MD4Assgn2NardoneM - 1 Getting to Know the Literacy Learner Mariah Nardone Master of Science in Education Walden University READ 6727 Reading and

MD4Assgn2NardoneM - 1 Getting to Know the Literacy...

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1 Getting to Know the Literacy Learner Mariah Nardone Master of Science in Education, Walden University READ 6727: Reading and Literacy Growth Grades 4-6 Dr. Jeradi Cohen February 4, 2021
2 Getting to Know the Literacy Learner Using Assessment to Inform Instruction The best way to teach your students is to get to know them individually. It is important to understand each child to meet their needs. By doing so, I will learn their prior knowledge of reading and writing and get to know their family culture and community” (Laureate Education, 2016). As I get to know my students, I must focus on cognitive and noncognitive assessments. Because I only teach mathematics at our school, I am working with a student I taught last year for mathematics and science. Gaby is now in fourth grade. She does prefer mathematics over reading and writing. She is in the small group reading class and prefers hands-on activities. Her reading teacher informed me that she is progressing with her reading skills but still has difficulties comprehending a given text. At times, she will read too quickly, which will hinder what she understands. I want to focus on Gaby’s fluency and comprehension for the cognitive assessments I will be giving her to get a better picture. I will also complete a noncognitive assessment to assess Gaby's reading motivation. This paper will better understand Gaby as a literacy learner and share the given assessments used. The cognitive assessments that I will be giving Gaby will help guide me with her weakness with reading comprehension. I will give her also give a noncognitive assessment. The first assessment that I gave Gaby was the Reader Self-Perception Scale ( Henk & Melnick, 1995). The purpose of this noncognitive assessment was to get to know Gaby's interest in reading because I've only taught her mathematics, I thought this would be a good start. From the answers that she provided, Gaby reads because or when she must. It is not something that she will do in her free time. She enjoys books with pictures to help her comprehend the story better. She prefers when the reading is read to her and loves to listen to stories.
3 The first area I will focus on for Gaby’s assessments is comprehension. I started with a cognitive comprehension assessment that I found in the Strategies for Reading Assessment and Instruction: Helping Every Child Succeed called the Narrative Pyramid ( Reutzel & Cooter, 2019). The purpose of this assessment is to re-tell a story by summarizing and making connections to the reading. I will model an example for her before giving her the assessment. The assessment showed me that Gaby struggles with re-telling of a given story as she was unable to summarize what we had read. I used the following prompts when assessing comprehension: Line 1: Name of the main character.

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