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  • Patti's Teacher's Corner
    can be grouped according to instructional needs That is the purpose of the current tool Materials Teacher Instructions Student copy of Phonics Inventory Teacher s copy of Phonics Inventory Procedure Administer 3 5 sections of the inventory or until the child exhibits signs of frustration Place child s name and test date at the top of teacher s copy The use of colored markers pens will make it easier to

    Original URL path: http://teams.lacoe.edu/reading/assessments/inven.html (2016-02-17)
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  • Patti's Teacher's Corner
    English writing system Ready to try writing independently using a few early strategies for spelling e g use of initial letters some known words using letter strings as place holders so that writing can be read back more consistently Return to top 3 Developing Writer Using a small range of writing e g letters lists brief narratives independently but still needing help with extending and developing texts May be drawing on models from reading in structuring own texts Reading back own texts consistently experimenting with punctuation and developing strategies for spelling e g known words phonetically based invented spellings which enable texts to be read by others Return to top 4 Moderately Fluent Writer Writing more confidently and developing ideas at greater length in a few familiar forms Growing ability to structure these texts willing to experiment with a wider range of writing Beginning to use punctuation to support meaning e g periods exclamation marks Drawing on a wider range of strategies in spelling e g common letter strings awareness of visual patterns as well as phonetically based spellings Return to top 5 Fluent Writer Growing independence in using writing for a wide range of purposes e g expressive informational imaginative Aware of different audiences and beginning to shape texts for a reader Often chooses to write over longer periods Punctuating texts for meaning more consistently Writing shows increasing attention to the visual patterns in spelling Return to top 6 Exceptionally Fluent Writer A confident and independent writer who enjoys writing in different genres and is developing a personal voice Writing may show marked influences of texts that have been read Drawing on a range of effective strategies for spelling an using standard form more consistently Using written language in more deliberate ways and making meanings explicit Still needs support

    Original URL path: http://teams.lacoe.edu/reading/assessments/wscale.html (2016-02-17)
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  • Primary and Elementary Spelling Inventories
    the entire elementary spelling inventory for grades 4 and 5 and for any 3rd use the entire primary spelling inventory You should also call out additional words for any children who are spelling most of the words correctly at the K or 1st grade level Testing Call the words as you would for any test Use them in a sentence to be sure you children know the exact word Assure your students that this is not for a grade but to help you plan better for their needs Seat the children to minimize copying or test the children in small groups recommended for K and early 1st grade Scoring the test Copy a scoring sheet for each child and simply check off the features for each word which are spelled according to the descriptors at the top Add an additional point in the correct column if the entire word is correct Note that some words are scored for some features and not others and the number of possible points varies by words Assigning points and analyzing the results Total the number of points under each feature and across each word Staple the child s spelling test to the individual form The total point score will give you a number which can be compared over time but the most useful information will be the feature analysis Look down each feature column to determine the needs of individual students Transfer these numbers to a class composite sheet to get a sense of your group as whole and to form groups for instruction Highlight children who are making two or more errors on a particular feature For example a child who get 6 of 7 short vowels correct on the primary list can be considered in pretty good shape although some review work

    Original URL path: http://teams.lacoe.edu/reading/assessments/spelling.html (2016-02-17)
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  • Case Study of Augustine
    Assessment Results Augustin tested 16 24 on Concepts of Print He needs Specific instruction on word and letter order he did not understand the use of commas question marks or quotation marks On the Word Test Augustin read seven of the 15 words but he had to sound those words out and did not know them by sight On the Writing Words in 10 minutes Augustin wrote 26 words On the Phoneme Awareness Tasks Augustin has shown very little growth since August when this assessment was first given to him Explicit activities in these areas have been thought but not mastered He needs direct instruction with hearing words in speech hearing syllables beginning sounds final sounds and final sound matching The results of the Phonics Inventory were very predictable based on the phoneme awareness assessment Most upper and lower case letter and sounds were correctly identified All other areas were very difficult for Augustin Digraphs blends short and long vowel patterns vce and vowel teams are all areas in which explicit teaching is needed On the Francine Johnston Spelling assessment Augustin did fine with the initial and final consonants and most of the short vowels but the other areas were very weak When I assessed Augustin s reading level he was reading at a level 4 Lesson Plan Our school site has some Wright Group and Rigby Readers Our current reading series is Silver Burdettewhich has some decodable texts but most are very quickly out of the range of the pre and emergent readers When designing my lesson for Augustin I had to keep our resources in mind Reread a previous leveled book from the day before A running record will by taken on this reread New book introduction using a predictable text Augustin isn t reading for meaning so

