Emily Hall

Exit Slips for READ 436

#1 Describe the assessments you will use for instructional level readers, define
the levels (independent, instructional, frustration), and explain the factors
that will influence your grouping for instruction.

Literacy Assessment is essential to any classroom. Literacy Assessment will

take place several times throughout the year. During the first few weeks of school,
literacy assessment will help the teacher place students into reading groups. There
are 4 parts to literacy assessment including comprehension, fluency, word
knowledge, and writing. Students score at three different levels including the
independent level, the instructional level, and the frustration level. If a student
scores on the independent level, they are able to read at this level individually with
no help from the teacher. The books sent home for students to read with no
assistance are typically independent level books. Instructional level is the level at
which students work at. We want the books we use in our classroom, specifally in
reading groups, to be the instructional level. And finally, there is the frustration
level. This level of reading is where a student is not able to work successfully. This
level is much too difficult for the student. If the student is given material at this level,
they will leave feeling frustrated and annoyed with reading.
Comprehension is a students to retell and answer questions about a story.
We test this through asking students questions about stories and through retelling
exercises. For a student to be at the independent level, they must score at least 90%.
For a student to be at the instructional level, they should score 75-89%. And, for a
student to be at the frustration level, they would score less than 75%.
Comprehension is assessed through retelling and asking questions.
Fluency includes concept of word, speed, and expression. Fluency is assessed
through speed and running records. Students are scored based on accuracy and
placed into levels of independent, instructional, marginal or frustration level. They
are also placed in categories based on oral speed. We want our students to be at an
instructional level meaning they score 70-89%.
Word knowledge includes spelling and letter/sound recognition. We teach
and assess word knowledge through word study. Word study is different than
spelling tests because it focuses on how the child spells the word, rather than just
the correct spelling. We assess word study through using the DSA. For a student to
be independent, we want to see a score of 22 or greater. For a student to be
instructional, we want a score between 12 and 22. And if a student is at the
frustration level, they will score below 12. In order to know where we need to direct
our teaching, we look at the individual feature scores. Each feature has 5 words. If a
student scores 0/5, we know they are at the frustration level. If a student scores 2-
4/5, we say they are in the instructional level. And, if a student scores 5/5, they are
at the independent level.
 For our literacy and reading groups, we want to typically create groups with
similar levels. This means we want students to work at similar instructional levels.
In my classroom, I want my students to be in different groups for spelling,
comprehension, and fluency as students often place differently in each category.

#2 Define fluency and describe how you will teach it, including examples and
resources from class.

Fluency is determined through a readers ability to read with speed and

expression. Fluent reading means a reader is able to have automatic word
recognition, and appropriate phrasing and expression. Fluency can be taught
through the use of easy texts, modeling, rereading, and readers theater. Within my
classroom fluency will be taught through a combination of all 4 of these activities.
Specifically, I will use easy texts for with my students for student, in class read
alouds. I have seen this practice in my CTs second grade classroom. Students can
use a good behavior coupon to read a book to the class, and students typically
choose easy, independent reading level books to read to the class. The students
reading these stories are able to read at least 95% of the words in the book. I will
use modeling to teach fluency by including lots of read alouds read by me, or read
through websites such as storylineonline.com. I will use rereading within in reading
groups through having my students reread different stories with me, with partners,
and within their groups. And, I will use readers theater throughout the school year
sporadically. In this activity, students will have the chance to read and prepare a
script and story to present to the class. A helpful resource for this activity is
aaronshep.com.

#3 Compare word study to the method used when you learned to spell.

Growing up, I remember receiving a list of words and being told to memorize
the words. We were not introduced to the words and rarely discussed the words in
class. The entire class studied all the same words. We were given a list in our
spelling, composition notebook Monday. Each day of the week had a different
activity such as looking up definitions, writing the word 5 times each, alphabetizing
the words, and using the words in complete sentences. At the end of the week, we
took a spelling test, and the test was scored for correctness. The word was either
correct or incorrect.
Today students are placed into word study level groups. Each group is given
a different list of words, and the words are categorized by different features. These
features allow for students to look for patterns within the words. Instead of just
memorizing the spelling of words, students are now learning the patterns within
words and the reason behind the spelling of words.
I do not think that the way I learned spelling is ineffective. I learned how to
spell and I am able to spell now. I do think that teaching students spelling through
word study is a more effective style of teaching. Students learning word study and
features teaches them critical thinking and allows students to think of more patterns
in similar words. In looking at my students in practicum, there are weeks they are
given 20 words to learn, but by the end of the week, because of learning about the
features of words, they are able to spell at least 40 new words. I am looking forward
to teaching word study instead of just spelling words within my own classroom.

