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Importance of teacher assessment
Factors influencing the teaching of literature
Importance of teacher assessment
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After taking the final MTEL practice quiz, it is evident that I have learned a tremendous amount about the literary development of children over the course of this semester. I was determined to learn more about the topic since I am specifically interested in teaching Kindergarten down South (I am moving to Georgia next May), and worked hard to grasp and retain as much knowledge as possible. I do think that I am much more understanding of the stages of literacy development and the variety of methods to teach children literacy than I was at the beginning of the semester. I managed to earn a 41/50 on the practice test, and seemed to struggle most with the beginning and end parts. Although there were several that were clearly wrong when looking back, there were a few that I genuinely thought the answer I selected was better. The first of these questions asked …show more content…
“Which of the following oral language activities would best promote the phonological processing skills of a student who is an English Language Learner?” I chose the answer “Help identify words that sound the same in English and in the student's primary language” because I was thinking about the effectiveness of teaching cognates to ELL learners. The next question I got wrong was “A preschool child draws a stick figure and makes some unintelligible scribbles around it. When she shows it to her teacher, she points to the scribbles and says, "This says 'I love mommy.'" This behavior suggests that the child most likely:”. I selected the answer “is ready to learn the concept of letter-sound correspondence,” because I thought that if a student were already comfortable enough with drawing pictures and constructing meaning, than he/she is ready to move onto the “next level,” which would most likely be letter-sound correspondence. Finally, for the question “Which of the following strategies would be most effective in promoting kindergarten children's ability to recognize and name letters of the alphabet?”, I selected “The teacher posts the entire alphabet around the room in several different formats” because I thought that exposing children to environmental print would be a more effective letter-recognition and word-application strategy than tracing letters. Of the ones that I got wrong simply because I did not know the answer, I found that my weakness is definitely assessment methods. I evidently had a hard time grasping when it would be appropriate to use one assessment over another, which is a critical part of teaching. Regarding assessment, the questions I got incorrect included: A beginning reader can sound out and write phonetically regular one- and two-syllable words.
When reading sentences or longer texts, however, the student frequently has poor comprehension. Which of the following is the first step the teacher should take in order to promote this student's reading proficiency? A third-grade teacher has been conducting a series of ongoing assessments of a student's oral reading. Shown below is a sentence from a text, followed by a transcription of a typical example of the student's oral reading performance. Text: Her boots crunched through the snow. Student: Her boats crucked throw the snow. After reading the sentence, the student paused and then reread it without the teacher's prompting and self-corrected the errors. Based on this information, the teacher could best meet this student's needs by adjusting instruction in order to: Which of the following types of assessments would best provide information about the comparative reading proficiency of students in an elementary school? An advantage of using assessment tools such as portfolios and scoring rubrics is that
they: I think my biggest problem was remembering the different types of assessment, such as a miscue inventory, norm-referenced survey test, and a diagnostic portfolio. To better myself in this regard, I will just skim over a few articles about assessment and learn when it is appropriate to use a particular method. I also think I need more practice with running records, which is something I will try to work on by watching videos. Overall, this course helped me better understand the process of literary development in children. I am happy to have had the opportunity to take this course because it really has helped me learn a lot about this element of teaching. I have learned so many invaluable pieces of information in this class that will definitely help me achieve my goal of becoming a great Kindergarten teacher.
Hunter was assessed using a running records assessment. This type of assessment is done with the student reading a book out loud to the instructor while the instructor follows along on a sheet to mark off any mistakes made. Hunter read confidently for the most part, only stumbling over a few words. He substituted the word “individual” for “instinctual” and, at first, said “have” instead of “live”, but this error he quickly corrected and was able to continue with the reading without a problem. The results of the running record assessment done on Hunter show that he is a very proficient reader. He only made a total of two mistakes and, of these two, one was self-corrected. Hunter’s accuracy rate is 99.5%,
The student needs a heathy mix of assigned reading, and classroom help. This is vital, to the education of a student. He must be challenged to arrive at conclusions on his own, but also not left in the dark when he did not get what was asked of him. However, these “wrong answers” that the student came up with, should not be discouraged so quickly
Students will get into groups and will take turns reading paragraphs of the text. This will enable them to adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (Language standards 1,3 for 9-10th grade ELA)
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.
