Journal Entry #3
10 02 2008If you have met with your student, how is it going? Have you done any assessments yet? Can you make any instructional decisions?
Note to some who haven’t joined the blog or kept up with it: You need to make other journal arrangements with me.
We will do the Flint inventory in class today
I have met with my student twice now. I have only done the interest surveys so far with her. I do not think that I am able to make any instructional decisions at this point, but have learned a lot about her as a reader. Although she is significantly below grade level, she hasn’t given up on reading yet. But I fear that as time goes on and the older she gets, the more she is going to lose interest. She doesn’t mind reading in school when she has to but won’t do it at home unless it is homework. I am looking forward to starting the assessments so that I can get to my instruction.
I haven’t met with my student yet, so this reflection doesn’t really fit under this topic but it also doesn’t really fit anywhere.
I just wanted to reflect on an experience I had in a first grade classroom the other day. I was assisting children with literacy stations. First I didn’t know students learned contractions in first grade, second I never realised how much I’ll looks just like three lowercase l’s in a row. So I learned when typing up words be careful with the capital i and the lowercase L.
What I really wanted to comment on is the assistance you provide to students in regards to spelling. I had many students asking my how a word is spelled or what a word said. How much spelling assistance should be provided to first graders and how much do you let them sound out?? When you are providing assistance with spelling, do you sound out the word for them and get them to guess the letters? This is an issue that I have never been sure what approach to take.
Does anyone have any advice about the effectiveness of providing the spelling of unknown words vs asking students to sound it out on their own??
Thanks
In response to Amy’s question, how much assistance you give to first graders on spelling depends on your objective. If your objective is to have them write as much as they can on a topic then tell them how to spell the word so they are not hung up. If your objective is to assess their spelling developement, then tell them to spell it the way it sounds. Notice I didn’t say “sound it out” Then you will find out what they know about the letter-sound correspondence and what you need to teach.
Erica, et. al. “et. al.” means all of you. In the first week I wrote that students won’t read what they are not interested in. From the description of your student, Erica, it sounds like he might benefit from some language experience stories to begin with. He could write stories about race cars. That way you could build his sight word vocabulary, work on fluency and all sorts of good things. All this could happen even before you complete all the assessments.
I’ve met with my student twice now as well. So far, I’ve just given him a very informal interest inventory, read aloud with him, and have completed the first part of the Flynt-Cooter Reading Inventory. I’m still getting to know him right now so that I can make good choices regarding literature. I want to make him feel comfortable around me and trust me so that there are no barriers to his progress.
I anticipate being able to make instructional decisions after we have completed the Flynt-Cooter Reading Inventory. As for now, I’m just making mental notes as he reads aloud as possible areas to focus upon (i.e. fluency, decoding, using context clues).
I have met with my student once this week. We began with a few questions from the garfield inventory and then she showed me a new book that she just purchased from the book fair. It is the new Spiderwick Chronicles based on the movie so there were real pictures straight from the movie. Before we read aloud, I had her take a picture walk. We went through each picture and she described to me what she thought was in the picture. She told me possible emotions, possible plot events, and so on. Then I had her read aloud the first ten pages so I could hear where she was with her fluency rate. It is great to see problems arise that we talk about in class because then it just feels like yesssss everything fits right into these categories. Next time we meet, I am going to begin the Flynt/Cooter Assessment and see where we go from there!
I have met with my student 4 times already. I am working with a first grade student in my class. She is a struggling reader and is the lowest in the class. I have completed all of the interviews and attitude surveys which has allowed me to see into her life at home, and more into her likes/dislikes when it comes to reading. I have also placed her at Level 1 using the Form A sentences. As of yesterday, I completed the silent reading passage with her. She did not do very well, and I’m worried she did not comprehend much/all of the story. I even allowed her to re-read it, because it appeared to me that she did not quite read it thoroughly the first time. Once I complete more of the assessment I will be able to see what type of instruction will be the most beneficial to her.
I have met with my twelfth grader two times so far and he really is a pleasure to work with.
The first session, I talked to him about his interests and his attitude about school and gave him an interest survey that I had created based on ideas from a variety of different ones I found or have seen.
After he filled it out, we talked about it and I asked him questions regarding some of his answers to try to gauge how strong or weak his feelings were in regards to some of supplied answers.
