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.
One assessment I will use for instructional level readers is the informal
reading inventory (IRI), which looks at words recognized in isolation (WRI), words
recognized in context (WRC), and fluency rates. Words recognized in isolation are
done by flashing cards at a student for them to say aloud. Words recognized in
context can be recorded while a student reads a passage. Reading through text can
also help look at fluency, which is how many words per minute the student reads.
Independent level readers are described as having freedom from word
identification problems that might hinder comprehension in silent reading or the
expression of ideas in oral reading. These students are reading above grade level.
On an independent level, words recognized in context (WRC) should be >98%,
comprehension level at 90, and fluency at 3. Words recognized in isolation (WRI)
should would be >90% for independent readers. Instructional readers are in the
range of 95-97% for WRC, 70-89% when looking at WRI, and have a 2 for fluency.
These students are reading on grade level. Frustrations level readers would be
<90% for WRC, <50% for WRI, and fluency would be at 1. These students are
reading below grade level.
Another assessment that I could use is a running record. This would
measure accuracy as a percentage. The formula is (Total words read-total
errors)/total words read x 100=Accuracy. 98-100% would be on an independent
reading level. Instructional level would be 94-97% and frustration level would be
89% and below. The factors that will influence grouping for instruction would be
those explained earlier: Words read correctly, comprehension, and fluency.
#2

Define fluency and describe how you will teach it, including examples and
resources from class.
Fluency depends on speed, accuracy, and flexibility. I would teach fluency
using mad libs or tongue twisters. These could help a student slow down to realize
what they are actually saying. Some students think that they need to read as quickly
as possible in order to get a book or passage finished. Ultimately this will end up
hurting a child over time because they arent actually getting anything out of reading
that quickly.
#3

Compare word study to the method used when you learned to spell.
Word study is grouping words based on word features such as prefixes,
suffixes, meaning, sound, etc. This gets students to really think about how words
are spelled and their meanings along with making connections. Comparing words
entails a higher order of thinking. When I learned to spell, my teacher would simply
hand out a list that our class was required to memorize for a test every Friday.
Many times, I would forget how to spell the words by Monday because we never
discussed the words. Word study allows students to see that there are patterns in
spelling.

#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.
We use before, during, and after activities for comprehension so that
students are engaged with what they are reading. Comprehension should not be
something that requires students to simply spit back out information from the story.
Most questions that are on reading tests include useless information such as, What
color was Mr. Smiths hat? This means nothing to students because it does not have
an overall effect on the story. Students should constantly be thinking about the text
that they are reading. Some before activities that get students to focus on a purpose
for reading would be brainstorming, true/false anticipation, and setting questions
prior to reading. During strategies include KWL charts, character/story maps, and
summary notes. After activities for thinking about what happened in a story might
be plot organizers/timelines, Venn diagrams, and opinion/hypothesis proof notes.
#5

Compare our writing activities to what you see in practicum.

Our writing activities included the writing process with prewriting, drafting,
revising, editing, and sharing/publishing. We talked about having writers
conferences with students and using checklists so they could see what was expected
in their writing. My cooperating teacher includes all of these aspects when
implementing writing in the classroom. I was able to meet with students one-onone to discuss their writing. Other times, students were paired up to read each
others writing. They were also given rubrics to see what they needed to include in
their papers as well. Before writing the students brainstorm ideas and then go
through the rest of the writing process.
#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.

Dear Parents/Guardians,
It is the beginning of the year and you are eager to hear what your students
will be learning this year! Throughout every week, we will focus on fluency,
comprehension, word study, and writing. At times I will meet with students in small
groups while other times as a whole class. Groups will be based upon instruction
levels so that students can succeed and learn to the best of their ability. I will meet
with students one-on-one in order to see what areas of reading students are
struggling with.
When focusing on fluency, we will do activities such as choral reading and
readers theaters. Choral reading gets students to pay attention to the text while
reading at the same pace as those around them. This is especially effective in a
small group setting. Students will be able to slow down their reading to make sure
that they are correctly pronouncing each individual word.

For comprehension there a number of wonderful activities such as character

maps, true/false anticipation, and timelines. All of these strategies get students to
participate in the reading rather than simply spitting out what they have read. It
essential that students are constantly thinking about the text that they are reading
rather than only interacting with it upon finishing. Before reading a book, we will
think about what might happen so that students can compare that with what they
find out later. During reading, students will use methods such as plot summaries to
engage in the story. After completing a book, we can create KWL charts along with
other organization pieces to wrap up what was learned throughout the text. These
are all great ways to keep students involved rather than being passive learners.
Word study highly involves doing word sorts, which are successful when
teaching students how to spell. Grouping words based on their features gets
students to see the relationship between words rather than simply memorizing a
sequence of letters. During word sorts, we will talk about the meaning of words, the
way they sound, prefixes, suffixes, and letter combinations.
For the writing portion of class, I will start out the year by having each of the
students write a letter to me. This will allow me to get to know each student a little
better. Throughout the year, students will keep writing journals so that they will
have all of their compositions compiled into one area. This can be a place for
students to fully embrace the writing process through pre-writing, drafting,
revising, editing, and sharing/publishing. Their thoughts can be put down on paper
where I can monitor their progress as we continue to add to those journals.
I look forward to meeting some of you all in person at parents night! If you
have any questions, then dont hesitate to ask. It should be a great year filed with
lots of learning!
Sincerely,
Miss Witt