Exit Slips

#1 Describe the assessments you will use for instructional level readers, define the
levels (independent, instructional, frustration), and explain the factors that will
influence your grouping for instruction.

The three different reading levels are independent, instructional, and frustration.
Independent level readers typically have an accuracy of 98% or above, 90%
comprehension or above, and can read aloud with good speed and expression without little
to no assistance. Instructional readers usually read with 94% accuracy or above, 70%
comprehension or above, read with moderate speed and expression, and need some
guidance. Frustration level readers need more support, have less than 90% accuracy, and
less than 50% comprehension. To assess my instructional level readers, I will primarily use
running records and DSA tests to gauge the different components of their literacy skills and
then further use these test results to group my students homogeneously for instruction.
When creating groups, I will also take into consideration any special accommodations my
students may need, their behaviors, and peer-interactions to ensure that each of my
students are learning to their fullest potentials.

#2 Define fluency and describe how you will teach it, including examples and resources
from class.

Fluency in reading is made up of three components: accuracy, automaticity (word

recognition), and prosody (expression/tone). I plan on teaching fluency in a variety of
settings ranging from independent work, small groups, and large groups. Some specific
strategies/activities I will incorporate in my classroom to enhance my students’ fluency are
Reader’s Theater, re-reading, anticipation guides, and Mad Libs. One of the resources that I
will provide my students with is Storyline Online, a website in which celebrities read
various children-books aloud with an emphasis on expression. Furthermore, so that
students are able to reflect upon their own readings, I will have them fill out formative self-
evaluations throughout the year, allowing them to see things they do well and things they
may need to improve upon.

#3 Compare word study to the method used when you learned to spell.

Word study today is comprised of so many different activities that target strategies
students can use to learn how to spell and decode words. It helps them discover patterns
within words by sorting them so that they can learn spelling features and understand the
meanings behind the words. When I was growing up, especially in elementary school, we
would learn how to spell with pre-tests that determine what list of words you had for that
week, and then take an actual spelling test at the end of the week. This method relied solely
on memorization, and we had to create our own strategies to teach ourselves how to spell
the words.
#4 Why do we use before, during, and after activities for comprehension? Name at least
one comprehension activity for each (before, during, and after) with resources from
class.

Before, During, and After activities are essential in any reader’s literacy diet when it comes
to enhancing comprehension skills. They help ensure that readers are staying engaged with
the material while also understanding different elements of the text. An example of a
Before Activity would be to have students fill out an Anticipation Guide that helps them
predict what they think is going to happen as well as spark interest in the upcoming text.
During reading, students can fill out a KWL Chart that maps out what they know, what they
want to know, and what they have learned based on the reading. Finally, students can
participate in a Think-Pair-Share activity after reading that allows them to discuss what
they have just read and address any questions they may still have.

#5 Compare our writing activities to what you see in practicum.

Although I did not get the chance to observe any activities in my practicum classroom
specifically designated for writing, many of the other tasks my students completed involved
some form of writing whether that be through the form of interactive notes, worksheets, or
formal assessments. Writing should typically take up approximately 20 minutes of the
entire literacy block, with more of a focus on the process rather than the product. In the
future when I have my own classroom, I hope to encourage my students to explore their
creativity and writing since it is such an important skill to have outside of the classroom as
well.

#6 In class exit slip – write your own information sheet for parents night (for
instructional level readers, grade of your choice). Use the handouts from class as an
example.
 Welcome to 4th grade!
 There is wide range of readers within the classroom and every student progresses at
different levels, and our aim is to have everyone be as fluent as possible while still
having fun!
 Fluency
o Goals
 Students will be able to have an automatic recognition of words, read at a
proficient pace, and use appropriate expression when reading aloud
o Activities
 Reader’s Theater
 Read Alouds
 Word Study
o Goals
 Students will be able to correctly categorize words based on their
patterns and develop their spelling
 o Activities
 Sorts
 Spelling Games
 Comprehension/Writing
o Goals
 Students will be able to make predictions about a text, summarize it after
reading, and discuss main points about the plot and characters
 Students will be able to write using full, descriptive sentences and correct
punctuation that target a specific audience
o Activities
 Before, During, and After comprehension questions
 Writing workshops
 Prompts in writing journals
 Pen pals
 What YOU can do
o Practice at home with sorts
o Read with your child, not to them
 Questions/comments/concerns? Feel free to reach out!