When Kayla was questioned by the assessor for the first comprehension question, “What was Sara looking at?” Kayla replied a book, but the answer was the big tree. For the second question “What did Sara want from her mother?” Kayla replied to learn to read, but the answer was string. It was after the second question that the assessor chose to stop the Oral Reading Inventory.…
Assignment 3 Comparison Although Richard Rodriguez and Amy Tan both had a distinct perception of the importance of their intimate family language, they both had the same similarities of facing the struggles they perceived society required of them which was learning the English language. Both Tan and Rodriguez faced these struggles at different points of their lives and had to manage whether they would let the English language conflict with their family’s language. They are fighting to identify whom they want to be in society and whether they want to maintain their roots and language of their culture or adapt to where they now reside. Aside from their differences the similarities they both shared with each other was significant due to them being in the same position and deciding whether they wanted to…
I did this activity orally with three other students since working with others was one of his strengths. Derrick got two out of eight correct. This gave more evidence that Derrick had difficulty with his phonemic awareness skills. Mrs. Williams and I discussed Derrick’s test results and activity I conducted with him. After our discussion, we decided that I should focus on helping Derrick improve on the skill phonemic awareness.…
Shevaun was administered the MASI-R Oral Reading Fluency Measure test to check his oral reading fluency level. The results can be used to extend the academic rigor of instructional strategies or to adjust prior instruction to meet Shevaun’s need. The test consists of three student passages and three teacher passages for the teacher to score. All three readings were administered on the same day, and the median score was calculated. He was given one minute to complete each passage.…
Julian does not like to read; however, he does it to get through his tasks. His strengths lie in whole word calling, spelling and phonemic awareness. The other results of his test were not below his grade level standard, but if he develops strategies to stay focus and overcome the few errors he tends to make. He can become…
After completing this assignment, I’ve learned several ways to adapt to the children and help them succeed to the best of their abilities by helping them take responsibility and become more independent. I plan to use this information to shape my interactions with children when I become a teacher. I will definitely be taking into consideration of the children who are not fully developed yet and need more help interacting with others and doing things on their own. Along with this, encouraging conversation between students can help them develop and see the role of language being used. I see this in my focus child through questioning, interrupting, and simply talking to her peers.…
Approximately, 25% of students have limited English proficiency, which is much higher than the median elementary schools in Florida, which is 10% (Kings Trail Elementary School). Lastly, the location of Kings Trail Elementary School is in San Jose, which is characterized as low income, moderately education and mainly young professionals age twenty-five to thirty-four. Spanish was spoken regularly in class; in fact, one of the teachers would give her instructions in English and then again in Spanish, due to the fact that English was a second language for many students. In fact, there is an only English as a second language (ESL) an class where the majority of the students only speak Spanish or only know a little English. Therefore, by speaking Spanish to her students, she is able to reach more of her student.…
In a small group session, Chris continues to read fluently and reading aloud is a strength; however when reading for grade level content, Chris has difficulty retelling what he has read and is unable to developing appropriate (rubric leveled) written responses to questions provided for his reading assessments.…
Children who are learning english as an additional language have linguistic skills similar to those of monolingual english speaking children. Their ability to participate in the full curriculum may well be in advance of their current ability to communicate in english. The aim of policy is to help ensure that we meet all the needs of Eal children. Teachers use various methods to help children who are learning english as an additional language: - developing their spoken and written english by for example giving them appropriate opportunities for talking and using talking to support writing. - Ensuring their access to the curriculum and to assessement by for example using their first language where appropriate, providing dictionaries.…
We find the Staff’s conclusion that there is insufficient consideration pertaining to our supports for English Learners unmerited. On page 116, we mention that the variables we will use to assess EL students include: “CELDT/ELPAC exam scores, input from classroom teachers, and evidence of general education progress”. The annual and ongoing assessment of EL students will occur in consultation with the Student Supports Coordinator and an EL certified teacher. On page 125, we mention the types of trainings for English Learners, which include both “Annual trainings and ongoing trainings for staff in SDAIE strategies”. Moreover, our curriculum will include and will be backwards planned to ensure that our teachers who will be trained by an EL…
Listening and communication skills are evident throughout this family. There are many in the family who have taken different languages in high school but most can only speak simple phrases from them. Reflection This assessment exercise has reinforced the cultural identity and how it has evolved throughout three generations of my family.…
Informal Reading Inventory An Informal Reading Inventory (IRI) is an independently administered test intended to help one define a student’s reading instructional needs. The test has four section called silent reading comprehension, oral reading (running record), miscue analysis, and listening comprehension. Each section assesses the student in a different skill. The silent reading assesses the student ability to summarize the text read, the oral reading assesses the student’s fluency, miscue analysis determines if the student has meaning, syntax, or visual errors, and lastly the listening comprehension measures the students’ ability to hear a story and answer questions.…
Wechsler Individual Achievement Written Expression assessments were administered to assess Ania's written language skills. Written language skills, as measured by this assessment, appear to indicate that her skills fall below peer expectancy. The Spelling subtest assesses the ability to write dictated letters, letter combinations and words. The Sentence Composition subtest contains two components, Sentence Combining and Sentence Building. Both portions measure sentence formulation skills and written syntactic maturity, which includes morphology, grammar, syntax, semantics, and mechanics.…
The case study focuses on a young, ten-year old boy, Gayle (Demos &Foshay 2009). Gayle struggles with reading and because of this the school put a lot of stress and focus on reading to try and help him (Demos &Foshay 2009). When a lot of pressure is put on a student to well in a certain subject however, it can push the student’s achievement can go one of two ways. According the case study, the young boy started to exemplify a surge of irritation towards reading (2009). The school and his family, and Gayle himself agreed for him to go through testing and interviews to see if they could identify a learning disability, which turned out to be a diagnosis of dyslexia and comprehension (Demos & Foshay 2009).…
Data Collection Procedure: In order to conduct this study, each student was provided a consent form to be signed by their parents and a demographic questionnaire (Appendices A&B ), which revealed that they had no prior exposure to the French language, and that all “of them had lived and studied Spanish in a Spanish-speaking country for a period ranging from” (Achard & Niemer, 2004, p.21), five to ten years. Additionally, the questionnaire revealed that the participants have been in the United States between six and ten years. Of the thirty-four participants, thirteen of their parents are high school graduates from their native countries who did not continue on to college, and the twenty-one others did not go beyond eighth grade, even though they “value and respect education” (according to a student). The…