Assessment Base Reading Instruciton Case Study Essay Example for Free

Assessment Base Reading Instruciton Case Study Essay Table of Contents Introduction Description of the Student Background Information PART 1: Administration of Assessments DIBELS: A Universal Assessment Battery Description and Purpose of the Assessment Setting for the Assessment Description of the Assessment Administration Process Results of the Assessment Analysis of the Assessment Results Running Records Description and Purpose of the Assessment The running record allows you to record the child’s reading behavior as he or she reads from the book. The purpose of a running record is a tool used to determine word recognition reading fluency reading strategies, self- corrections, and comprehension. It is an individually conducted formative assessment which is ongoing and curriculum based. It provides a graphic  representation of a students oral reading, identifying patterns of effective and ineffective strategy use. This method was developed by Marie Clay, the originator of Reading Recovery. Running records helps document reading progress over time. Help teachers decide what students need to learn and matches students to appropriate books. We want to capture all the behaviors to help interpret what the child was probably doing. Everything the child says and does tells us something: when the reading is correct, what his hands and eyes were doing, the comments he made and when he repeated a line of text. Setting for the Assessment Library setting, after school. This was the only time available. Description of the Assessment Administration Process Select a book that is the child’s reading level. Explain to the child that he or she will read out loud as you observe and record his or her reading behavior. Sit next to the child so that you can see the text and the child’s finger and eye movements as he or she reads the text. Use running record form. As the child reads, mark each word on the running record form by using the symbols on the chart that follows. Place a check mark above each word that is read correctly. If the child reads incorrectly, record above the word what the child reads. If the child is reading too fast for you to record the running record, ask him or her to pause until you catch up. Intervene as little as possible while the child is reading. If the child is stuck and unable to continue, wait 5 to10 seconds and tell him or her the word. If the child seems confused, indicate the point of confusion and say, â€Å"Try again.† Results of the Assessment Student read 156 words at 98% accuracy. She had 3 errors and 2 self corrects. She missed boredom, I told her the word. She changed plan for idea, setting, characters, and beginning. She had trouble with middle and end. She did know the main idea but could not list supporting details. I would move this student to a higher level text. This text was easy for the student. Analysis of the Assessment Results Student read 156 words at 98% accuracy. She had 3 errors and 2 self corrects. She missed boredom, I told her the word. She changed plan for idea, setting, characters, and beginning. She had trouble with middle and end. She did know the main idea but could not list supporting details. This student needs practice in retelling story in sequence. She had issues with middle and end. I think she was going for a fluency score and read too fast. She had problems orally retelling middle and end. This level is an appropriate level for this student. I will use the results to plan for this student. Teaching purposes for running records. To find a book level appropriate for a child. Check a child after a series of lessons. Evaluate whether a lift in text level is appropriate. Observe particular difficulties in particular children in order to modify instructional emphasis. Evaluate in order to place a child in an appropriate instructional group, class or school. Add to a record which is monitoring an individual’s progress over time. Reading Inventory Description and Purpose of the Assessment Setting for the Assessment Description of the Assessment Administration Process Results of the Assessment Analysis of the Assessment Results Additional Diagnostic Assessment: Learner Choice Description and Purpose of the Assessment Setting for the Assessment Description of the Assessment Administration Process Results of the Assessment Analysis of the Assessment Results Overall Analysis of Assessment Results PART 2: Recommendations for Interventions and Instruction Identifying Student Needs Recommendations for Interventions and Instruction Recommendations for Further Assessment References Appendices Appendix A: DIBELS Scoring Documents Appendix B: Running Records Scoring Documents Appendix C: Reading Inventory Documents Appendix D: Additional Assessment Documents

Alan Cromer’s Connected Knowledge Essay -- Literature Science Debate E

Alan Cromer’s Connected Knowledge A prospective reader casually thumbing through the pages of Alan Cromer’s Connected Knowledge: Science, Philosophy, and Education, would probably expect the book to explore how science and the philosophy of science should inform educational practices and pedagogy. Indeed such an exploration takes place, but the reader might be surprised to find that it is in the form of a vehement crusade Cromer wages against constructivism with science and a scientific habit of mind as his sword and shield. In battle like style, Cromer starts on the defensive, trying to debunk the postmodernist interpretations of modern physics often used to declare science and thus all other academic pursuits â€Å"subjective.† After defending his own territory (Cromer is a physics professor at Northeastern University), Cromer goes on the offensive against those he deems largely responsible for constructivist thought--the â€Å"highly fragmented† sociological disciplines. First he sets ou t to demonstrate that by using a scientific habit of mind he can create a social theory of human behavior valid across a wide range of cultures and social contexts. In other words, even in the social sciences, everything is not relative. Then he aims to use the tools of psychologists, maze rats and intelligence testing, to discredit constructivism in favor of standardized education. The Defense The amazing transformation the study of physics underwent in the two decades following the turn of the 20th century is a well-known story. Physicists, on the verge of declaring the physical world â€Å"understood†, discovered that existing theories failed to describe the behavior of the atom. In a very short time, a more fundamental theory of the ... ... and in-class performance mediates movement between the groups. Response As the tone of the above discussion probably made clear, I rather enjoyed the first part of Connected Knowledge, which challenges many of the popular misinterpretations of modern physics. Cromer’s arguments are cogent even for the non-scientist, and it is clear that this is his field of expertise. But when Connected Knowledge ventured out of the realm of physics into that of social science, I found the discussion somewhat arrogant. In his attempt to discredit constructivist thought, Cromer offers only one way of understanding the world. I find such a view too narrow and too restrictive. I am not a relativist in that I think all approaches are equally valid, but I don’t believe that science provides the only route to understanding and should be the basis of every decision we make.

