A New Assessment Tool That Supports Her Emerging Literacy

Scaffolding for this student would include activities to develop the technical vocabulary necessary to understand the reading materials, or having the teacher provide reading materials appropriate to the child’s reading level. Additional instruction may be needed in reading skills, to support the student in a reading activity. The zone of proximal development explains the need for student and task to match, making the task of learning attainable (p87). Teaching to one zone of proximal development is likely to leave some students frustrated and confused, while others can coast through the lesson (p88). It is not so important for the teacher to know exactly what the student’s status is, rather to be aware when the students are becoming frustrated, and are in need of more practice, or when the task is just right for the individual (p89).

Starting from the parents, the child must inherit the instinct of wanting to learn to read, developing the curiosity that comes with the increase of knowledge, interaction with others and building positive memories, that motivate the child’s learning to read. An approach that Vygotsky supported promoting scaffolding, a guided process that adults use to teach students how to master a skill, in this case a reading and writing skills. Children begin from the womb recognizing parent’s voices, singing tone for then building connections through prints and letter sounds in an environment that promotes literacy with stories, songs, games, group activities with families, “All about me” share, and “Show and tell”, to display and build a sense of belonging in the class. Nevertheless, incorporating strategies or methods that facilitate learning to read stimulated by own personal learning style. Most young children learn kinesthetically and are visually-sensory prompted to hands on experiences, using appropriate materials in a different setting. Foremost, with an ongoing informal and formal assessment to evaluate students’ pre-knowledge at the beginning of the scholastic year, students’ way of learning, feelings, and connections through the year, and at every lesson, check for understanding, and ways to improve the next step. Ongoing assessment is part of the whole learning process, it will tell you how the students learn, and achieve appropriate reading and writing goals. A good reader promotes a good writer and vice versa, but a firm stepping stone during the developmental stages, in rich literacy environments, attempting to positive interactive experiences, and always monitored, influences the chances of the child sense of wanting to learn to

Olivia has always seemed to be ahead in her language abilities, such as in vocabulary and in advanced thinking skills of creating sentences and understandings of what someone is asking. At three years old, Olivia scored above average in her skills of language comprehension and production. She could tell a detailed story about a picture, in which we thought we could continue to help her develop by reading aloud at home, talking about

Strategies for this SIOP lesson were chosen after viewing the content and language standards as well as using the language acquisition theories. The strategies chosen were technology, drawings, acting out parts of books, sharing feelings and past experiences, scaffolding, collaboration, graphic organizers, re-writes and Author’s chair. All of these strategies promote second language

Students will learn sequencing and reading comprehension of nonfiction pieces of work. This will cover the learning outcome 2.RN.1 and the standard that we will be focusing on is 2.RN.2.1 for second graders. Learning outcome 2.RN.1 states that the students need to read and comprehend a variety of nonfiction within a range of complexity appropriate for grades 2-3. By the end of grade 2, students interact with texts proficiently and independently at the low end of the range and with scaffolding as needed at the high end. The standard 2.RN.2.1 states that the student will be ask and expected to answer questions about the main idea and supporting facts and details in a text to confirm understanding. To cover this standard the student will need

“How Do You Go From This….to This?”, a literacy narrative written by Amber Wiltse, is about herself and how literacy changed her family’s dynamics. The narrative opens with pictures of herself as an infant and her as a high school senior. It starts off with the question, “So how do you go from this… to this?” This beginning is effective because not only can everyone relate to the process of growing up, but also the opening question immediately draws the reader into the story. It leaves the reader intrigued and makes the reader want to figure out the meaning behind the question. In the narrative, Wiltse goes on to explain how literacy has “always been a big part of who I am” (Wiltse) and how literacy really has changed her family’s dynamics

When Grace was asked comprehension questions during our first tutoring sessions, she was able to correctly answer comprehension questions by looking back at the pictures, but not based on what she had read. To improve her comprehension, tutoring sessions were used to help Grace become a purposeful and active reader. Before reading any books, she was asked to look at the cover of the book and to make connections with the book to things in her own life. She was then asked questions about the book and asked to make predictions on what she thought would happen in the book. After reading the book, Grace was asked to confirm or refute her predictions. Through working together to understand the books, making connections to the books, and looking for predictions, Grace is now able read a book with few pictures and correctly answer comprehension questions correctly more than 80% of the

Another components of the SIOP framework is Strategies. Strategies would include techniques, methods, and mental processes that enhance comprehension for learning and retaining information. It is important to have Strategies in SIOP to help language development because as stated in the SIOP, “English Language Learners can benefit from knowing specific strategies to use that increamse comprehension including the following: Survery, Question, Read, Review Recite, Quextion in a Can, Gallery Walks, Split Page Note Taking, and Similarties and Differences Using a Venn Diagram.” Therefore, the teacher would use scaffold throughout the lesson and decrease the support of the teacher as students acquire experience. Interaction is an important

Academic progress depends on understanding, analyzing, and applying the information gathered through reading. (Additionally) … whether for fact gathering, learning a new skill, or for pleasure. … reading comprehension skills are important. Without them the reader cannot gather any information and use it to efficiently function and enjoy the richness of life. ”5 To assist Belén in reaching her goals the lesson plan created will include conversational exer-cises in which she has to determine appropriate use of present and past perfect.

It is viable to assess that 3;3 year old Julie’s language comprehension is on target from analyzing these video clips, as development is fairly predictable for typically developing children. J. understands both yes/no and more advanced wh-word questions, which emerge between Late Stage II to Early Stage III (p. 184). Cathy says to J., “Do you know when your birthday is?” J. responds, “June 22nd.” She also doesn’t hesitate in answering Chris when he asks, “Besides strawberries, what other kind of berries do you like?” J. does have trouble with why questions, which are later developing (Late Stage III to Early Stage IV). When asked, “Why is the baby bird sad?” J. ignores the question. Linguistic comprehension

The Story Telling Assessment was one of my favorite assessments to conduct. It was enjoyable to read, laugh about the story, and discuss the book with Student M. As stated previously, Student M does not enjoy reading by herself. However, she enjoys having someone read books to her. This was obvious as she listened to me read. I enjoyed listening to Student M laugh about some of the elements in the plot and point out illustrations she enjoyed looking at. Student M provided a lot of input about what was occurring in the story and appeared to enjoy the book.

This activity supported Torionne’s need to realize that reading is a meaning-making process by checking her comprehension of the passage she read.

She also has developed a comprehension checking mechanism by watching body language, quickly alter words or reference an online translator to reach shared understanding. Continuation of this process is encouraged to promote vocabulary building and word

VanHatten, Gianna’s remedial reading teacher sees Gianna three times per six day cycle in a small group of four, and two times per six day cycle in a small group of two. Mrs. VanHatten reports that Gianna struggles with basic vocabulary words, such as “gentle” and “huge.” Moreover, she confuses vowel sounds in words, needs assistance utilizing reading strategies, and has difficulty understanding the meaning of comprehension questions. Gianna reportedly takes a long time to process a word, which slows down her reading rate. She also tries to make meaning of texts by repeating sentences multiple times. Various skills that Gianna is learning with Mrs. VanHatten include comprehension skills, teaching different ‘-ed’ sounds, looking at word parts and root words, and adding different endings to see how the ending changes meaning.

I observed a fourth grade, English Language Arts lesson titled Literary Elements. The students were to review literary elements while whole group reading the class novel. Using their writing journals students wrote about characters, the setting, the conflict and the events. After the reading, students created questions for the anchor chart to be used at a later date. Developing the questions allowed the teacher to better check for understanding.