... student from comprehending a text. How can a student understand a given text if the student does not understand a big portion of words in the text? Students enter school with vocabularies whether big or small and teachers need to nourish and build them up and comprehend harder and more complex texts.
During adolescence, I began reading and writing through a fundamental learning program called, "Hooked on Phonics." This program consisted of long hours spent reading short novels and writing elementary phrases which were commonly taught in the second and third grade. With the motto, "Improve your child's reading and writing skills in just four weeks!" I was bound to become the next Mark Twain. The method of this course specialized in the improvements of word acquisition rates as well as reading speed; however, it lacked in the area of teaching comprehension. At a young age, I was instilled with the dire need to be highly educated and although I was unable to experience a fun and adventurous childhood like many other children, I am grateful for being raised with a greater knowledge and wisdom than that ingrained in many.
Writing and Reading Across the Curriculum. Tenth edition. Edited by Laurence Behrens and Leonard J. Rosen. New York: Longman Publishers, pp. 371-377, 2008.
Literature is a key component when speaking of literacy. Teachers need to provide students with endless amounts of practice experiences in reading to build their fluency rate. This should be done with different genres of texts and different levels. Reading a wide variety of literature help children develop rich vocabularies.
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
...ents to make a good reader. Therefore, without a certain piece of reading students skills the scaffolding is unstable. Due to a student’s faulty scaffolding, reading does not work cohesive to make the end product a successfully understood story. This concerns me. If I feel like they are falling behind on these skills and their other teachers, my colleagues, are not teaching them these skills, I will and do my best at making it appropriate for my class. Without reading skills, they will be faced with horrible ramifications from their problems to comprehend and understand the vocabulary words they see in their textbooks.
Assess the student’s prior knowledge by asking concept questions before the student reads aloud to you.
Test 1: Following Oral Directions, involves auding and comprehending simple or complex oral language directions and looking at and marking in the appropriate places on the answer sheet.
Every child deserves a positive, safe, nurturing, and stimulating learning environment where they will grow academically, socially, emotionally, and physically. My role as an educator is to provide my students with this type of environment as well as an education that will help them succeed academically and become life long learners. It is the responsibility of a literacy educator to provide students with this type of environment, but also to provide instruction that will help students become successful readers and writers. There are numerous programs and philosophies about literacy and reading. Through years of experience and research, one begins to develop their own creative approach on teaching these skills. After looking at different programs and seeing the positive and negatives of each, an integrated and balanced approach of literacy seems to be the best way to teach the differing needs of each student.
In this information–driven age, preparing students to read a variety of texts with complete understanding should likely be one of our educational system’s highest priorities. Understanding is more than just the ability to produce information on demand (knowledge) or the ability to perform learned routines (skills). “Understanding is the ability to think and act flexibly with what one knows.” (Active Learning Practice for Schools, n. d.) A review of the literature in the area of reading comprehension of elementary-age students shows two principle areas of focus. There is a body of literature that examines the development of proficient vs. struggling comprehenders and another body of literature that compares methodologies for teaching reading comprehension.
Many students have a hard time when it comes to reading. There are many reading inventions that can help students out. Reading inventions are strategies that help students who are having trouble reading. The interventions are techniques that can be used to assist in one on ones with students or working in small groups to help students become a better reader. Hannah is a student who seems to be struggling with many independent reading assignments. There can be many reasons that Hannah is struggling with the independent reading assignments. One of the reasons that Hannah can be struggling with is reading comprehension while she is reading on her on. Reading comprehension is when students are able to read something, they are able to process it and they are able to understand what the text is saying. According to article Evidence-based early reading practices within a response to intervention system, it was mentioned that research strategies that can use to help reading comprehension can include of activating the student’s background knowledge of the text, the teacher can have questions that the student answer while reading the text, having students draw conclusions from the text, having