Beruflich Dokumente
Kultur Dokumente
Rachel Mixtacki
SPE-620
7/14/15
QRI Results
Started assessing at Primer=instructional
level
Strengths: The student generally gets
questions correct if they are right-there
questions found in the text and he read
that part correctly.
Weaknesses: The student struggles with
digging deeper and recalling important
information and details of the story.
Running Record
Polar Bears in the Arctic
Accuracy Rate: 96%
Error Rate: 1:28
Self-Correct Rate: 1:5
Strengths Accuracy rate is good, he
found a just-right book for him
Weaknesses Self-monitoring could be an
area of improvement
Words-Their-Way Inventory
Results: Within Word PatternsCommon
Long Vowels
Strengths: Knows digraphs and blends
which is generally a struggle with this age.
Weakness: Long vowel patterns over
used the magic e in words that do not
follow that pattern
Writing Sample
Strengths: He does a great job focusing
on one creative topic, didnt stray away
throughout his short writing sample.
Weaknesses: An area for focus would be
building sentences with correct
punctuation and capitalization and
focusing on making complete sentences.
Lesson One:
Lesson two:
Building a Sentence:
Literacy.L.2.1Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Literacy.SL.2.6Produce complete sentences when appropriate to task and
situation in order to provide requested detain or clarification.
-Write sentences and fragments on the board
-Talk with students about what makes up a sentence.
-In each sentence there should be a noun or subject, there should also be a verb
(something to describe what the noun is doing). Sentences need at least these two
things to be a complete sentence.
-Look at the sentences that were written on the board. Ask students if they can find
any sentences that are complete.
-Have students help you to make the sentences that are not complete, complete.
-Practice making some complete sentences
-Then explain that sometimes sentences have more than just a verb and a noun, that
we need more to make them interesting.
-We have the sentence the shiny car stopped how could we describe how the car
stoppedquickly, slowly?
-Have students go off to their independent writing and see if they can uses this
writing strategy while their work.
Example of Lesson
The bag.
The dog barked.
Joey skipped up the hill.
Yellow.
The shiny car stopped.
Recommendations:
School recommendation: Tracking his
reading so that he can read fluently and
not miss lines in the text.
Home Recommendation: Read for
comprehension at home. Take turns
reading but then also use the reference
sheet to help ask beneficial questions
while you read to help comprehend.
Reflection:
Through this project I have learned a lot about
assessing, analyzing and planning for students
who have difficulty in literacy. When you assess
students there are many factors that go into
planning and meeting the needs of your students
so that they can be successful. This project has
taught me how to plan lessons that are going to
meet the needs of my students and also help to
ensure that I am doing everything for my students.