I also shared with him one of my favorite picture books that had no words in (Tuesday, by Wiesner) and explained that I think it really does take an older student to understand a book like this. Since he absolutely loves art, he loved the illustrations and pictures drawn by Wiesner and I told him I would bring in more complicated picture books.
The second session, I wanted to hear him read aloud so I brought in a book of short stories that are geared towards young adults and asked him to begin reading to me. It was interesting to hear him read and see where he was at with his abilities. He struggled on some words and self corrected a lot of words. He told me that he couldn’t read or write cursive, which is interesting to me. It took him about 30 minutes to read about 8 pages of a short story; his fluency is probably the thing that needs the most help, followed by some decoding. During the reading, I stopped about two times to discuss what was going on in the book and his comprehension seemed to be fine. Next time, I will begin the Flynt inventory.
Everyone have a good break
-stace
I have met with my student twice so far. I have not started the Flynt-Cooter Reading Inventory yet because I did not want to start it before break and then have to revisit it a week later and my student not remember it. I would rather start and finish it the week or two after break. For the two sessions we met, I did the Burke Reading Interview and the Garfield interest survey. Even though my student is a struggling reader, he still enjoys picking up a book and reading. He loves to read and would even rather read than play. When asked the question, “Do you think you are a good reader,” he was very honest and said “yes and no… sometimes.” He admits to having some trouble, but when the reading is easier, or more his level, he is able to be very successful. After conducting the Flynt-Cooter Reading Inventory, I believe I will be able to have a more appropriate idea of what level my student is reading at and where he needs the most help. I am looking forward to working with him and learning more about his reading abilities and where he is struggling. I hope my instruction will give him the confidence to continue reading!
I work with my student individually as well as in a small group setting everyday. He thrives on attention and praise and asks me to read to him almost everyday. In the school where I work we have a twenty minute DEAR time before the children go to recess. I’ve been reading to Zack a couple of times each week during DEAR time. Finding time in the day to work with him on the reading inventories is not easy. We didn’t follow our usual classroom routine last week because of the 100th day of school and Valentine’s Day. However, after break I intend to complete the various reading inventories (Burke, Flint, Garfield, etc.). The district requires us to complete ELA assessments at 12, 24, and 36 weeks of school. I’ll be doing the 24 week assessments with my students after break. It will be interesting to compare Zack’s ELA assessment to the results of the reading inventories. Specifically he’ll be tested on sight words, high frequency words, vowel patterns, initial blends and diagraphs, as well as punctuation marks and word families. Most of these assessments will be at the first grade level, where he is currently working.
I have started with my student but we only were able to get the to the interest inventory done. I was planning to meet with my student on Tuesday and he was out then Wednesday and Thursday were crazy at school so we met Friday morning. We spent about 25 mins talking about the interest survey. I found it interesting that he thought he was a good reader. I am not saying that he is a bad reader he just strugles. He knows that he is not reading on grade level. He is a senior he thinks he reads at an 8th grade level but he really reads at more like a 3rd or4th grade level.
So Monday that we get back I paln to do more with him. He is really exicted about this. He did tell me during the inventory that he thinks more one on one time will help his reading.
I decided not to send the items for mom to fill out because I know that they will get lost over break
Today was my first meeting with my student. I have not given him the Interest/Attitude interview yet but I was able to gain a better understanding of where he is at with his reading. He likes to read but struggles with fluency. He tends to pick books that are too hard for him because he likes the challenge. Right now he does receieve Chapter I reading help, which means that he is pulled out 5 days a week for 30 mins each session. Here he works on fluency, comprehension, and vocabulary. I plan on getting in contact with this teacher for a starting point and to determine what reading level he is on.
I plan on meeting with him tomorrow and completing more of the interview questions.
