a) This reading assessment aligns with CCSS.ELA-LITERACY.RL.5.2 ”Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.” This aligns with our learning goal of students will be able to identify the theme of a text and use evidence from multiple points within a text. This assessment aligns with student needs because it has students identifying the theme, which allows students to dive deeper into a text and truly focus of the message(s) the author wanted portray.
b) At the beginning of this unit, I conducted a pre-assessment to see where student growth was necessary for each student, my classroom, …show more content…
I want to student assess individually so that I know how they are doing on achieving the learning goals. I would consider moving the timing of the end of the book to end more closely to the day of the test. Jinx, was read as a read aloud book, but the book end more quickly than anticipated. I would have liked the book to end closer to the post-assessment date so, that students had the text at the forefront of their memory.
b) Now that I am aware of the success of having the information scribed for FS1, I would propose the use of technology to ensure that the all necessary tasks can be scribed for them. I suggest the use of a program such as, Dragonfly, which is a speech to text converter. This will allow their tasks t be scribed without having to have a teacher pull them out to scribe for them. For FS2 in the future after for assessments have been done to see if their lack of details came from a general confusion on the topic of theme or the need for more modifications, I would consider adding more sentence starters or possibly scribing for …show more content…
This student struggles with spelling, which overwhelms them and makes it hard for them to focus on translating their ideas. The modification of scribing for them allows them to verbally express themselves and focus on answering the question and not spelling. One modification that was successful for FS2 was the sentence starters. The sentence starters gave FS2 a place to start their thinking and allowed them to focus on coming up with their theme and support. This ensured the student would not become overwhelmed with how to start his assessment.
b) In the future, I will continue to have these modifications in place. These students have some modifications written into their IEPs which makes them accessible for them in all situations, but I will communicate the success of these modifications to their other teachers to ensure they are being supported in all areas. FS1 may possible have success with a software program called “Dragonfly”. This program allows the student to speak and it turns their speech into text, which could replace a person scribing for
b) At the beginning of this unit, I conducted a pre-assessment to see where student growth was necessary for each student, my classroom, …show more content…
I want to student assess individually so that I know how they are doing on achieving the learning goals. I would consider moving the timing of the end of the book to end more closely to the day of the test. Jinx, was read as a read aloud book, but the book end more quickly than anticipated. I would have liked the book to end closer to the post-assessment date so, that students had the text at the forefront of their memory.
b) Now that I am aware of the success of having the information scribed for FS1, I would propose the use of technology to ensure that the all necessary tasks can be scribed for them. I suggest the use of a program such as, Dragonfly, which is a speech to text converter. This will allow their tasks t be scribed without having to have a teacher pull them out to scribe for them. For FS2 in the future after for assessments have been done to see if their lack of details came from a general confusion on the topic of theme or the need for more modifications, I would consider adding more sentence starters or possibly scribing for …show more content…
This student struggles with spelling, which overwhelms them and makes it hard for them to focus on translating their ideas. The modification of scribing for them allows them to verbally express themselves and focus on answering the question and not spelling. One modification that was successful for FS2 was the sentence starters. The sentence starters gave FS2 a place to start their thinking and allowed them to focus on coming up with their theme and support. This ensured the student would not become overwhelmed with how to start his assessment.
b) In the future, I will continue to have these modifications in place. These students have some modifications written into their IEPs which makes them accessible for them in all situations, but I will communicate the success of these modifications to their other teachers to ensure they are being supported in all areas. FS1 may possible have success with a software program called “Dragonfly”. This program allows the student to speak and it turns their speech into text, which could replace a person scribing for