    Original URL path: http://teams.lacoe.edu/reading/cases/example/example.html (2016-02-17)
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  • Case Study of Rosa
    the front of the book She can show where to begin reading and where to go next She understands the return sweep She does not have 1 to 1 correspondence and could not point to words as I read them She could show me the first part of the story She knew the first word of the line but not of the sentence She also could not identify a question mark or a period Rosa could not show me 1 or 2 letters but did show me 1 or 2 words Lesson Plan Rosa is below grade level and I would like her to know all of her letter sounds and concepts about print before leaving kindergarten Intervention for Rosa therefore might be a 30 minutes daily one to one intervention with a teacher aide It might look like a lesson from Roaming around the known in Reading Recovery and could include the following each day Read 1 or 2 easy books to Rosa showing her the parts of the book pointing out letters and words Review and memorize chanting together letter sounds and names Sorting 3 different magnetic letters on a white board each day Beginning to write them

    Original URL path: http://teams.lacoe.edu/reading/cases/lauriea.html (2016-02-17)
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  • Case Study of David
    sounds However his phonemic awareness skills were strong He could easily hear rhymes and he could isolate beginning and ending consonant sounds He did have difficulty with segmenting phonemes in words as evidenced by his score on the Yopp Singer Test of Phonemic Segmentation David moved to our district in the summer prior to entering kindergarten he had speech IEP in place from his previous district although he had been exited from their speech services After meeting David and assessing his phonemic awareness as well as his letter identification I felt strongly that he could benefit from small group or 1 to 1 instruction that would explicitly teach the vowel sounds that were causing him some confusion David appeared eager to please and ready to attempt the many tasks that I presented to him He responded well to positive praise and he was able to stay focused and attentive for 15 20 minutes of assessments Assessment Results Alphabet Assessments Letter Identification Fall Lid 15 54 Mid Year Lid 31 54 Letter Identification Spring Lid 48 52 Sound Recognition 45 52 Yopp Singer Phonemic Segmentation 10 22 David could consistently segment two phonemes but had difficulty segmenting more than that However

    Original URL path: http://teams.lacoe.edu/reading/cases/pam2.html (2016-02-17)
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  • Case Study of Augustin
    Assessment Results Augustin tested 16 24 on Concepts of Print He needs Specific instruction on word and letter order he did not understand the us of comma question mark or quotation marks On the Word Test Augustin read seven of the 15 words but he had to sound those words out and did not know them by sight On the Writing Words in 10 minutes Augustin wrote 26 words On the Phoneme Awareness Tasks Augustin has shown very little growth since August when this assessment was first given to him Explicit activities in these areas have been thought but not mastered He needs direct instruction with hearing words in speech hearing syllables beginning sounds final sounds and final sound matching The results of the Phonics Inventory were very predictable based on the phoneme awareness assessment Most upper and lower case letter and sounds were correctly identified All other areas were very difficult for Augustin Digraphs blends short and long vowel patterns vce and vowel teams are all areas in which explicit teaching is needed On the Francine Johnston Spelling assessment Augustin did fine with the initial and final consonants and most of the short vowels the other areas were very weak When I assessed Augustin s reading level he was reading at a level 4 Lesson Plan Our school site has some Wright Group and Rigby Readers Our current reading series is Silver Burdette it has some decodable texts but most are very quickly out of the range of the pre and emergent readers So designing my lesson for Augustin I had to keep our resources in mind Reread a previous leveled book from the day before A running record will by taken on this reread New book introduction using a predictable text Augustin isn t reading for meaning so

    Original URL path: http://teams.lacoe.edu/reading/cases/della.html (2016-02-17)
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  • Case Study of Sarah
    skills and her difficulty with segmenting sounds in order to write words The classroom teacher has used Elkonin boxes to help Kelsey hear the individual phonemes in the words that she wants to write She also has Kelsey use a lap size white board so she can practice writing words and sentences before she writes them down on paper A Student Study Team met in February to evaluate Kelsey s progress and to address some of the classroom teacher s concerns regarding Kelsey s writing difficulties it was suggested that Kelsey be evaluated by the site psychologist to determine her eligibility for special education services RSP Assessment Results Kindergarten Exit Assessments Letter Identification LID 43 54 Hearing Sounds in Words Dictation 17 37 Leveled Text Reading Level 2 90 accuracy MidYear 1st Grade Benchmark Assessments Leveled Text Reading Level 4 95 accuracy Hearing Sounds in Words Dictation 29 37 Ongoing Assessments Weekly Running Records Level 11 97 accuracy Level 12 93 accuracy Sight Word Assessment 90 100 words 90 accuracy Lesson Plan Familiar Reading Decodable text from last lesson Take a running record Word Work Read list of 100 sight words Compare results to previous assessment Reteach words read incorrectly

    Original URL path: http://teams.lacoe.edu/reading/cases/pam.html (2016-02-17)
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