Exit Slips for READ 436 #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.

For and instructional level reader I would conduct a Words Recognized in Isolation (WRI) and a Words Recognized in Context (WRIC) assessment. First, for the WRI, I would set the tone, making sure not to use the words test or assessment. I would also make sure all the words for the assessment was covered at all times. I would place my grading sheet on the right side of me (Im right handed), place a purse in front of it so the child cant see it, and have the child sit to my left (not across the table from me). Next, I would make sure the child is comfortable by casually taking to them, and letting them know they will know some of these words and some will be too hard. Then using two note cards, Id make sure to show the student one word at a time, moving through the words quickly. If the child has a hard time with the word I would cover it back up, and make a note of what they identified automatically under the identified automatically column. Then show them the word they struggled with again for as long as they would need, and write their final answer under the identified column. At the end of the assessment, I would add up the total correct automatically, total correct identified, and total number correct. Then from there what do the scores tell us, how do I determine their level for each category? The other assessment I would conduct would be a Words Recognized in Context assessment. For this I would go through the same introduction as above, making the student comfortable. Then the student would read the passage out loud, Id have my own copy and use notation to identify if the student omitted substituted, or inserted a word. This assessment would also be timed from when the student started reading to when they stopped. #2 Define fluency and describe how you will teach it, including examples and resources from class.

Fluency is identifying what you are reading, using appropriate expression and comprehending the reading. In the classroom we want to work towards auto recognition of words, appropriate phrasing and expression, and focus on meaning or enjoyment. In order to teach fluency you must use and easy text, an independent text. Start by modeling read-alouds and poems for two voices. Allow for rereads and readers theater. Each week focus on expression or speed. #3 Compare word study to the method used when you learned to spell. I love word study. I find it very fascinating and effective. When learned to spell I remember giving up in first grade because there were too many rules and on top of that too many exceptions to the rules. With word study its a growing process. Beginners sort by sound. Instructional level students sort by pattern. 4th through high school sort by meaning or root words. This works very well in my class. Even though the students are on different levels they are all still learning. Word study also

allows for oddballs. Allowing the students to see examples of words that dont fit into the sort. #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.

Comprehension is not something that students can get right away. Comprehension of anything is a growing topic. First you have to be introduced and learn the basics and become intrigued. Then you have to grow you knowledge and piece things together. Finally you are able to tie up all the important parts. For my comprehension lesson I started with random words selected from the text, and asked the students to predict what the story might be about. This before method really grabs the students attention and makes them curious about the story. Then I read the book talking about what was happening on the page and what was going through my head while reading the story. Doing this I was modeling my comprehension process. Then at the end I allowed the students to take what the comprehended from the book and write their own ending to the story. This shows they comprehended the beginning of the story and allows them to invest their own voice into the reading. #5 Compare our writing activities to what you see in practicum.

Our writing activities and my practicums are pretty similar, when my students actually have writing time. Unfortunately, with snow days, my class is behind and therefore my teacher tends to cut writing out of the day. The few times I was able to witness writing in my class my teacher introduced a topic going over all the main points on the white board or poster paper. Then she model and writing sample to the class. Afterwards she allows the students to brainstorm ideas and ask questions. Then the students go through the drafting process with revisions and multiple drafts. This is very similar to what we have learned in class.