I have met with my student four times now. She is a kindergarten student therefore I don’t spend the whole hour during a session with her. I have done the interest inventory, Burke Interview, Garfield interview, and am up to the comprehension part of Flynt with her. During each session, I complete a part of the assessment with her and do some other activity. Most of the time it is a read a loud and she draws and writes about the book or we play a game. Last time I met with her I used One Fish, Two Fish, Red Fish, Blue Fish as a read a loud. She read the title along with me except for the color words. This told me that she did not know her color words. Today when I met with her we played a concentration with color words on index cards written in that color. She really enjoyed this activity and was learning at the same time:)
I am enjoying my time with this little girl and her mother has told me that she feels the same. Her older sister today said how lucky she was to be able to spend time with me. This was a nice feeling that they felt like this:)
Christine,
I notice that you are assessing even while teaching. That is a necessary and vital skill for literacy specialists/coaches. The ability to quickly adjust your lessons based on what you have learned about the student’s needs is another important skill to develop.
You are doing a fine job with this student and she is responding to it.
From this point in time, i have not yet met with my student. I am going to begin during my break and meet about three times. This is a good time for me to really get my hours started and get more quality work done because there is no school right now.
I have met with my student, Kalleigh, twice so far. The first session was spent getting to know a little more about her, via the Flynt and Cooter Reading Inventory, as well as to provide her with some information about what it is I am going to be doing with her over the next month. Kalleigh is a 4th grader and can be a little apprehensive in new situations, which is why I was very careful and sensitive to her needs and questions about my “college project.” This session was great fun, as I learned a lot about her home-life and how her family plays a role in her education.
During the second session I began to assess Kalleigh using the Flynt and Cooter assessment protocols. As I stated in an earlier blog, this assessment tool is much like the DRA tool which my school uses, so I was comfortable using the techniques. After administering all of the parts of the assessment, and analyzing Kalleigh’s performance, I found that the level I assessed her at was her independent level. I admire the oral reading section of the assessment, in that I can easily determine the type of miscue she makes and begin to see a pattern in this. I also like how the silent reading comprehension section provides us with the types of story grammar elements that go along with the questions, as this is crucial in determining a student’s areas of difficulties when it comes to comprehension. Because this level was at Kalleigh’s independent level, I plan on doing another assessment at the next level as well as a non-fictional assessment so that I will have a better idea of the specific difficulties she is having and therefore will feel better prepared to make instructional decisions.
Thank you for the advice about having my student write language experience stories. She loves farms, farm animals, etc. so I had her write about that. She really enjoyed it and even brought me a story that she wrote at home about how she helps her dad on their farm! It was something that she enjoyed and I was able to work with her on her sight vocabulary and fluency, which is something she struggles with!
I have not yet meet with a student. I don’t have a student just yet. The Field Placement is working on it still. They have a few places in mind. I think they are trying to find a after schools program were I can go and work with a student who is in 4,5 or 6th grade. I should hopefully have a placement early next week and be able to start my placement then.
When I do start I first plan on doing the interest survey, to see what my student’s interests are. Then I plan on starting the Flynt and Cooter Reading Inventory.
I have not met with my student yet. I was out of school for three days the week before break with a serious illness, and out of town during break. Ironically, my students was out of school the days that I was in school! She came down with the same illness I had.
From the conversations I have had with another reading specialist in our building, my student’s home life isn’t the best. She recently made a move from one parent’s house to another parent’s house, and it seems that this transition hasn’t been the best for her. She now lives with her mother and her brother, and the family dynamic has changed. Most of the time her mother and brother aren’t home, and from the survey that my student’s mother completed, my student does not do much reading at home. When my student does eat meals with her family, sometimes it isn’t until after eleven o’clock at night.
I am hoping that once everyone returns from break I will be able to work with my student 2 or three times per week, if not more to make up for the time we’ve missed due to illness and breaks.
Tiffany I have experienced some of the same problems you have. My student’s family dynamics have changed and now I have to choose a different student. I am waiting to here from the parent for approval. I will conduct the interest interview and get to know my new case study and catch up, too. Thus, I don’t have a lot to blog about.
bare essentials makeup
Night falls on Grange Park on a cool Sunday in late spring and a small band of urban guerrillas embarks on its first operation of the summer. Their mission: to sow the seeds of a green revolution. Their arsenal: trowels and gardening claws, 10 kilogram…
Hi:
I am a newly hired Reading Intervention Teacher for a small school district in TN and I want to do the Garfield Reading Interest Survey with my designated students, but I have lost my master. Can you help me get a master? I would greatly appreciate it. I just moved here from CA and am short on precious supplies!!
Thank you,
Karen Fletcher