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Tems 614 Differentiation Final Project

I. Project Overview
Overall, I am very happy with the results of this project. I originally planned to have
four students in my small tutoring group, however, one of them was not able to
participate. The students from this point on will be referred to as Josh, Shelby, and
Kortnea. I was excited to see the growth that they displayed and I was also excited
about the fact that I got to try out some new assessments. I believe that I will be
able to take what I have learned and apply it to my classroom for years to come. I
have broken the report into clearly labeled sections. Some of the assignments and
assessments will be put in the back in a labeled appendix.

II. Original Assessments


For this project I decided on using four different assessments. The four
assessments were as follows: Interest Inventory, 3-2-1 Feedback Form, San Diego
Quick Assessment, and Focused Cloze. I will explain why I chose each assessment,
how I administered each assessment, and finally I will analyze how each student did
on each assessment. For the purposes of documenting growth, I gave each
assignment before we had our tutoring sessions. After we had our tutoring sessions
I re-administered each assessment to see how much growth was made. These
results will be laid out clearly in the conclusions section of the report.

*Interest Inventory

The interest inventory will be the first assessment I will give the students. The sole
purpose of giving this assessment is to get to know my students better and help me
build their literacy profiles, the results of which will be discussed in depth in another
section.

*3-2-1 Feedback form

I really liked this assessment when we were introduced to it in assignment 4. It is


very similar to the Close and Critical Reading forms our school has implemented the
last two years, so the students will be very familiar with it. The form allows the
students to express the main idea of the reading, ask questions about anything that
may have been confusing, and figure out some way that it relates to their lives. The
other great advantage this assessment has is its brevity. I am able to see, in a quick
snapshot, if my students understood the main points of a reading, and if a particular
class appears to be confused about certain aspects of it. This will allow me to
assess my teaching and adapt future lessons to clarify any misconceptions, or to
expand upon anything that the students found interesting.
I gave this form to my group after we completed a reading in class. The students
will be reading a section in their textbook, Human Legacy. The section deals with
the end of WWI and the treaty of Versailles and can be found on pages 794-799.

Overall, the students did ok with this assignment. I was not surprised that on their
first attempt their answers were very small and not very specific. This gave me
some important information that I ended up using in our small tutoring sessions
(more on that later). Lets take a look at each student individually:

-Josh-

This was a strong assignment for Josh. I have had him in my history class the past
two years and I know that he really enjoys history. He reiterated this point on his
interest inventory that they filled out at the beginning of this process. Out of the
three students, Josh had the most detailed answers. His answers came in at an
average of 8.3 words per response. Out of his six responses all of them are what I
would deem as relevant and on topic. Josh clearly demonstrated knowledge of the
material presented in the reading.

-Kortnea-

Kortnea is a student I have had for two years in class as well. She is a very hard
worker, but she would be someone I would characterize as having problems with
reading. I think that was evident on this assignment the first time it was given.
Kortneas responses were fairly short and did not display a lot of depth. Her
average response was only 7.1 words and out of six responses only four were
relevant to the topic covered in the reading. Her responses showed that she was
missing some of the main ideas of the reading. That will be a main focal point of
our tutoring sessions.

-Shelby-

Just like the other two students, I have had Shelby for two years. Much like Kortnea
she is a hard worker that struggles a bit with reading. I am not sure how much time
Shelby spent on this assignment. It seemed to be rushed and not very well thought
out. Her answers came in at the smallest average of seven words per response.
She also had only 3 responses that were relevant to the topic. I think that the
issues will be easily corrected when we get to the tutoring sessions and I am
expecting to see some nice growth from her when she is reassessed.

*San Diego Quick Assessment

After reading about the San Diego Quick Assessment and practicing it I came to two
conclusions. One, it may not be the most scientific, but it seems to produce fairly
accurate results, and two it gives you a very quick assessment of a students
reading level. When I get the results it will help me modify assignments for
struggling students so they can still learn the content and not have to be as
frustrated with the readings. I believe the data from this assessment will help me
understand a students struggles and frustrations in my class easier. On the flip
side it will help me determine what students are strong readers and I can give them
more challenging readings and assignments. The data will also help me group
strong readers and weak readers together so there is a good mix when I do group
work.