#4 Why do we use before, during, and after activities for comprehension? Name
at least one comprehension activity for each (before, during, and after) with
resources from class.

Readers who excel in comprehension know how texts work, are active
readers, approach reading with a purpose, and have knowledge of the text they are
reading. When teaching comprehension it can be tempting to teach and assess only
after reading, but comprehension includes the before, during, and after stages of
reading. Before reading strategies are activities we do before we actually start
reading. This could include brainstorming about the topic, asking questions we want
to answer while reading, completing anticipation guides, or starting KWL charts.
During reading strategies are activities we do while reading. These could include
character maps, sequence maps, KWL charts, or time lines. After activities allow us
to reflect on our reading. After reading activities can include learning logs, reflection
guides, think-pair-shares, books of facts, or text to self-connections.

#5 Compare our writing activities to what you see in practicum.

Within class, we talked a lot about writers workshop, and this is a practice I
see done in my practicum classroom. Writers workshop allows students to work
independently, at their own pace, through the writing process to complete short
narratives. It also gives the teacher a chance to individually conference with
students about skills they can learn to improve their own writing.
My CT uses writer workshop, and my student love it! While her program isnt
perfect yet, and still has space for improvement, writers workshop is getting the
students excited about writing. In talking with my CT yesterday, I learned that
writers workshop has improved the creativity of the students writing and the
complexity of their sentence structure. Students who use to only write short
sentences are now writing 10 or 12 word sentences. Writers workshop is an
activity I would love to use in my own classroom one day, as Ive witnessed the
many benefits it provides.

#6 In class exit slip write your own information sheet for parents night (for
instructional level readers, grade of your choice). Use the handouts from
class as an example.
Hello Parents!

Welcome to a new school year. This letter serves as an introduction of how the
teaching of reading will be handled in my classroom. Formal instruction of reading,
spelling, and writing will occur for 90 minutes per day. In addition, students will
spend 30 minutes in Silent Sustained Reading. While 2 hours seems like a long time
to spend of reading, reading time must also occur at home, outside of the classroom.
Ways you can help your student will be discussed further in this letter, but I am
looking forward to working with you and your child this school year!
I break down my reading block into 3 formal categories including word study,
fluency, and comprehension. Word study is an alternative approach to word study
which teaches students patterns within words. About 25% of our literacy block will
be spent in word study. We will introduce a list of words Monday. Students will
work as a group to sort, cut, read, and write their words. Throughout the week,
students will practice their words through different types of sorts and activities. On
Friday, students will take a formal assessment of the knowledge of their words. This
will look similar to a traditional spelling test. You can find my detailed word study
schedule on my website. Overall, a simple way to think about word study is: Phonics
+ spelling + vocabulary = word study.
Fluency is the ability for students to read accurately and with expression.
Fluency will be practiced for 30 minutes during the fluency block. Students will
work in groups on fluency. They will have a formal lesson once a week, formally
instructed by the teacher and work with the literacy assistant twice a week. Two of
the other days, students will work independently on reading aloud fluently.
Comprehension explains, do I know understand what I am a reading? Instead of
traditional end or reading questions, we want students to use pre, during, and post
reading activities. On Monday, students will work independently on a one day
comprehension and writing activity. Tuesday through Friday, students will use the
same story. They will use pre, during, and post activities to talk about the text. You
can find a more detailed comprehension and wring schedule on my website.
At home, students will be assigned some homework activities. But the way you
can help your child most at home is to read with your child. Encourage your student
to read on their own or read to you. Read stories to your child that are above their
reading level. Let your child see you reading, so that they see that reading is fun! Ask
your child about what they are reading in school or what their spelling words are.
Your encouragement from home makes students excited about learning in class.
Thanks for taking the time to read through my literacy plan for this school year.
If you have questions or want more information, please reach out to me!

Sincerely,
Miss Hall