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1Running head: Getting to Know the Literacy Learner, Part 1 Getting to Know the Literacy Learner – Part 1Using Assessment to Inform InstructionModule 1 Assignment 2Brittany WeaverWalden UniversityDonna BialachREAD 6727 – Reading and Literacy Growth, Grades 4-6March 11, 2017
2Getting to Know the Literacy Learner, Part 1As a fourth-grade teacher to fifty-six students, choosing only one to focus on his or her literacy identity may seem to some like a daunting task. However, when choosing which literacy learner to analyze, my thoughts immediately went to one. Cade is ten years old and an avid baseball player. Any mention of this sport makes his eyes light up. It isn’t too often that he showsthis lighter side to his teachers, though. Cade can more often be seen with his shoulders tensed up around his ears and a furrowed brow. Although he enjoys school, Cade suffers from anxiety that inhibits his academic performance. When he was introduced to me, his mother, a fifth-grade teacher just down the hall, expressed her concern for the upcoming school year. On the verge of tears, she described the frustration and self-doubt that has plagued Cade’s elementary years thus far. At that point I knew it would be my goal to help him find the confidence he was lacking and provide opportunities for him to feel successful. The first step in making informed instructional decisions is assessment. Our school uses atechnology-based universal screener to assess students’ oral reading fluency (ORF) and reading comprehension level using a Maze test. Cade’s ORF stands at the eighty-ninth percentile. While he is a fluent reader, there is a significant discrepancy between his fluency and his ability to comprehend what he is reading. The Maze assessment has an “emphasis on vocabulary in context, therefore, reading comprehension” (Reutzel and Cooter, 2016, p. 269). According to his Maze assessment, Cade fell at the fifty-sixth percentile. “Fluency does not ensure better