group that you are socially linked to through your actions and thoughts. This group defines who you are in society. He then uses the beginning of his paper to continue explaining “discourses”. The main points he covers are that discourses are defined by history and culture and therefore, change through time. Also, he explains that one is involved in many different discourses. This might cause one to break rules or understandings of one discourse to align with a dissimilar one.
Dillon, Naomi. “LANGUAGE TEST. (cover story).” American School Board Journal 192.8 (2005): 10. MasterFILE Premier. EBSCO. Web. 18 Feb. 2001.
Assessments should guide instruction and material selection. Any likely manner, assessments should measure student progress, as well as help, identify deficiencies in reading (Afflerback, 2012). One important indicator of reading deficiencies is spelling. Morris (2014), advocated the importance of administering a spelling assessment in order to have a better understanding of a student’s reading abilities. My school uses the Words Their Way spelling inventory to assess students’ reading abilities at the beginning of the year and throughout the reading year.
This assessment is an example of a performance assessment that could be given to children in kindergarten or first grade. This paper will discuss what characteristics of the student assessment makes it reliable as well as what motivational factors are included that will encourage students to want to succeed.
Results. Write up your result (the letters and the full typology) and your interpretation of the meaning of your result (do not copy and paste what the assessment gives you).
Morrison (2012) reported that less than 50% of children in the grade one age cohort had achieved "mastery in the Grade one Readiness test" in 2007. According to the Vision 2030 Education Sector report, this is a test that all the children at the grade one level should be mastering. The test is intended to provide specific information about competencies and deficiencies so that corrective measures can be taken. The target was that 90% of children should achieved mastery by the year 2030. The 2011 reports stated the national results for 2008 by subject area and the number of children that was proficient. Overall, 46.7% in General Knowledge, 67.1% in Number Concept, 48.2% in Oral Language, 67.6% in Reading and 62% in Writing and Drawing. These are the basics for which less than half the children are proficient in some areas, and no more than two thirds of the children are proficient in others. These statistics reflect that there may be deficiencies in different aspects of students’ listening skills and literacy development. Thus, The Grade One Individual Learning Profile was introduced in 2007/8 which replaced the Grade One Reading Inventory. One of the areas of literacy that may be contributing to students’ poor performance is their underdeveloped listening skills.
Phonological awareness (PA) involves a broad range of skills; This includes being able to identify and manipulate units of language, breaking (separating) words down into syllables and phonemes and being aware of rhymes and onset and rime units. An individual with knowledge of the phonological structure of words is considered phonologically aware. A relationship has been formed between Phonological awareness and literacy which has subsequently resulted in Phonological awareness tasks and interventions.This relationship in particular is seen to develop during early childhood and onwards (Lundberg, Olofsson & Wall 1980). The link between PA and reading is seen to be stronger during these years also (Engen & Holen 2002). As a result Phonological awareness assessments are currently viewed as both a weighted and trusted predictor of a child's reading and spelling and ability.
In the content area in Language Arts, students will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, and evaluation of print and non-print text activating prior knowledge, processing and acquiring new vocabulary, organizing information, understanding visual representations, self-monitoring, and reflecting. This can be accomplished by implementing pre-reading, during-reading, and post-reading strategies into the lesson plan. Fifth grade students will read and write a variety of texts with greater scope and depth. In addition, they will analyze and evaluate information and ideas by revisiting and refining concepts about the language arts benchmark and will become more refined and independent learners.
In our schools today, literacy should not just be a task for the English or Reading teacher. Instead, literacy should be a shared venture by all teachers within all content areas. Teaching literacy in all content areas is important because a teacher with a solid understanding of teaching literacy in his/her content area will tremendously help all students achieve greater success on class assignments and standardized assessments. There are three main points that surround the idea of teaching literacy in all content areas. Teachers need the necessary skills and knowledge to teach literacy, once the necessary skills and knowledge are gained then there is justification for teaching literacy across content areas, and
These skills are an important core separating normal and disabled readers. According to Hill (2006, p.134), phonemic awareness is a skill that focus’ on the small units of sound that affect meaning in words. For example, the following phoneme has three syllables, /c/, /a/ and /n/. These letters make three different small units of sound that can impact the meaning of words. Seely Flint, Kitson and Lowe (2014, p. 191), note that even the Australian Curriculum recognises the importance of phonemic awareness in the Foundation year, due to the ‘sound and knowledge’ sub-strand. This sub strand recognises syllables, rhymes and sound (phonemes) in spoken language. Rich discussions about topics of interest to children as well as putting attention to the sounds of language can help encourage phonemic awareness as well as improve students vocabulary and comprehension development. It is important to make awareness of phonemes engaging and interesting in preschool and in the early years so children can learn these skills early and become successful
Performance assessment is based on observation and judgment. There are two parts to this assessment, the task a student must complete and the criteria in which to gauge one’s assessment. Performance assessments can take on several forms. Performance assessment can be broken down into more specific elements referred to as product and skills targets. Example of product would be a term paper and skills would be fluently reading aloud (Mislevy, R. J., & Knowles, K. T. 2002).
The teacher will also make norm-referenced and criterion referenced interpretations of assessment through this website. They have graph and color-coded bands that show widely held expectations for children’s development and learning. The teacher will use this website and graph to communicate twice a year with the parents about the child’s strength, weakness or any area of