I gave the Initial Consonant Sounds Assessment Appendix D She had difficulty

I gave the initial consonant sounds assessment

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I gave the Initial Consonant SoundsAssessment (Appendix D). She had difficulty with this assessment due to not fully understanding the directions. I explained to her that it was okay to be confused, and we would continue to work on this skill. The last two reading assessments, I had Annalee complete focused on alphabet knowledge. When reviewing the results, I determined she has mastered the skills in alphabet recognition due to her data when asked to identify uppercase and lowercase alphabet letters (Appendix E). As I continue working with Annalee, I plan to focus on “Print Referencing” to assist her ongoing reading development. Print Referencing is a technique used to “increase the reader's knowledge and interest in print by highlighting the form, function, and features of print during reading aloud” (Zucker, Ward, & Justice, 2009). I would like to see Annalee start using the Accelerated Reader computer-based program to monitor and build her reading comprehension oftexts she is reading. Part 2: Informal Reading Assessments for Grades 4-6 Literacy LearnersReutzel and Cooter (2016) stated, “Reading is the skill which allows all other learning possible” (p. 5). As students move through the literacy developmental steps, they are faced with
4new and challenging tasks. Teachers become knowledgeable of students reading abilities, literacy needs, and self-perceptions when getting to know students. Having this knowledge, teachers can target and individualize their learning paths.When choosing which student to work with I immediately focused on a student. Zion is aten-year-old female who is classified as a gifted student and an advanced reader. She is in the 4thgrade and ranked as superior in many ways; however, she suffers from anxiety. Having anxiety, it inhibits some of her academic reading performance. My school administers the Maze Assessment, a technology-based universal screener to assess students’ oral reading fluency (ORF), and reading comprehension. Zion’s ORF score reported being in the eighty-eighth percentile among students of the same age who have taken the Maze Assessment. She has been identified as a fluent reader by the data as well as a discrepancy in her fluency skills and her ability to comprehend information she is reading. In reviewing Zion’s Maze assessment, she fell at the fifty-eighth percentile. “Fluency and comprehension are not interrelated; instead, fluency repairs a discordant understanding and interprets meaning” (Wolf, 2008, p. 131). Zion struggles in recognizing the meaning of the words.

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