I was excited and a little nervous about giving this assignment. I administered the
assignment to each student after school. It was only the student and I in the room
so there would not be any distractions or any outside influences or pressures. I was
worried the students would find it awkward reading off of the list in a one on one
setting. Overall, they handled it well. I was surprised with the results of each
student as well.

-Josh-

Based on the results of the Quick Assessment Josh was between a Grade 10 and
Grade 11 level. He made three errors on the Grade 10 list which would put him at
the frustration level, however, he made zero errors in the Grade 11 list, which would
put him at the independent level. I fully expected this out of Josh and am not
surprised by the results. Josh has always been a strong reader and he has proven to
be very literate based on essays he has written for me in the past. I plan on trying
to get Josh a perfect score on this assessment after we have our tutoring sessions.

-Kortnea-

I was very interested to see how Kortnea was going to score on this assessment
based on the work she has done for me in the past. Kortnea has always done well
on homework, but she has really struggled on tests, which leads me to believe that
when there is a timed construct that she may not have enough time to fully
understand and comprehend what she has read. Therefore, I was expecting to see
some lower results on the San Diego Quick Assessment, however, I was surprised by
how low the scores were. Kortnea was at the frustration level of reading for Grade
7,8,9, therefore I graded her out as being at a Grade 8 reading level. She read
through the lists very quickly and did not really go slowly to sound out the words. I
think this will be the focal point for our tutoring session.

-Shelby-

I have always put Shelby in the same mold as Kortnea. Strong with homework but
struggles on tests, therefore, I assumed that she had struggles reading as well. I
thought that she would score the same or lower than Kortnea. Shelby surprised me
with her results. She was perfect on the Grade 6,7,8, lists. She was the only one
out of the three students to be prefect on these three lists. However, she still
graded out at a Grade 9 level because she made 3 errors on that list and made 5
errors on the Grade 10 list. Shelby seemed to rush and lose a little bit of confidence
when she made her first two mistakes. This will be something that I will address
and focus on in our tutoring sessions.

*Focused Cloze

I have done assessments similar to this in the past, in the form of Fill-in-the-blank
worksheets. However, when we had to complete the focused cloze in Assignment
#2, I found it to be a bit different and much more effective. I liked how longer
passages were picked. I feel like this focused my attention to the paragraphs that
were deemed to be the most important for us to know. I also liked the word bank on
top because I felt as if this signaled the important vocab that I would need to know
as well. I feel like this allows students to focus on the main ideas and allows them
to think about the reading on a deeper level. The other added benefit of this
assessment is that the students have a nice note sheet of the reading when it is
handed back to them.

I gave this assessment to the students to take home and complete as they
independently read about the beginnings of WWI in their textbooks (Section 26.1). I
anticipated solid results on this assessment because I have given similar
assessments throughout the year.

-Josh-

Josh did fantastic on this assignment and got all 15 responses correct. He reported
having no problems finding any of the answers and does not seem to have any
troubles reading independently.

-Kortnea-

I was surprised that Kortnea did not do better on this assignment. She only got 11
of the 15 responses correct. She seemed to have problems when it came to listing
the correct country. This leads me to believe that she rushed through the reading a
little bit.

-Shelby-

Shelby performed well on this assessment. She got 13 of the 15 responses correct
and the one that she got wrong was a simple misunderstanding. I think that it will
be easy for her to correct and adjust her answers accordingly.

III. Literacy Profiles


Part 1 (Background Information about my students):
-Josh-

Josh is a great kid and has shown that he is very smart. Josh is very involved in
extra-curricular activities and has been a strong presence in my classroom. Josh
has been one of my strongest students even though he is in the lower-level
classes. I know that he is a fairly good reader based on the times that we have read
out loud in class. However, I know that there is room for improvement and I am
hoping that in our few sessions that I will be able to make him a stronger reader. He
has proven this by scoring a 23 on his ACT Reading Test.

