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If you were not able to attend the meeting, watch the entire video and post the answer to the following questions in the drop box: 1. Where was Professor Webskowski? 2. What section of the portfolio does Professor DeVos say 'can be tricky'? 3. What does Professor DeVos say regarding why there is a student copy and a teacher copy of the Dibels Assessment? https://mediaspace.minnstate.edu/media/ED+402+502+Zoom+Meeting+2/1_5ws7mcus https://mediaspace.minnstate.edu/media/ED+402+502+Zoom+Meeting+2/1_5ws7mcus does the link work for you?

Review the Field Experience Module and watch the assessment videos.

· Reflect in writing on all five required assessments for your field experience along with the Assessment Information/Materials.

· Post two additional takeaways and any questions you have. Make sure you have the post completed by 11:59 PM on Thursday evening.

Respond to classmates making connections, comments, questions, and respectful challenges by 11:59 PM on Sunday evening.

Peers replies only

Ellie - Looking at all of the five assessments that are required for our field experience I think that all of them are great assets to see where students are at in their reading education. With the ‘Interest Inventory’ you are able to see who your student is and get to know them more than just their learning. I believe that this a great assessment to have to build that relationship with your students where they feel as if you are there for them and want to know them better. With the ‘PAST’ assessment, this is a great one to see where students are at in their phonological learning, where you go through syllables, rimes and the use of different phonemes. With the ‘Phonics and Word Reading’ assessment, this is great for learning more about your students’ letter names and letter sound abilities. With the ‘DIBELS’ assessment, you are able to see where your students are at with their letter naming, letter sounds, segmenting, nonsense word, and reading fluency, as the students go through many small practices. And lastly, the ‘Spelling Screener’, is a great assessment to see your students word spellings and where their strengths are and their areas of growth.

One takeaway that I had while looking and reading the assessments is that all of these practices are great for seeing where your students are in their phonological and reading skills. While giving students these assessments, you are able to see their areas of strengths where they look and feel confident in and won’t need a reteach of the skills. Also, you are able to see their areas of growth, that they may need more help with or a reteach to give the students more practice with the skills they aren’t as comfortable with. My second takeaway that I had was that the students are going to be needing specific instruction and guidance while completing these assessments. I notice that there are many different little parts to the practices, and if the students don’t get enough direction, they may get a little stuck or confused with certain sections.

Isabel - The five required assessments for field experience are the following: Interest Inventory, DIBELS, LETRS PAST, LETRS Phonics and Word Reading Survey, and finally LETRS Basic Spelling Screener. DIBELS is one minute of assessing a student's reading ability, marking the words that they have gotten wrong, even with letters. An Interest Inventory is a worksheet that lets students talk about themselves, their interests, and such. LETRS phonics and word reading survey is where students read single-syllable words and nonsense words, writing down words that students have gotten wrong, and discontinue when the student can no longer move forward with the words. LETRS spelling screeners are where educators give students words that they have to spell. PAST is the phonological awareness screening test, where the educator gives a word, the student says a word, then deletes a part of the word, and the student says what is left.

An additional takeaway that I have is that there are going to be a lot of assessments that will be given to a student, but they are needed in order to properly assess the student. Another takeaway that I have is that these assessments are beneficial to give because they help give more experience in assessing students.

Rebecca - The PAST Assessment measures a student's phonological awareness and phonemic proficiency. With the PAST Assessment, students receive an automatic score if they repeat the answer immediately. If a student takes longer, they can still receive a correct score, and the assessment can repeat the question one additional time. The school I am working at uses the PAST Assessment.

The LETRS Assessment assesses letter naming in both capital and lowercase letters, with letters presented in random order to show which letters the student knows. The next section works on the letter sounds of both individual consonants and digraph sounds. Decoding focuses on real and nonsense words, and students can read them or sound them out as needed. It then looks at high-frequency words to see whether students can comprehend them quickly.

The Spelling Screeners check students' understanding of how to sound out words to make words. In the video, a student added silent letters to some words, and it looks at the student's handwriting to see how spelling-word writing can affect fluency.

The DIBELS for kindergarten assesses letter recognition by having students name letters across the page from left to right; when the student places their finger on the first letter, the teacher announces "begin," and a timer starts. This tests letter naming fluency in students.

The DIBELS 1st Grade Survey uses sounds in words to assess what sounds students hear. The teacher administered a timed assessment on a tablet with a screen to assess phoneme segmentation fluency. The timer starts when the student begins the first word.

My first takeaway was that the DIBELS assessments were interesting because they worked so quickly and because of how they scored. Having all the data collected and shown at the end would make documenting the assessment easy and, it seemed, save educators time.

My second takeaway is the PAST Assessment. I feel like this assessment was more thorough and used in the group of assessments. I liked the LETRS Assessment, but I felt the PAST assessment would be more beneficial, and adding a spelling assessment to it would provide more accurate data.