The writing task with Ina took place in her classroom on the rug where they usually sit on to learn and practice Fundations. She happily participated and it took about 20 minutes as she was also drawing along with writings. I gave her a piece of prompted paper, pencils, eraser, and crayons, I allowed her to write about anything she wants. She first draw a pictures and then wrote about it.
: Ina gets 4 for idea because her idea is narrowed. She is only talking about a unicorn. She is giving details of where a unicorn lives. She understands her topic even though she is making up information about unicorn.
Organization: for organization Ina gets 3 because her sentences make sense. They are logical the pacing is under control.
Voice: She …show more content…
Her language is functional as she only writing about unicorn. She is using interesting words and her words make sense in the sentence.
Sentence Fluency: Ina is receiving 2 in sentence fluency because she has simple sentences. Her sentences have occasional connecting words such as because. She attempts variation in sentence beginnings such as she started one sentence with a capital latter but another with a lower case latter.
Conventions: She is getting 3 in conventions because her basic words spellings are correct. She has infrequent grammar errors and she has a consistence paragraph.
Presentation: For presentation she is receiving 5 because her hand writing is consistent and uniform. She has a good balance of space and text. Her writing overall appearance is pleasing.
Section IV: Summary of Findings:
For Ina, level one books are easy to read. She can read them with few errors and can self correct her errors. There are no challenges for her in level one reading books. Not only reading, but she can also comprehend easily of what she reads. She can answer the questions asked about the text. However, her retelling of the story is not cohesive. It is not very well organized and the sequence of the story are not in order. She reads fast and because of that she makes errors and go back to read the words to make sure that she reads them …show more content…
According to her retelling of the story, she understands what have happened in the story but her story is not organized. To help her organize her thoughts and retell the story in sequence, I will introduce her to sequencing words. Using sequencing words such as first, second, third, next, after, in the beginning, middle, and at the end will help her organize her thoughts about what she has read and then orally express using these words. The strategy that I will use to improve Ina’s writing is introducing her to punctuations. I will introduce punctuations makes, give her examples of how to use them and then I will ask her to make her own sentences using punctuation marks. Having this activity will help her see examples, practice, understand and learn punctuations herself. Another activity that she can practice with the whole class, is that I will give different students punctuation marks and different sentences in a laminated paper without punctuations. Together as a whole class, students will suggest which punctuation mark match which sentence and why. In this activity students will match a sentence with its punctuation and give reasons which will help them learn and understand how punctuations works. I will also give Ina a list of animal’s name with pictures to practice it at home. She will learn animals name, recognize how to write and spell them. Using these few strategies will help Ina to improve her reading and writing
: Ina gets 4 for idea because her idea is narrowed. She is only talking about a unicorn. She is giving details of where a unicorn lives. She understands her topic even though she is making up information about unicorn.
Organization: for organization Ina gets 3 because her sentences make sense. They are logical the pacing is under control.
Voice: She …show more content…
Her language is functional as she only writing about unicorn. She is using interesting words and her words make sense in the sentence.
Sentence Fluency: Ina is receiving 2 in sentence fluency because she has simple sentences. Her sentences have occasional connecting words such as because. She attempts variation in sentence beginnings such as she started one sentence with a capital latter but another with a lower case latter.
Conventions: She is getting 3 in conventions because her basic words spellings are correct. She has infrequent grammar errors and she has a consistence paragraph.
Presentation: For presentation she is receiving 5 because her hand writing is consistent and uniform. She has a good balance of space and text. Her writing overall appearance is pleasing.
Section IV: Summary of Findings:
For Ina, level one books are easy to read. She can read them with few errors and can self correct her errors. There are no challenges for her in level one reading books. Not only reading, but she can also comprehend easily of what she reads. She can answer the questions asked about the text. However, her retelling of the story is not cohesive. It is not very well organized and the sequence of the story are not in order. She reads fast and because of that she makes errors and go back to read the words to make sure that she reads them …show more content…
According to her retelling of the story, she understands what have happened in the story but her story is not organized. To help her organize her thoughts and retell the story in sequence, I will introduce her to sequencing words. Using sequencing words such as first, second, third, next, after, in the beginning, middle, and at the end will help her organize her thoughts about what she has read and then orally express using these words. The strategy that I will use to improve Ina’s writing is introducing her to punctuations. I will introduce punctuations makes, give her examples of how to use them and then I will ask her to make her own sentences using punctuation marks. Having this activity will help her see examples, practice, understand and learn punctuations herself. Another activity that she can practice with the whole class, is that I will give different students punctuation marks and different sentences in a laminated paper without punctuations. Together as a whole class, students will suggest which punctuation mark match which sentence and why. In this activity students will match a sentence with its punctuation and give reasons which will help them learn and understand how punctuations works. I will also give Ina a list of animal’s name with pictures to practice it at home. She will learn animals name, recognize how to write and spell them. Using these few strategies will help Ina to improve her reading and writing