-Kortnea-

Kortnea has been one of my favorites over the past two years. She is incredibly
kind and works very hard in class. However, she does struggle with reading and I
think that it is hindering her from achieving the great heights that she deserves to
reach. This is evident by her low test scores in my class and the fact that she
scored a 15 on the Reading section of the ACT My hope is that with our sessions I
will be able to put her on a path where she will learn the tools to succeed. She is
the type of kid that will work

hard at improving if she is shown how.

-Shelby-

Shelby is a great kid and she tries really hard. She does most of her homework and
does it fairly well. However, she really struggles with tests and I believe that
literacy and comprehension are her two biggest hurdles. Therefore, it was very
surprising to me that she put reading as one of her favorite activities in her interest
inventory. She scored ok on the Reading section of the ACT by registering an 18. I
am hoping that in my sessions with her that we will be able to diagnose the
problems and help her figure out how to improve. I am thinking that she has
trouble comprehending things she does not find interesting. Hopefully I will be able
to figure out ways to make her connect with the content of my class.

Part 2 (Cognitive and Behavioral of Literacy Learners)

There are so many important aspects for students to be strong literacy learners.
However, the aspect that I believe is the absolute most important is connection to
the material. If students are not able to connect with the material they read, or find
a relevancy to it, they will struggle with it. Most students will claim that they do not
like reading, however, that same student might have their nose buried in a video
game magazine, or they could plow through the Harry Potter series in a week. I
think literacy can be boiled down to making it interesting and relevant to the
student. This is clearly a problem that I have had to combat in the history
classroom. Students usually come into my room thinking that history is boring and
just a collection of dates and old people. I usually try to flip this on its head by
doing fun activities and mining history for interesting stories that the students can
relate to. I also think it is important to employ the idea put forth by TLAC when it
states, Top reading teachers often begin the reading process by preteaching
students critical facts and context theyll need to understand in order to make sense
of the text theyre about to read. (pg. 285). This is such an important concept. If
the students do not know what they are reading about they will not be able to make
the important connections. This is further solidified in TLAC when it states, Ten
minutes of teacher driven background and then getting right to the reading is
usually worth an hour of, Who can tell me what Nazis were? (pg. 285) I believe that
this is one of my biggest strengths as a teacher. I think that I do an above average
job of making the material relevant and interesting to my students. I have had a
large portion of my students say that my class is the first time that they have liked
history, or that this is the first time that they have done well in a history class.

I do not consider myself a master teacher, but I think that I make strong
relationships with my students which allows for a safe environment for them to take
risks. Having a strong rapport with the students allows me the space to take risks
as well. I continually search for ways to allow the students to make connections to
the material. Once again this importance is understated in TLAC when it discusses,
If we try really hard to think of ways a story connects to us and our liveswere
more likely to stick with the story (pg. 303). This is one of the main reasons I do
not have students learn dates in my history class. I think the actual events and the
ramifications of the events are much more important than the day and year that it
occurred. I believe that I am backed up by TLAC with this statement when it states,
Thoughtful connections can often be the jumping-off place for inferences about the
text. They can help students begin to understand the text by tapping into what they
already know about a topic (pg. 303).

I believe that my claims are further backed up when I look closely at my three
students. Josh is a student that loves history and finds the topic fascinating. He
does not write down notes when I lecture, he simply listens. However, due to the
fact the he is 100% engaged and offers questions and participates in discussion, he
has been one of my strongest students. He makes great connections throughout US
and World History. He is often able to compare events that happened and talk
about how they are similar or different, and the impact they may have on each
other. Shelby and Kortnea do not like history as much. They said that they enjoy
my class but not the subject. This is evident in the readings that I gave to them.
They did not make as many personal connections to the material as Josh, and
therefore, they had lower scores on their assessments.

In conclusion, when looking at the literacy profiles of my students, and taking my


classes as a whole, I firmly believe that the connections students make to the
material is one of the most important aspects of literacy. Obviously other problems
may still exist, however, making strong connections to the material may help them
overcome the other deficiencies they may have.

