3.2 placing students along a developmental literacy continuum based on their proficiencies and difficulties.
Many different types of assessments should guide instruction in the classroom. Teachers want to give the students work that will challenge them, but at the same time not be so difficult that it causes them to become discouraged and give up. By taking time to look at different formal and informal assessments and determine areas where the student is proficient as well as areas the student has difficulties, the teacher can pinpoint exactly what type of work will be most beneficial for that student. It’s important to determine the proficiencies a student already has because they can be used to build on and possibly to connect to other areas where the student may be struggling. Building a student’s confidence and fostering motivation are powerful things that can come from knowing a student’s proficiencies. Understanding which aspects of reading a student might struggle with is important because it can allow a teacher to create a lesson that focuses on the skill that is needed and gives the student direct practice with that skill. Once the skill is learned and the student becomes more proficient with it, then the teacher can design activities for the student to practice transferring the skill into reading different types of text. Placing students on a continuum allows the teacher to use the time with the students in a way that will have a maximum effect and keep a student challenged, yet feeling successful.
The first artifact I included is a presentation I made on the stixy website after completing a variety of formal and informal assessments with one student. In this stixy, the student’s proficiencies and difficulties are described, as well as one specific part that describes the next steps I suggest taking with this student. The second artifact I included is a response that I wrote while working with a student using miscue analysis. In this response, I tell about the strengths and proficiencies of the student as well as areas where she has room to grow. I list specific activities that I would do with her and explain why I chose them. These activities build on her proficiencies and help her achieve success in areas where she is having difficulty. Determining these things and tailoring instruction to meet the needs of the student is important to achieve maximum benefits from time spent on reading instruction and practice.
Many different types of assessments should guide instruction in the classroom. Teachers want to give the students work that will challenge them, but at the same time not be so difficult that it causes them to become discouraged and give up. By taking time to look at different formal and informal assessments and determine areas where the student is proficient as well as areas the student has difficulties, the teacher can pinpoint exactly what type of work will be most beneficial for that student. It’s important to determine the proficiencies a student already has because they can be used to build on and possibly to connect to other areas where the student may be struggling. Building a student’s confidence and fostering motivation are powerful things that can come from knowing a student’s proficiencies. Understanding which aspects of reading a student might struggle with is important because it can allow a teacher to create a lesson that focuses on the skill that is needed and gives the student direct practice with that skill. Once the skill is learned and the student becomes more proficient with it, then the teacher can design activities for the student to practice transferring the skill into reading different types of text. Placing students on a continuum allows the teacher to use the time with the students in a way that will have a maximum effect and keep a student challenged, yet feeling successful.
The first artifact I included is a presentation I made on the stixy website after completing a variety of formal and informal assessments with one student. In this stixy, the student’s proficiencies and difficulties are described, as well as one specific part that describes the next steps I suggest taking with this student. The second artifact I included is a response that I wrote while working with a student using miscue analysis. In this response, I tell about the strengths and proficiencies of the student as well as areas where she has room to grow. I list specific activities that I would do with her and explain why I chose them. These activities build on her proficiencies and help her achieve success in areas where she is having difficulty. Determining these things and tailoring instruction to meet the needs of the student is important to achieve maximum benefits from time spent on reading instruction and practice.