Student Analysis Introduction
This writing assignment, was completed at Sharpsville Elementary, in Mr. Anglin’s Third Grade classroom. The beginning of an Independent Read Aloud was conducted with the students. The book was a story about an immigrant family’s journey called; “Lost and Found Cat” by: Doug Kuntz and Amy Shrodes. The lesson started by asking the students if they owned or had a pet. Leading into the assignment, the students were asked to brainstorm what they think the cat has to do with the story. When they were ready to begin writing, they could start. The age group of these students are between ages 8-9years old.
Types of Texts
At the beginning of the Independent Read Aloud assignment, the class was asked to make an inference to what they thought the cat has to do with the …show more content…
It also made it easier to read their responses. Several classmates were combining their words together without any spaces. Child A was putting her fingers between each word to create spaces between the words. It was legible to see what she was writing. Child A was filling in descriptive words by just looking at the cover page of the book. This child identified the who, what, where, and how descriptions of what happened to the cat. Towards the end of the assessment, the child was expanding in her writing response.
Process
During the writing process, Child A said that writing in class is hard for her to think what to write. The child has a hard time putting her thoughts together and forming sentences, especially if not writing every day in the classroom. This child was able to apply prior knowledge and form somewhat complete sentences. The assessment was gearing towards the beginning and expanding concepts since the sentences were not paragraph style. The child kept asking “how many more sentences do I need to write to answer the prompt”.
Mechanics and
This writing assignment, was completed at Sharpsville Elementary, in Mr. Anglin’s Third Grade classroom. The beginning of an Independent Read Aloud was conducted with the students. The book was a story about an immigrant family’s journey called; “Lost and Found Cat” by: Doug Kuntz and Amy Shrodes. The lesson started by asking the students if they owned or had a pet. Leading into the assignment, the students were asked to brainstorm what they think the cat has to do with the story. When they were ready to begin writing, they could start. The age group of these students are between ages 8-9years old.
Types of Texts
At the beginning of the Independent Read Aloud assignment, the class was asked to make an inference to what they thought the cat has to do with the …show more content…
It also made it easier to read their responses. Several classmates were combining their words together without any spaces. Child A was putting her fingers between each word to create spaces between the words. It was legible to see what she was writing. Child A was filling in descriptive words by just looking at the cover page of the book. This child identified the who, what, where, and how descriptions of what happened to the cat. Towards the end of the assessment, the child was expanding in her writing response.
Process
During the writing process, Child A said that writing in class is hard for her to think what to write. The child has a hard time putting her thoughts together and forming sentences, especially if not writing every day in the classroom. This child was able to apply prior knowledge and form somewhat complete sentences. The assessment was gearing towards the beginning and expanding concepts since the sentences were not paragraph style. The child kept asking “how many more sentences do I need to write to answer the prompt”.
Mechanics and