IV. Plans for Tutoring and Reflection


Due to the fact that I have three assessments, I have decided to hold a tutoring
session covering each one. For each session I plan on covering a different aspect of
literacy. I gave all of the assessments before we had any tutoring sessions so I
could record how much growth was made after we had the sessions focusing on the
different literacy aspects. Due to the limitations of time that we had, all of the
tutoring sessions were with the full group, not one on one. Each session lasted
approximately 30 minutes. For the purposes of this report I will list the assessment
and detail the tutoring session that took place.

*3-2-1 Feedback Tutoring Session

I was not very impressed with the responses that I received in the 3-2-1 Feedback
assessment. I did not feel like they were getting the main idea of the section. I
have noticed that students really struggle with pulling out the main idea from a
large section of text. Therefore, in our group session I picked a different section
that we had covered a week ago in our textbooks (24.1 about British Imperialism). I
quickly reviewed the notes with them and had them fill out the 3-2-1 form again.
The results were very similar to what we saw previously. Before our session I filled
out a form, showing the students what it should look like and the depth of answers I
was looking for. As I went over my answers I explained my rationale for selecting
the answers I did. My modeling the correct behavior I was hoping to provide them a
strong example of what they needed to do. Equipped with their new knowledge I
had them read a 2 pg. segment from our textbooks (24.2 French Imperialism) and I
told them that they needed to be prepared to explain why they picked the
responses they did. This effort was much better. The answers were more in depth,
the main points were addressed and stronger connections were made. I am looking
forward to seeing how these results will transfer to our reassessment.

*San Diego Quick Assessment

This was one of the more difficult tutoring sessions that I had to think about. I
wasnt sure how I could help them improve and still keep the results legitimate. The
best idea I could come up with was reading the list out loud to them. I think there
are many students that know how to use words in conversation and know what they
mean, however they have do not usually come across them in their readings.
Therefore, I decided that I would read through the lists quickly. I would go through
them twice and have them hear how they sounded. I would not answer questions
or break down the words any further. The second time that I went through the lists,
I had them parrot me after I read a word so that they would get practice saying the
word. I think this would be a good way to analyze if they were auditory learners. I
also discussed with them strategies of taken on difficult words. I told them to take
their time and sound it out. I felt like they felt like this was something that
elementary students would do and that they were above that strategy. I told them
that I still sound out a difficult word when I am reading something and that it is
nothing to be ashamed or embarrassed about. I plan on reassessing them a week
later to see if they improve upon their original score.

*Focused Cloze

Since the results were pretty good on this assessment I wanted to reinforce the
positive things that they were doing. I had them share how they went about finding
their answers with the group. Did you read only looking for those sentences, or did
you read the sentence on the Cloze first and then read the whole section with the
specific phrase in mind? All three of them said that they skimmed the reading to
find the sentence that was in the Cloze. I figured this was the case, but I still told
them that they may be missing the big picture if they do it this way. Instead I told
them when they get a Focused Cloze it may be better to read the statement first
and then keep it in mind as they read through the section. This will allow them to
see how the important information fits into the big picture of the section. I fully
expect the reassessments to be at 100% when they take them.

*Conclusions

In conclusion, I am pleased with the assessments that I have used with my group,
and the progress that they made with our sessions. I feel that the students have
benefited from our meetings, and the assessment process.

V. Reassessments and Reflections


In order to accurately chart growth I used the same assessments over the same
material after we had our tutoring sections. I did not let the students know how
they scored, or gave them feedback on their previous assessments. I believe that
this is the best way to get the purest results. I am pleased that all students showed
growth and seemed to improve. I believe that the sessions had a positive impact on
them and instilled them with strategies they will be able to use in the future. I have
listed the results by student on each assignment and have reflected upon them
individually.

-Josh-

Assessment 1 3-2-1 Feedback

1st time- 8.3 words per response, 6 out of 6 responses relevant and on topic.
2nd time- 9.2 words per response, 6 out of 6 responses relevant and on topic.

