Professional Documents
Culture Documents
Diagnostic Reflections:
N/A
b) Rationale: To get to know my students interests and feelings about reading and writing to
help me plan my instruction.
(2) Word Recognition: Analytical Reading Inventory Word Lists Form A (20 min)
a) Procedure: Student will be administered Form A (pg.161) of the ARI. Student will be asked
to read the lists of words. At the end of each list, the student will be asked to put several
words in a sentence to determine the childs word comprehension. Assessment will
discontinue after student has missed 5 words on a given list.
b) Rationale: The results of the Word List assessment will enable the tester to determine the
starting level for narrative comprehension. In addition, it will determine students
Ability to decode and read words in isolation
Patterns in errors (i.e. use of initial, medial, ending letters; vowel patterns)
Ability to comprehend words in isolation
b) Rationale: A narrative writing prompt is being administered to determine if the student can
generate ideas and write a story with a beginning, middle, and ending. According to Romeo
(2008), students should use rubrics to self-evaluate their writing and include a rationale for
the score they thought they deserved. Teachers can then use information from the students
self-evaluations at writing conferences and during focus lessons to guide instruction and
promote goal setting (pg.39).
b) Rationale: An expository writing prompt is being administered to determine if the student can
write a nonfiction piece using main idea and supporting details. As previously stated, rubrics
are beneficial to use when helping students set goals and determine next steps.
DIAGNOSTIC PLANS (EDRD 637)
Diagnostic Reflections:
DG seems to have an interest in reading, but is hesitant when it comes to writing. He says that he
feels uncomfortable writing if he does not know how to spell words. He will ask me how to spell
the word before attempting it on his own. DG is comfortable reading just right books. He is
especially interested in the Diary of a Wimpy Kid books because he believes they fall into his
reading level. He spends his free time reading and enjoys taking trips to the library.
d) Rationale: An expository writing prompt is being administered to determine if the student can
generate ideas and write a story with a beginning, middle, and ending as well as provide
details. According to Romeo (2008), students should use rubrics to self-evaluate their
writing and include a rationale for the score they thought they deserved. Teachers can then
use information from the students self-evaluations at writing conferences and during focus
lessons to guide instruction and promote goal setting (pg.39).
Reflections
DG feels comfortable in his reading abilities, but is unsure of his writing abilities. I would like to
find more strategies to get him motivated and feeling confident in his writing. Through analyzing
DGs narrative writing, I have learned that he needs instruction on vowel patterns and how to
transfer them into his writing. I also noticed by analyzing the ARI word recognition assessment
that DG would benefit from vocabulary instruction. I would like to teach him strategies to use
when he comes across unfamiliar words in his reading. After my final diagnostic session, I will
have more of an idea of where DG is as a reader and writer and how to continue with my
instruction.
Reflections
Overall my last diagnostic session with DG went well. I was able to assess him on his comprehension
and fluency as well as administer the expository writing prompt. After administering the ARI, I noticed
that DG would benefit from learning comprehension strategies. He often had misconceptions about what
happened in the passages and would benefit from scaffolding. He needs to learn how to use details and
identify the main idea of passages. DG also failed to use specific vocabulary from the passages in his
retellings. I can tell that he would benefit from learning new vocabulary strategies to help him with his
comprehension. Although I was able to administer all of the components of the ARI assessment for both
narrative and expository, I was unable to determine DGs expository independent level because the lowest
level that they offer in the assessment was his instructional. After discussing this with my coaching
partner, I realized that I needed to use the Fountas and Pinnell assessment to determine his independent
expository reading level.
It seemed that DG was more confident when writing the expository piece than he was when he was
working on his narrative piece. I think this is because it was easier for him to write about a real memory
than it was for him to generate ideas. DG easily loses track of his thoughts when he is writing and often
needs to go back and reread to remember what he was writing about. He would benefit from using some
type of a graphic organizer to prewrite and keep track of his thoughts when writing. Administering these
assessments made realize how many different types of assessments there are and that teachers need to
determine their purpose before giving them. I also realized that it can become frustrating for both the
teacher and the student to have to go through so many different assessments. The analysis of the
assessment is the most important part to help determine the next steps for instruction.
Date: 6/23/15
Session #: 5
Your Name: Meghan Williams
Your Student's Name: DG
Reflections
My last tutoring session with DG went well. We were able to finish up the expository assessment and
had time to work on a word recognition lesson and some writing. Unfortunately, time did not permit us to
get to all that I had planned for the session. I had to bump a lot of the lessons to this week. Even though
we were able to finish, I was surprised by how long the Fountas and Pinnell assessment took. I had only
planned on giving DG two level to read, but ended up having to give him four. He was not at all bothered
by this. He enjoyed reading and discussing the books. I was surprised by the results of the assessment as
his final reading level was much lower than his DRA level that Dr. Vance gave me. One explanation for
this is that I do not know DG as well as his classroom teacher and have not worked with him as long. She
may see things that I do not. The difference in levels could also be due to the fact that the assessments are
very different from each other and he was in an unfamiliar testing environment. DG went from being in
school all day to having to read and complete assessments. Since his ARI, F&P, and DRA levels are so
different, I will need to choose texts that are somewhere in the middle for our tutoring lessons in the
future.
