contained 281 words and out of those words Taylor finished reading 265 words

Contained 281 words and out of those words taylor

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contained 281 words and out of those words Taylor finished reading 265 words and made 18 errors. This created a score of 247 out of 281. The errors I observed Taylor making were omitting words and mispronounced words. On one occasion Taylor skipped an entire sentence. Gathering
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5 observations from each of the three assessments I was able to make some instructional instructions based on those observations. Reading assessments help the teacher to understand the strengths and needs of the student (Afflerbach, 2011 p.1). Each time I assessed Taylor I gained more knowledge of the student that would help me to understand why she was struggling in the area of comprehension. I was able to determine that her struggles with reading were not linked to being unmotivated but her issues were solely connected to issues with vocabulary. Taylor had a difficult time decoding words that were unfamiliar to her and when she was faced with those challenges would skip those words altogether. This provides a problem because many times one or two missed words can misconstrue the entire meaning of a text being read. Omitting words form select text have the ability to create problems with comprehension. Another aspect that is not related to a cognitive area was that she struggles to see when reading. During the reading inventory Taylor explained that she often dislikes reading because it hurts her eyes. I made a note of that and when administering the One Minute Reading Test she skipped an entire line of the passage that may have something to do with her inability to see. I mentioned this to her mother as a way to possibly help some of her struggles with reading. I am also implementing a vocabulary intervention that will help Taylor in that area. Identifying Developmental Stages of Writing Good writing involves more than just documenting ideas, the writing process requires the writer to think about the process, all while planning what to say (Graham, 2019). Many students lack interest in the area of writing because they are unfamiliar with the wring process (Tompkins, 2010, p.52). There are many stages to writing and it essentially begins as early as the age of three and four. The stages of writing are pre-literate, emergent, transitional, and fluent. Taylor’s
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6 developmental stage of writing is fluent because she is able to write using the writing traits such as: conventions, organization, voice, ideas, and sentence fluency. Most students who are in grades fourth through sixth are in the fluent stage and working to master the writing process. Taylor’s mother was able to provide me with several pieces of her writing from the Lucy Calkins Units of Writing. I was able to observe three of Taylor’s pre and post writing pieces for her narrative, informational, and opinion pieces. I will be using Taylor’s informational essay to observe and critique in order to determine her writing weaknesses (Appendix A).
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