Reflection: Josh showed nice growth in the depth of his answers. He answered with
more specificity and really seemed to grasp the main topic. The connection to the
material was stronger the second time around and he made it much more personal.
I think this will help him remember the information better.

Assessment 2 San Diego Quick Assessment

1st time- Between Grade 10 and 11

2nd time- Grade 11

Reflection: Josh did a great job his second time through the San Diego Assessment.
He really took his time on words he had difficulty on. The first time he made three
mistakes on Grade 10, the second time he only made 1. He showed some nice
growth here and seemed to be using the strategies that we covered in our tutoring
session. I was glad to see that the tutoring sessions appeared to be very helpful for
him.

Assessment 3 Focused Cloze

In order to get the best results possible, I did not let the students know how they
scored on the cloze the first time around. This would allow me to see if they learned
the strategies from the tutoring session.

1st time- 15 out of 15

2nd time- 15 out of 15

Reflection: I knew that Josh would perform well on this based on his first score.
There was no growth because there was nowhere grow. Thankfully there was no
regression.

-Kortnea-

Assessment 1 3-2-1 Feedback

1st time- 7.1 words per response, 4 out of 6 responses relevant and on topic.

2nd time- 8.9 words per response, 6 out of 6 responses relevant and on topic.
Reflection: Kortnea showed some wonderful growth on this assessment. I believe
the tutoring sessions were very helpful for her to understand how to pull the main
ideas from a selected text. She also showed some improvement in drawing
connections to her life.

Assessment 2 San Diego Quick Assessment

1st time- Grade 8 reading level

2nd time- Grade 9 reading level

Reflection: Kortnea did not show as much growth as I was hoping for on this
assessment. However, she did employ the strategies I went over in the tutoring
session and she showed some growth. She slowed down while reading the words
and even sounded some of them out.

Assessment 3 Focused Cloze

In order to get the best results possible, I did not let the students know how they
scored on the cloze the first time around. This would allow me to see if they learned
the strategies from the tutoring session.

1st time- 11 out of 15

2nd time- 15 out of 15

Reflection: I am very pleased at the growth Kortnea showed on this assessment.


She appears to have taken the strategies I covered and applied them to the
assessment.

-Shelby-

Assessment 1 3-2-1 Feedback

1st time- 7.0 words per response, 3 out of 6 responses relevant and on topic.

2nd time- 8.2 words per response, 5 out of 6 responses relevant and on topic.

Reflection: Shelby showed growth in the length of her responses and her relevancy
to the topic. However, she still did not make the connection to the material like I
was hoping. I think one more tutoring session would help clear this up for her.
Assessment 2 San Diego Quick Assessment

1st time- Grade 9

2nd time- Grade 9

Reflection: Even though Shelby did not grow a reading level, she reduced the
amount of errors she made in the Grade 10 and 11 list. So even though no growth
was achieved, it appears that she has made some improvements.

Assessment 3 Focused Cloze

In order to get the best results possible, I did not let the students know how they
scored on the cloze the first time around. This would allow me to see if they learned
the strategies from the tutoring session.

1st time- 13 out of 15

2nd time- 15 out of 15

Reflection: Shelby did an excellent job correcting her mistakes from the first time.
She ended up showing growth and achieved a perfect score on the Cloze
assessment.

VI. Community Collaboration


Even though we did not have very much time this semester, I feel as if I was able to
achieve a good level of collaboration. I work with some excellent teachers, at John
Glenn High School, and they were more than willing to help out. Anytime I have a
student that struggles in my class, I like to find a class that they do well in and
discuss strategies with that teacher. Josh is a solid student all around, so there was
no need to ask strategies of other teachers. However, Kortnea seems to really
struggle on my tests and I wanted to see if that was the case in all of her classes.
After talking to a lot of the teachers we came to the conclusion that it was a
reoccurring problem. I asked Kortnea after one of our sessions if she would find it
beneficial to have her tests read aloud to her. She said that they would be. I was
able to go to her counselor and we made that adjustment to take place for next
year. Hopefully, we will be able to see an improvement in her test scores.

