Zulayka
Adamson
Dr.
Hsu
EDLI
636
Q15
Project
Assessment
#1
Background
For my lower level assessment report, I was able to complete
my report with a student by the name of Alyssa who is enrolled in the 2nd
grade. Alyssa has been at Amber Charter School since Kindergarten and lives in
East Harlem, not too far from the school. Both her mother and father are from
Puerto Rico and she has a very large family, (6 brothers and sisters in total),
two of her brothers also attend Amber and they were recommended by their
teachers to attend Title 1 as well to monitor their reading and writing levels.
Unfortunately, Alyssa struggles with attendance and misses many days of school,
in addition, the days that she attendees, she is typically very late. Due to
her chronic lateness, I’ve only had the chance to monitor her progress twice.
Within the classroom, Alyssa is very shy and doesn’t
participate, prior to my assessment, I was able to witness an abbreviated
assessment completed by the Title 1 instructor. The instructor utilized flash
cards, word lists with everyday words and nonsense words. Alyssa surprisingly
passed the assessment and after further discussion, we figured comprehension
was not her strongest area. I was able to complete a Q15 assessment which
includes a word list, a running record and comprehension check through a list
of questions.
Assessment
To jump start the assessment, I tested Alyssa’s fluency by
having her read the 1st grade reading list in which she passed with
flying colors. After completing the first grade list, I had her move along to
the 2nd grade word list to see if any of the words were a challenge.
She was able to read 19/20 words without any issues with the exception of the
word though which she pronounced as thought. Once we completed the word list, I
determined that the second grade reading passage “Father’s New Game” would be the best passage to read for her
reading level.
During the reading, I completed a running record to determine
her fluency and comfort with reading. She scored an accuracy of 98%, there were
a total of 5 words that she identified incorrectly which falls under the
independent level of reading. In addition, there was a point in the reading
that she missed an entire line, but I made a connection in which she was
reading very fast and missed her place, she completed the reading in a little
under 3 minutes with very few pauses and adjustments. Overall, Alyssa was very comfortable in the
reading and it seemed as though she was on her reading level.
Comprehension
Upon completing the running record,
we moved along to the retelling portion of the assessment. I utilized a scoring
sheet which listed out important ideas and phrases and asked Alyssa to
basically summarize the passage. During the assessment, she was only able to
identify 14/49 ideas from the check list. I noticed that when I asked her about
the setting she was a bit confused and wasn’t able to give me great detail,
however, once we moved along to the comprehension questions, she was able to
give me a very descriptive description of the setting. After the question, I
asked her if she heard of the word setting before and if she knew the meaning
in which she confirmed she didn’t know the meaning which hindered her
describing the setting/background.
During the question portion of the
assessment, Alyssa provided a lot of interesting details that even I didn’t
catch during her reading of the passage. When answering the questions she
provided all of the explicit answers connected with the passage and the
questions and gave additional information.
At one point I looked up to ensure she wasn’t turning the pages back to
reference the story. The Title 1 teacher also looked back to ensure all the key
details she were mentioning were in fact true and we were very impressed by her
performance.
Strengths and Weaknesses
Based on Alyssa’s assessment, we can
confirm that she is very good with identifying words and sounds. In addition,
she is very familiar with spelling and identifying big words that are not
typically in a 2nd graders vocabulary. From our observation, we can
make a connection that because she has older siblings, she is introduced to
larger words that they are familiar with and she doesn’t necessarily know the
definition but she is aware. In addition, with the growing usage of technology
and video games, we can determine that students are exposed to various words
while playing games and reading directions.
After completing an assessment with
Alyssa, I would like to help her work on strengthen her retelling stories and
summarizing the passage by identifying conflicts and resolutions. Though she
was able to recount key components of the passage, it seems as though, she
needs reminders and hints in order to explain her understanding of the passage.
She is a very smart girl who seems very shy and sometimes not too sure of
herself. It is vital that she is able to retell and write about a passage. I
would’ve loved to also see her writing skills in connection to her reading
skills.
Reflection
I think it is very important to include Q15
Assessments for students as it give a great overview of their strengths and
weaknesses and tackles many of the struggle areas of reading. I do feel as
though, reading and writing goes hand and hand and it would’ve been great to
have a writing component of the exercise as I believe if a student has a strong
writing level, then they typically have a strong comprehension. I also liked
that the Q15 assessment has extensive components, the Title 1 teacher that I
worked with relies heavily on Wilson Reading Comprehension as an assessment but
I feel as though Q15 gives a better overview of a student’s reading and
comprehension.
