Instructional Literacy Plan

CIR 412 Formative Assessment Form

Kaniesha Montgomery

CIR 412

October 10, 2021

CIR 412 Formative Assessment Form

Student’s Name (First Only): Acetin

School: South Hancock Elementary

Examiner: Kaniesha Montgomery

Age: 7 yrs. old

Grade: 2nd grade

Date of Assessments:

Reading Interest Survey on September 27, 2021; MRQ on September 28, 2021; Spelling Assessment on September 29, 2021; Passage Reading Fluency on September 30, 2021; Multiple Choice Reading Comprehension on October 4, 2021

Part I: Assessment of Interests and Motivations

Summary of Student’s interests and/or motivations for reading

Becoming a lifetime reader is predicated on developing a love of reading. Acetin is 7 years old boy who is a slow learner and does not enjoy reading for pleasure as well as personal development. As the boy’s teacher it was necessary to motivate the young student. The key to instilling a love of reading in youngsters is motivation. One of the most effective methods I have discovered for motivating Richard is to stock the classroom shelves with books that correspond to the student's interests and reading levels. Acetin loves flipping through pages and looking at images, so I figured he should be surrounded by titles that represent their own lives as well as the lives of his peers.

Acetin’s enthusiasm for reading has grown in recent weeks as he and other pupils discovered novels with characters who look like them and families that match their own or their neighbors'. According to (Keller et al., 2017), students' understanding improves because of these linkages. Acetin's classmates have been a valuable resource in assisting him in discovering what novels he enjoys reading. By generating customized book suggestions for their friends, I was able to inspire students to be book matchmakers. When Acetin went to the school library, he could now select books that matched his friends' interests and hobbies and read them in groups.

Summary of Student’s Background Knowledge

Currently, Acetin and his classmates are reading Treasure Hunters, by James Patterson. The main theme in the story of Treasure Hunters is if you work together and do not give up you can accomplish your goal. The characters in the book were able to follow their dad's clues to complete part of the secret mission because they worked together. This teaches Acetin and the other students to work collaboratively as they are in class and society. They are soon to begin reading "How I Survived Middle School," to prepare them for their future educational journey.

Informal Evaluation of Oral Language and Verbal Skills

Assessment tasks were then administered to evaluate Acetin’s speech capabilities, and he can communicate her thoughts thoroughly although he has difficulty maintaining concentration. To ensure that he was focused, we used a variety of board games, books, and videos to elicit a spontaneous speech and improvement of spelling. From the assessment I could observe that Richard was unwilling to connect with other people on an emotional level especially adults, his attention span was okay as he could answer to all he was being asked and while playing with the toys his executive functioning and motor skills were normal. (Wilcox et al., 2020)

II: Phonological Awareness/Phonics and/or Spelling Assessment

Tutoring Recommendations based on PAST/Phonics Word Reading

As Acetin's tutor, children must engage in phonological awareness exercises, and we were able to use this test in assessing Acetin’s ability to omit or substitute phonemes/sounds to make a new word. I asked the students questions such as to “Name words that rhyme with the words. Start” he answered shirt, which was impressive, “What word would you have if you changed the ‘h’ in hook with ‘l’ he answered look. (Kjeldsen et al., 2019) Which shows that he passed his PAST assessment. I also found out that he was embarrassed whenever he got a question wrong or struggled to provide the answer which made me encourage him not to give up as mistakes are part of his learning process.

Words Their Way Spelling Assessment Information

Words Their Way Spelling Assessments developed by Donald R. Bear, et. al. was used to analyze misspelled words, and the exam is given in the same way as conventional spelling tests, with the exception that it is a list of twenty-five spelling words sorted by difficulty. Students should not study the words before the examination, as they would for conventional spelling exams. They should also be informed that the activity will not be evaluated. Moreover, students are instructed to number their papers to begin a spelling inventory. (Puliatte, & Ehri, 2018). Teachers may give kids a numbered paper if they are in kindergarten or early first grade. Each phrase is said loudly and once more. The words are delivered in a conversational tone, with no emphasis on phonemes or syllables. If required, instructors may utilize a phrase using the term to ensure that pupils understand it. Tutors may conduct a lower-level inventory if pupils struggle with the higher-level inventory. Students such as Acetin may be given the inventory in small groups or as a full group. The inventory's findings may be utilized to obtain a broad overview of each student's spelling progress.