Finally, one of the aspects of community collaboration would be a letter home


explaining the tutoring sessions to parents. I was not able to draft a letter before
the end of the school year, however, I did make one and I have included it in the
Appendix.
APPENDIX A (Original Assessments)

3-2-1 Feedback Form (26.4 Pgs. 794-799)


*Please complete after we have finished our notes and
readings*
Date: School:

Grade level: Subject area:

3 important ideas you learned from todays


lesson

2 questions you still have

1 way you will be able to use what you learned

26.1 Focused Cloze

Directions: Figure out which of the words from


the word bank go into each blank.
Imperialism Gavirlo Princip Franz Ferdinand Europe
fronts

Belgium Entente Serbia France Central


Powers

Allied Powers deadlocked Russia Western Front


Trenches

-By 1914 (1) _____________ was on the brink of war. There were
four main factors that led to the rise in tension.
1. Militarism-European countries had undertaken a massive
military build-up.
2. Alliances- In order to protect themselves from the
opposing armed forces the nations of Europe entered into
treaties.
-Triple Alliance- Germany, Austria-Hungary, and Italy
-Triple (2) ___________- France, Russia, and Britain
3. (3)______________- Rival empires wanted to keep their
power
4. Nationalism-People feel loyalty and devotion to their
country or culture. New countries are formed and many struggles
for power occurred.
-In the summer of 1914 the archduke of Austria-Hungary,
(4)_______________, was killed in Serbia by a man named
(5)_______________
-A month later Austria-Hungary declared war on
(6)_____________.
-Russia had promised to protect Serbia if Austria-Hungary
attacked so they declared war on Austria-Hungary.
-Germany was aligned with A.-H. so they declared war on Russia
and Russias ally (7)______________.
-Germany faced the war on two (8) ______________. (Russia and
France)
-Germanys plan was to defeat France quickly and then move to
face Russia
-Germany would attack France through Belgium which was a
neutral country.
-Germanys attack on neutral (9)______________ caused Great
Britain to declare war on them.
-(10)_______________-Germany and Austria-Hungary
-(11)________________- Great Britain, France, Russia, and Serbia
-Germany was not able to achieve a quick victory in France
because (12)______________ attacked them on the Eastern front
-When German forces began to be driven back they dug a series
of (13)______________
-Allied forces responded with trenches of their own.
-This area became known was the (14)_________________ and
remained (15)_______________ for months.

San Diego Quick Assessment


of Reading Ability
Word Recognition
Individual testing
10 minutes
WHAT This test measures the recognition of words out of context. Generally,
proficient readers read as accurately both in and out of context. This test
consists of 13 graded word lists from preprimer to eleventh grade. The words
within each list are of about equal difficulty.

WHY Weak readers overrely on context and recognize words in context more
easily than out of context.

HOW Begin with a list two or three sets below the students grade level and
continue until the student makes three or more errors in a list. Present the
Student Material word list to the student. Use a paper to cover word lists not
being read. Mark errors on the Record form by crossing out each missed word.
Mispronunciations can be written down next to the word.

When the teacher says next, the student should move the paper down and read
the next word. Encourage the student to read words that he or she does not
know so that you can identify the techniques used for word identification. Wait no
longer than five seconds before moving on to the next word.

WHAT IT MEANS Each list completed by the student can be scored as shown
below.

Errors/List Reading Level


1 error Independent Level
2 errors Instructional Level
3 errors Frustration Level

Student Reading Level = The students reading level is the last grade-level
word list in which the student reads eight or more words correctly.

San Diego Quick Assessment Record Form

Name ___________________ Grade _______ Date _________


Directions: Begin with a list that is at least two or three sets below the students grade level. Have the
student read each word aloud on that list. Continue until the student makes three or more errors in a list.

Reading Levels: One error- independent level; two errors- instructional level; three errors- frustration
level. When testing is completed, record the highest level in each of these categories in the spaces
below.

