Exit Slips for READ 436

#1 Describe the assessments you will use for instructional level readers, define
the levels (independent, instructional, frustration), and explain the factors that will
influence your grouping for instruction.

Instructional level readers have good accuracy (94% or above), good

comprehension (70% or above), adequate oral reading speed/expression,
and need guidance or support for difficult words and accessing
meaning. Independent level readers read comfortably and easily, are
accurate readers (98% or above), have good comprehension (90% or
above), are good oral readers with good speed/expression, and dont
need support from the teacher or their peers. Students on a frustration
level have poor comprehension (less than 50%), are slow/disfluent
leaders, and are less than 90% accurate. Factors that will influence
grouping would be based on the student's assessments. I will group
students with like reading abilities in groups.

#2 Define fluency and describe how you will teach it, including examples and
resources from class.

Fluency is reading with expression, at an appropriate speed, and for

accuracy. I will teach fluency by modeling it daily for my students using
activities such as read alouds. By modeling fluency aloud for the students
they are able to hear what it should sound like. I will also allow my
students to practice fluency by reading aloud to themselves, a partner, or
a teacher. This also allows the students to practice their fluency aloud
rather than just reading in their head. I think readers theater is a good way
for students to practice fluency. It allows the students to read fun
materials and act out certain stories while practicing an important skill.

#3 Compare word study to the method used when you learned to spell.

Word study is based off a series of test where students spell different
words to see where they would most benefit for their spelling
words. When testing the students they are not only graded off of whether
or not the word is spelled correctly, but also if they correctly used the
feature for that specific word. My students would do spelling menus every
week where they were able to practice their set of words by doing different
activities with them. Each activity was worth a certain number of points
and the students were expected to attain five points each week. This
allowed the students to engage with their spelling words and practice
before their test each week. When I learned to spell I dont recall actively
engaging with my words unless I was reviewing for my spelling test. If I
was required to do more activities with my words I would have learned the
words rather than just memorizing them for the test. When I was learning
how to spell when I was younger my teachers would oftentimes tell
 students to sound it out when trying to spell something rather than
working out how to sound something out. I think it is important for
teachers to explain to their students how to sound things out and work
through the process with them.

#4 Why do we use before, during, and after activities for comprehension? Name
at least one comprehension activity for each (before, during, and after) with
resources from class.

It is important to do a before, during, and after activity for comprehension

so that we understand where our students are with their learning. We use
before activities to see what our students understand before doing an
activity. We can also use the before activity at the end of the unit as a
comparison. The during activity allows us to see what are students are
understanding and not understanding during the activity. The after activity
allows teachers to see what the students have learned and how they have
improved from the beginning activity. An example of a before activity
could be talking to the students about the topic of the reading and see
what they already know about it. This allows the students to brainstorm
what they think the story is about. A during activity would be allowing the
students to read the story and highlight different aspects of the story. The
after activity would be allowing the students to answer comprehension
questions about the story to ensure they understand what happened in the
story.

#5 Compare our writing activities to what you see in practicum.

My favorite writing activity that we talked about in class was the writing
conferences. I think these are great ways for students to be able to talk
about what they are writing, how they feel about it, and express any
concerns they may have. It allows the teacher to walk the student through
the questions they ask as well as steer them in the right direction to
continue with their writing. My teachers used to do writing conferences
with me and I found them to be extremely helpful. They allowed me to talk
to my teacher about what I was struggling with and she also gave me
good pointers as to where to continue with my writing. In my practicum
classroom my students will have at least one writing activity a day. They
will also have mini lessons in the classroom that explain different aspects
of writing to the students.

#6 Write your own information sheet for parents night (for instructional level
readers, grade of your choice). Use the handouts from class as an example.
In the third grade classroom we will work on comprehension, word study,
reading/writing, and fluency
Each day the students will have at least 10 - 15 minutes to silent read a book of
their choice that is on their reading level during reading groups. This allows the
students to be reading while engaging with something that they enjoy.
 Students will be broken up into different word study groups based on a series of
tests I will administer. Each week the students will be given a new set of words
to practice different features we will be learning throughout the school year. The
students will do a spelling menu each week that allows them to practice with the
words, each student is expected to acquire five points for their menu. The
students will also have a spelling test each week to assess that they are learning
the words and features that they are given.
Each week the students will work on at least one to two writing assignments. We
will have minilessons within reading time to expose students to different aspects
of writing