	Blends and Digraphs	Other Vowels	Long vowels	Short vowels	Initial and final consonants	Inflected Endings and syllable Juncture	Unaccented Final Syllables	Advanced Affixes	Bases or Roots	Feature Points	Words spelled correctly
Totals	10/10	5/5	10/10	10/10	7/7	7/7	5/5	N/A	4/7	25/25	50/50

Tutoring Recommendations based on Spelling Assessment

In the case of Acetin, it is necessary to enhance both spelling and text-writing skills. The reason for this misconception is that better spelling skills free up working memory, allowing you to concentrate more on the difficult job of text production. Spelling should not be taught as a stand-alone skill. Unfortunately, as shown by the substantial number of online and offline spelling exercises available—the majority of which are based on the behaviorist concept—this is a popular method. (Ebner, et al., 2018) Understanding the sounds that various combinations of letters produce are another building block ability that early readers will focus on. Create sure your kid learns how to sound out individual letters, the distinction between consonants and vowels, and how to sound out consonant blends (sl, sm, sp), digraphs (two letters that make one sound, such as ch or sh), and diphthongs (two letters that make one sound, such as ch or sh) (two vowels that form one syllable, such as au)

Part III: Reading Vocabulary, Fluency, and Comprehension

Fluency & Vocabulary:

Word Reading Fluency: out of 200 words, Acetin read 100 words, but missed 24 words, so his overall CWPM was 76.

Passage Reading Fluency: Out of 160 words, Acetin read 110 words, he missed 7 words, so his overall CWPM was 103.

Comprehension:

Multiple Choice Reading Comprehension: Out of 10 questions, Acetin missed 2.

Oral Language and Vocabulary Observations

Oral Language and Vocabulary Observations suggest that before each reading session, Acetin should allow them the opportunity to make predictions, draw connections, and ask questions to evaluate their understanding. These three comprehension methods provide information to a teacher about a student's knowledge of a subject. Encourage readers to create predictions about the book's content based on the title and illustrations before reading it. Students validate their predictions and establish a link while reading. To improve understanding, use questions like "What does this passage remind you of?" or "What will happen after this?" I have learned to provide kids with everyday experiences in instructional guided reading, independent reading, and choice because of my training. Expose children to a variety of culturally appropriate genres and provide them with comprehension skills to help them develop a love of reading.

Part IV: Instructional Implications (IF-THEN Analyses)

Student Strengths:

Acetin’s strength is his flexibility to handle change whenever the lessons change, he adjusts comfortably and applies what is taught without too much struggle such as spelling and drawing classes. Secondly, Acetin is a persistent student in class because he is constantly doing his hardest and not giving up when something seems impossible such as the board spelling games. Although there are moments when he is stubborn when he thinks he cannot understand a lesson being taught like his colleagues.

Areas of Focus for ILP:

The following are some of the notable weaknesses associated with Acetin in the tutoring lessons. Attention problems and reading achievement among young students such as Acetin are

common among seven-year-old students which impacts his learning capabilities. Acetin needs to engage in exercise that boosts his attention span as noted when offered toys are when he is attentive.

Stubbornness. One clear weakness was Acetin was stubborn whenever the other students performed better, and he would withdraw himself. He was not open about reading and until we tapped into his interests and include student choice of books that is when he showed interest in reading more.

Impatience. Acetin showed he was impatient as at times he was eager to do tasks without waiting or offering his colleagues a chance. As his teacher, I learned that he needs to be mindful of others as he leaned in the book he liked reading, "Treasure Hunters."

Part V: Tutoring Sessions Overview

Tutoring Session Number & Area of Focus Addressed	Opening Activity (1-3 Minutes)	Area of Focus Addressing Weakness 1, 2, or 3 (10-15 minutes)	Closing Activity (1-3 minutes)	Reading component(s) addressed
1- Spelling	Brain Break & reviewing	Storytelling with learned words	Freewriting	Spelling inventory
2-Draw pictures	Brain break	Draw items of learned words	Coloring of drawings	Identification and relation of words to pictures
3-independence in learning	Brain break	Read aloud in class from chosen excerpts	Freewriting of a story	Personal Examples

4-Unaccented Final Syllables	Brain break	Word Tree Activity	Flashcards	Spelling Inventory
5-Comprehension of word meanings	Brain break	Explanation of words they learned to spell	Freewriting	Spelling Inventory

*Post-Tutoring reassessment and Summative Report Writing to take place after sessions end.

References

Ebner, M., Edtstadler, K., & Ebner, M. (2018). Tutoring writing spelling skills within a web-based platform for children. Universal access in the information society, 17(2), 305-323.

Keller, M. M., Neumann, K., & Fischer, H. E. (2017). The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest. Journal of Research in Science Teaching, 54(5), 586-614.

Kjeldsen, A. C., Saarento-Zaprudin, S. K., & Niemi, P. O. (2019). Kindergarten training in phonological awareness: fluency and comprehension gains are greatest for readers at risk in Grades 1 through 9. Journal of learning disabilities, 52(5), 366-382.

Puliatte, A., & Ehri, L. C. (2018). Do 2nd and 3rd-grade teachers' linguistic knowledge and instructional practices predict spelling gains in weaker spellers?. Reading and Writing, 31(2), 239-266.

Wilcox, M. J., Gray, S., & Reiser, M. (2020). Preschoolers with developmental speech and/or language impairment: Efficacy of the Teaching Early Literacy and Language (TELL) curriculum. Early Childhood Research Quarterly, 51, 124-143.