Dr. Doctor

Dear Doctor, Yesterday, during lunch, my best friend and I were discussing sexually transmitted diseases and we got into quite a brawl about some of the myths and facts of them. It seemed like the only statement we both agreed on was that the topic about sexually transmitted diseases (and how each are transmitted and statistics) should be taught in school, just how biological information and abstinence are being educated. With that being said, I have quite a few questions to ask you. Is it still possible to get a sexually transmitted disease if you are abstinent?If a person is infected with a sexually transmitted disease, can you tell by their appearance? Is there a higher chance that you will be infected by a sexually transmitted disease if you’re in your teen years? Can STDS only spread through semen and blood? If a woman is on birth control, does that prevent her from obtaining an STD as well? Can you, in fact, catch an STD from a toilet seat? And lastly, once you have a se xually transmitted disease, there’s no chance of becoming infected again, right?These were a bunch of questions that seemed to be left unanswered yesterday and I was wondering if you might be able to clarify them for me as well as every other reader out there. Thank you Doctor. Sincerely, Confused reader. Dear â€Å"Confused reader†, I do appreciate taking time to write to me about your questions and I also agree with you that the educational system should do more to inform the youth about sexually transmitted diseases before it may be too late. Also, as for your questions.. Yes, there is still a chance that one might become infected with a sexually transmitted disease while remaining abstinent. Abstinence does not preventAIDS, hepatitis B, and hepatitis C infections that come from nonsexual activities like using contaminated needles for doing drugs, unsterilized tattooing, or even taking steroids. You have no way of knowing if a person has a sexually transmitted disea se just by looking at their appearance and observing how ‘clean’ they are. Even doctors often can’t tell by looking if people have STDs; that’s why tests involving a patient’s blood work were made. Most STDs have very few signs or no signs at all. Only in really extreme cases of certain STDs could a person detect signs of an STD in the groin area; but don’t rely on it.It’s even possible to carry and spread the virus without ever having an outbreak. The truth is, about one in four sexually experienced teens become infected with an STD. Unfortunately, you are correct on this one. Statistics show that two-thirds of sexually transmitted diseases occur in people who are under twenty- five and one in four girls between the ages of fourteen and nineteen were determined to have at least one of four sexually transmitted diseases (Human Papillomavirus [HPV], Chlamydia, Herpes Simplex Virus, and Trichomoniasis. ).Young people (ages from 15- 24) h ave five times the reported rate of Chlamydia of the total population, four times the reported rate of Gonorrhea, and three times the rate of Syphilis. While semen and blood can spread some sexually transmitted diseases, some STDs like herpes and syphilis can be spread by skin on skin contact. For example, when herpes flares up, an active sore appears on the person’s body and if this sore comes into contact with another person’s skin (or moist areas like the mouth, throat, and also areas with cuts and/ or rashes), it can spread.However, it can also spread before the blisters actually form. I’ve actually heard these two myths before and never understood how they came about. The birth control pill has the potential to prevent one thing, the prevention of pregnancy from occurring. It holds no protection against sexually transmitted diseases. As for the myth about being able to get a sexually transmitted disease from a toilet seat, organisms cannot survive outside o f the human body for a long period of time. Some STDs are yours for life, like herpes and HIV.Others, like Chlamydia and Gonorrhea, can be treated; but you more likely to get infected again, since you are now vulnerable to the disease if you have sexual contact with someone who has them. In young girls, the second time you have Chlamydia, there’s more damage to your reproductive tract, which may cause permanent infertility. I expect that you read everything that I have written and have more of an understanding on sexually transmitted diseases. Remember: No sex is always better than safe sex. Sincerely always, The Doctor.

Effects Of Rumor On Rumor Transmission - 1273 Words

Rumors are a piece of everyday life; they zoom across the workplace, fly in the streets, and dash across the internet. According to DiFonzo, â€Å"Rumors are unverified information statements that circulate about topics that people perceive as important†¦ used by people attempting to make sense or to manage risk† (241). Rumors are created to satisfy the emotional wants and needs of a specific group of people and because of these wants and needs, people reject certain truths and facts that contradict their ideology and worldview. Belief and anxiety have a direct relationship to rumor transmission due to a person s wants and needs, propaganda, ideology, bias assimilation, and cognitive dissonance. In Pezzo and Becksteads â€Å"A Multilevel Analysis of Rumor Transmission†, the psychologists find that rumor anxiety and situational anxiety have an effect on rumor transmission. If anxiety is associated with a rumor, people are likely to pass it on because they believe th e rumor themselves. DiFonzo declares that rumors arise in times when there is a threat or potential threat because questions are unanswered, information is missing, or there is no clear communication (243). According to Pezzo and Beckstead, there are three types of anxiety: situational anxiety, rumor-specific anxiety, and trait anxiety. Situational anxiety is when situations produce more anxiety than others, rumor-specific anxiety is when topics themselves cause more anxiety than others, and trait anxiety is when a fewShow MoreRelatedThe Process and Reasoning: A Psychology of Rumor By Robert H. Knapp.1164 Words   |  5 PagesThe Understanding of a Rumor Synopsis. One of the more interesting readings in Behrens and Rosen’s Wrting and Reading Across the Curriculum was â€Å"A Psychology of Rumor† By Robert H. Knapp. His major point was the understanding of the process and the reasoning behind rumors. 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