INDEPENDENT ____________ INSTRUCTIONAL _____________ FRUSTRATION _____________

Preprimer Primer Grade 1 Grade 2 Grade 3

see you road our city

play come live please middle

me not thank myself moment

at with when town frightened

run jump bigger early exclaime


d

go help how send several

and is always wide lonely

look work night believe drew

can are spring quietly since

here this today carefull straight


y

Grade 4 Grade 5 Grade 6 Grade 7

decided scanty bridge amber

served business commercia dominion


l

amazed develop abolish sundry

silent considere trucker capillary


d
wrecked discussed apparatus impetuous

improved behaved elementary blight

certainly splendid comment wrest

entered acquainte necessity enumerate


d

realized escaped gallery daunted

interrupted grim relativity condescen


d

Grade 8 Grade 9 Grade 10 Grade 11

capacious conscientiou zany galore


s

limitation isolation jerkin rotunda

pretext molecule nausea capitalism

intrigue ritual gratuitous prevaricate

delusion momentous linear visible

immaculate vulnerable inept exonerate

ascent kinship legality superannuat


e

acrid conservatism aspen luxuriate

binocular jaunty amnesty piebald

embankmen inventive baromete crunch


t r

see you road our


Copyright 1999 CORE, The Graded Word List: Quick Gauge of Reading Ability. city

play come live please middle

me not Quick Assessment


San Diego thank myself moment
Student Material

at with when town frightened

run jump bigger early exclaimed

go help how send several

and is always wide lonely


decided scanty bridge amber

served business commercial dominion

amazed develop abolish sundry

silent considered trucker capillary

wrecked discussed apparatus impetuous

improved behaved elementary blight

certainly splendid comment wrest

entered acquainted necessity enumerate

capacious conscientious zany galore

San Diego
limitation Quick Assessment
isolation Student rotunda
jerkin Material
pretext molecule nausea capitalism

intrigue ritual gratuitous prevaricate

delusion momentous linear visible

immaculate vulnerable inept exonerate

ascent kinship legality superannuate

acrid conservation aspen luxuriate


TEMS 614 Interest Inventory

1. If you could have an endless supply of any food, what would you get?

2. What is one goal youd like to accomplish during your lifetime?

3. When you were little, who was your favorite super hero and why?
4. Who is your hero? (a parent, a celebrity, an influential person in ones life)

5. Whats your favorite thing to do in the summer?

6. If they made a movie of your life, what would it be about and which actor would
you

want to play you?

7. Whats your favorite cartoon character, and why?

8. If you could visit any place in the world, where would you choose to go and why

9. Whats the ideal dream job for you?

10. Are you a morning or night person?

11. What are your favorite hobbies?

12. What are your pet peeves?

13. Name one of your favorite things about someone in your family.

14. Tell me about a unique or quirky habit of yours.

15. If you had to describe yourself using three words, it would be


16. If I could be anybody besides myself, I would be

17. What is your favorite topic in history?

18. What topic would you like to learn more about?

19. What makes a good teacher?

20. What are your goals for this class?

21. What is one question you would like to ask me?

APPENDIX B (Parent Letter Home)

Dear Parent/Guardian:

I would like to share a unique opportunity with you and your student. I am
introducing an opportunity that would allow your student to work individually with
myself and a small group of students to improve reading comprehension and
fluency. My hope is to work with your student to assess their reading ability in order
to work towards improving their understanding of the material we are reading in
class.
I will provide assessments and outcomes from those assessments. This will help me
provide instruction, and activities that will lead to improvement in reading
comprehension, and fluency. I will be meeting with the students several times over
the next few weeks, and I would also like to encourage any parent involvement. I
would encourage you to attend our meetings and to conference with me regarding
your students assessments and improvements made over the next few weeks.

My goal is to enhance confidence in the students reading, and in turn I hope to see
the student gradually improving in my course, and other classes with the learning
activities we will be implementing. Thank you for your time and support. I look
forward to working with you and your student over the next few weeks!

Sincerely,

David McPeak

Social Studies Teacher