Lesson Plan
Candidate’s
Name: Zulayka Adamson
Grade Level: 2nd grade
Title of the lesson: Ugly Duckling
Length of the lesson: 50 Minutes
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Central focus of the lesson (The central
focus should align with the CCSS/content standards and support students to
develop an essential literacy strategy and requisite skills for comprehending
or composing texts in meaningful contexts)
The Student will read a passage and work on story retelling and
sequence of events.
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Knowledge of students to inform teaching (prior
knowledge/prerequisite skills and personal/cultural/community assets)
Key questions:
Student must be familiar with sequencing and key words such as
setting, conflict and resolution.
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Common Core State Standards (List the number and text of the
standard. If only a portion of a standard is being addressed, then only list
the relevant part[s].)
Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse
cultures, and determine their central message, lesson, or moral.
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and
challenges.
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Support literacy development through language (academic
language)
● The sequencing flash card will
help students with identifying important components of a passage and making
connections to how key action ideas within the passage are vital.
Sentence Level
● Students will have an opportunity
to make connection to the passage by looking at the graphic art connected to
the passage.
Discourse
● The teacher will have students
work in a team to tackle the sequencing by having them retell the story
verbally to their partners.
For students who struggle, have them retell the story by
utilizing the card as a reference point when retelling the story.
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Learning objectives
Students will strengthen their sequencing and
story retelling by introducing an interactive game.
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Formal and informal assessment (including type[s] of assessment
and what is being assessed)
Students will be assessed based on their arrangements of
the flash cards by utilizing the graphic cards.
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Instructional procedure: Instructional strategies and learning
tasks (including what you and the students will be doing) that support
diverse student needs. Your design should be based on the following:
● understanding of students’ prior
academic learning and personal/cultural/community assets
● research and/or theory
● developmental
● appropriateness
Consider all students, including students with IEPs, ELLs,
struggling readers, and/or gifted students.
Introduction 5 minutes: Students will be introduced to the
lesson plan by explaining they will read the passage and complete a sequence
chart to retell the story.
Teaching model 15 minutes: Teacher will provide each student with
an individual copy of the passage and students will follow along reading and
they will be reminded to highlight any key ideas. Students will read the
passage as a group by completing a read aloud and identify key details while
the teacher writes down the ideas on the board.
Guided practice 15 minutes: Students will reread the passage
with their partner by taking terms reading each paragraph. Upon completing
the reading, they will then begin to work won the sequencing chart.
Independent practice 15 minutes: Students will continue to work
in groups and retell the passage verbally to their partners to show their
comprehension.
Assessment: Teacher is floating around the room and listening to
students read and retell the story and checking students comprehension skills
based on the completion of the chart as well.
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Instructional resources and materials used to engage
students in learning.
Glue
Construction paper
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Reflection
After planning the lesson, I think this is a great way to
incorporate retelling and sequencing. I would’ve also included a few
questions for students to work on after retelling to provide them with
additional assessment and comprehension of the text.
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Assessment
#2
Background
For my upper level assessment, I chose to
work with Stephen who is in the 4th grade and struggles with his
reading. I also have the opportunity to see Stephen during his Social Studies
lesson plans two times a week as part of my field observation for another
course as well. He tends to be a jokester within the classroom and doesn’t pay
attention. In addition, he struggles with following directions when provided by
the teacher, which I believe is a way to deviate from lesson plans. Sometimes,
he is told to sit separately from one of his fellow classmates because they
become distracted near each other. Stephen actually lives in the Bronx and
takes the school bus in, he is an only child and his mother and father are very
active with his education at Amber.
Within the classroom, Stephen typically
doesn’t participate as much. During activities, he always has time management
issues and tends to need additional time to complete assignments. As far as
scoring, he is a bit below level for reading and typically scores 2 on his city
wide exams and participates in Title 1 instruction every day for about 45
minutes.
Assessment
For Stephen’s assessment, I had him read
both a third grade and fourth grade word list as I wasn’t too familiar with his
reading background. During the third grade word list, Stephen was able to
identify all of the words accurately and scored a 20/20 (100%) which is known
as the independent level. Once I was able to identify that he would be
comfortable with the grade 3 word list, I moved along to complete the fourth
grade word list in which he identified 18/20 words which falls under the
instructional learning level. Both adventurer and adaptation were identified
incorrectly, however, he identified the words with similar words (adventure and
adaption).
Upon completing the word list, we were able
to move along to the passage “Amelia Earhart”, I thought it would be an
interesting piece that he may be familiar with. During the reading, Stephen
didn’t skip any of the words and took his time to read without pausing. There
were a few words (adventurer, Atlantic, mechanical and frightening) that he misidentified,
he was able to self-correct a couple of the words (adventurer and Atlantic).
