Attributes of Learning and

Attributes of Learning and Performance

References

Renanissance Learning (2012). Core Progress for Reading.

Retrieved from http://www.doe.virginia.gov/school_finance/procurement/student_growth_assessments/renaissance/Core-Progress-for-Reading-Skills.pdf

Rockets, R. (n.d.). Informal Reading Inventory. Retrieved from

http://www.readingrockets.org/article/critical-analysis-eight-informal-reading-inventories

Assessment Techniques

Informal reading inventories are ongoing assessments completed several times throughout a student's schooling to determine the student's individual progress within reading. The informal reading inventories can provide insight into a student's reading level, as well as their progress towards mastery of grade levels. This information can be used to best pair students with appropriate reading material, refer students for remediation, or help to shape curriculum for the specific student's strength and needs (Rockets, n.d.)

Tiered Instruction

Within a classroom, there may be many students on varying reading levels. Some may be at risk, some on track, and others may have already fully mastered the benchmark for the year. By interpreting the results of the informal reading inventories, the classroom teacher can then differentiate their instruction.

An example of tiered instruction in relation to phonics and fluency is as follows:

The at-risk students are paired into small groups for instruction. The teacher's instruction focuses on targeting the fluency and accuracy of students identifying the letter name and sound relationship.

The students identified as on track are working on focusing on medial vowels within letter-sound relationships. These students also work on blending at the phoneme level, and fluency with high frequency words.

The students that have fully mastered the benchmarks for the year are paired into small groups and focus on more advanced phonics. These students work towards decoding multisyllabic words while also focusing on the word's meaning. These students may also practice with guided reading.

Instructional Strategies

• Modeling is important to show students how reading should be done.

• Reflection is a great way of having students recall information and make a connection to daily life.

• Read-Aloud is used to improve listening skills and allow students to visual what is happening.

• Graphic Organizers helps students to organize their paper and thoughts making it easier to comprehend.

Planned Supports

Hierarchy of Skills

• Text-Reader Programs are in place to help students with reading disabilities in the area such as phonetics, decoding text, and comprehension. Students can remain in the classroom working on grade level material and improve their reading skills.

• Reading pens are on hand for students with reading disabilities or dyslexia. The pen allows for the independent reading of on grade level material. It provides immediate feedback, strengthens vocabulary, increases comprehension, and fluency.

• Ell students are provided dictionaries to translate words from their native language to English.

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Learning Team A:Gwendolyn Rivers,

Jonathan Timmins, and Shawnte Frazier

SPE/512

May 8, 2017

Kelly Baker