DG did well with the self-evaluation of his writing. His grading with the rubric was almost the
same as mine. He knows what areas of the rubric that he needs to work on and he enjoyed setting a goal
for himself. He does not see himself as a strong writer, but with continued practice I think he will begin
to. Towards the end of the tutoring session, DG began to become distracted. He wanted to eat another
snack and play banagrams since we did not get to that in the previous session. This made me realize that
he needs more breaks throughout our sessions to stay focused. I am excited to work with DG for longer
periods of time so that I can get to know him better and find more strategies to help him as a reader and
writer.
Date: 6/24/15
Session #: 6
Your Name: Meghan Williams
Your Student's Name: DG
Reflections
One strategy that went well today was the self-evaluation of DGs writing. He enjoyed rereading
his writing and thinking about what he can improve. When asked to write a goal for his narrative writing,
he wanted to include more than one goal. He is clearly motivated to become a better writer. He seemed to
enjoy the process of self-evaluation and goal setting. As a reading teacher, I sometimes find it difficult to
find the time to set goals and revisit them throughout the year with my students, but now I see how
beneficial it can be. DG was also motivated to improve his fluency when he was given a role in our
readers theater. I think that this is because he knows that he will have an audience of peers listening to
him read. I also learned today that my student benefits from breaks from instruction and I need to
incorporate more throughout the tutoring period.
After reflecting with my coaching partner, I began to think about the difference between activities
and strategies. As a reading teacher, I want to make sure that I am teaching DG strategies that he can use
independently in the future, not just throughout this week. This is an important thing to remember when
planning instruction. I need to remember to ask myself what the purpose of the activity is and is it
beneficial to my students. I will continue to plan strategies that DG can use to improve his reading and
writing.
Date: 6/25/15
Session #: 7
Your Name: Meghan Williams
Your Student's Name: DG Gonzales
Reflections
The last tutoring session went by especially fast. I realized as a teacher you need to be flexible
with timing and your plans. I had originally planned to have DG continue planning his writing with a new
graphic organizer, but he wanted to continue adding more to his graphic organizer from the day before. I
knew not to stop him from this since he was getting creative with his ideas. He wanted to give his story
more details in the middle and include an ending. I was flexible in moving my new strategy to the next
day. I noticed that my think aloud helped DG with generating ideas for his writing.
I also learned how engaging the use of technology can be in a lesson. DG seemed to become
more engaged when I got my computer out and told him that we would be using it. After listening to
himself read the fluency passage he was motivated to use the strategy of rereading to improve his fluency.
He used the rubric and picked a fluency goal for himself without my help. I am noticing that he is very
self-reflective and motivated by setting goals. This is something that I will continue to work with him on
and my own students as well.
Date: 6/26/15
Session #: 8
Your Name: Meghan Williams
Your Student's Name: DG Gonzales
Reflections
During the writing portion of the last tutoring session, I found several teachable moments. The
writing focus for DG has been on his planning, but today I was able to help him on his mechanics as well.
The writing portion took up a large chunk of time. In the future, I would break the lesson up over several
days so that the student does not get worn out. Towards the end of the lesson DG became distracted and
needed to take a break. A large chunk of time was also taken up by recording the Readers theatre. As a
teacher, it is important to find a balance of time. The technology portion of the readers theatre took much
longer than expected.
Throughout the sessions, I have noticed DG becoming more engaged and motivated to improve
his fluency since hearing himself on audacity and participating in readers theatre. The use of formative
assessments has helped me track DGs progress as well as change my instructional focus to fit his needs.
For example, DG was able to create ight words today without any support. As a teacher, this informed
me that he is ready to move on. His next focus will be on vocabulary.
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achievement in all subject areas. Portsmouth, NH: Heinemann.
Migyanka, J.M., Policastro, C., & Lui, G. (2006). Using a think-aloud with diverse students: Three
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Marcell, B. (2012). Putting fluency on a fitness plan: Building fluencys meaning-making muscles. The
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Keene, E.O., & Zimmerman, S., (2013) Years later, comprehension strategies still at work. The
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Romeo, L. (2008). Informal writing assessment linked to instruction: A continuous process for teachers,
students, and parents. Reading & Writing Quarterly, 24, 25-51.
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