Comprehension
Once the reading portion was completed, we
had Stephen move along to score his retelling components of words. Based on the
scoring sheet, he was able to score 21/47 ideas and inferences based on the
story he read. The passage was a bit complex so I figured moving along to
answer questions will determine the comprehension based on references within
the questions. Stephen did very well answering the questions and had some
details that he mixed up such as, saying Amelia completed her flying within 4
days instead of 14 hours.
Without look backs to the novel, he was
able to score 7/8 for implicit and explicit references. When he answered one of
the questions incorrectly, I allowed him an opportunity to look back at the
passage so he may determine the correct answer. Stephen seemed very comfortable
with the passage and was able to identify key ideas and information.
Strength
and Weaknesses
Based on
Stephen’s assessment, we can confirm that he was familiar with words within the
passage, but he will need help on his comprehension and sounding out words. I
think it is important that we highlight that he is also great at identifying words
and pacing himself during a reading. Many times, students are wrapped up with
the idea of reading but don’t take the time to make connections to the passage
they’ve read and to think through the literary piece.
For my suggestion, I would have Stephen
work on his comprehension and critical thinking skills. Stephen is a smart
student however, it seems as though he has a short attention span which leads
to his disruption within the classroom.
Reflection
Q15 provided me an opportunity to identify
Stephen’s biggest issue which is identifying and comprehending important
details of a passage. For his lesson plan, I developed an activity which helps
with strengthening comprehension through an interactive reading followed by
answering questions which highlights key details and the main idea.
Candidate’s
Name: Zulayka Adamson
Grade Level: 4th grade
Title of the lesson: Annotation and
Answering Questions
Length of the lesson: 55 Minutes
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Central focus of the lesson (The central
focus should align with the CCSS/content standards and support students to
develop an essential literacy strategy and requisite skills for comprehending
or composing texts in meaningful contexts)
Students will read a passage and identify key details and answer
questions.
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Knowledge of students to inform teaching (prior
knowledge/prerequisite skills and personal/cultural/community assets)
Key questions:
Students are familiar with allergies and can speak from it from
their own personal experience.
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Common Core State Standards (List the number and text of the
standard. If only a portion of a standard is being addressed, then only list
the relevant part[s].)
CCSS.ELA-LITERACY.RL.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.4.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text. |
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Support literacy development through language (academic
language)
● The sequencing flash card will
help students with identifying important components of a passage and making
connections to how key action ideas within the passage are vital.
Sentence Level
● Students will utilize annotation
to make notes that they may reference when answering questions related to the
passage.
For students who struggle they can work in small groups as a support
system while they navigate through the passage.
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Learning objectives
Students will strengthen their comprehension
skills by using annotation to make notes of key details and the main idea.
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Formal and informal assessment (including type[s] of assessment
and what is being assessed)
Students will be assessed based on their arrangements of
the flash cards by utilizing the graphic cards.
|
|
Instructional procedure: Instructional strategies and learning
tasks (including what you and the students will be doing) that support
diverse student needs. Your design should be based on the following:
● understanding of students’ prior
academic learning and personal/cultural/community assets
● research and/or theory
● developmental
● appropriateness
Consider all students, including students with IEPs, ELLs,
struggling readers, and/or gifted students.
Introduction 5 minutes: Students will be introduced to the
lesson plan by explaining read a passage several times and make notes based
on important information within the text.
Teaching model 10 minutes: Teacher will introduce the annotation
chart that lists on the various codes and why/how you may use it within a passage.
Teacher will utilize a sample reading passage and underline ideas and phrases
so students may know how to code passages.
Guided practice 15 minutes: Students will read the passage “Got
Allergies” as a group to learn about allergies. The teacher will call upon
one student to identify the main idea within the passage and to use the
correct annotation symbol. Next, the teacher will call upon another student
to highlight a detail that supports the detail.
Independent practice 15 minutes: Students will work
independently by rereading the passage and identifying the remaining details
that support the main idea. Once students have completed the identifying of
the details, they will work in groups of three to discuss why they selected
the details they’ve chosen and which annotation symbol they utilized.
Assessment 10 Minutes: Students will answer questions based on
the passage to test their comprehension of the passage.
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Instructional resources and materials used to engage
students in learning.
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Reflection
After planning the lesson, I think this is a great way to sharpen
student’s comprehension skills. Having students read a passage multiple times
have them train their ability to focus in on sentences and be mindful of the all
the details of a passage and how it may play a part in the main idea and
construction of a literary piece.
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Excellent work. Please include QRI5 assessment forms with markings. :)
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