Christie Evans Exit Slip 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.

I will use the QRI assessment to figure out the levels of my readers. This assessment will tell me their independent level which is when they can read on their own 98-100% of the words and comprehend 75% of the reading. The instructional level is when the student can read 90-97%. The frustration level is when the reading material is too hard for them to read and they become frustrated with the reading material. The factors that will influence my grouping for instruction is the students instructional reading level, this will help me pick the best groups for my students. I will place the students who are on the same instructional level together in a group so they can help each other grow their reading abilities. #2 Define fluency and describe how you will teach it, including examples and resources from class.

Fluency is the ability to read and speak smoothly. I will teach fluency using poems off of the website Dr. Sullivan gave us on blackboard. When I teach my lesson I will model what is sounds like to not use expression and not fluent. Then I will read the same poem over modeling expression and fluency. After I do this it will be the students turn to practice reading the poems and then they will read their poem to the group. #3 Compare word study to the method used when you learned to spell.

Word study allows the students to investigate and understand patterns in words. There is a method to word study. Words with similar patterns are grouped together and are study all week in small group and individually. This method of learning how to spell is better than the way I learned how to spell. Each week we would be given a list of words to study and do activities with. Then on Friday we would have a spelling test. I feel that this method makes it hard for students to learn how to spell the words and actually understand the meaning of the words. Word study allows the students to make connection between the words and give more meaning to the words. I feel that this method benefits the students learning more. #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 to teach students comprehension skills. A prereading activity is story words. This is when you make a list of words in the story for the students to think about what the story may be about. A during activity is a response log. A

response log allows the students to pick a favorite part from the book and talk about it either by writing or drawing a picture. An after activity is think pair share. This is when the students get into pairs and talk about what happened in the book. #5 Compare our writing activities to what you see in practicum.

My practicum teacher was really focused on preparing the students for the writing SOL so she had them work for two days on a paper during Language Arts. She also had them do IXL activities to practice grammar, sentence structure, and mechanics. Since that SOL she has not worked much on writing. Other than these activities I did not really see any other activities used. When I teach my students will have journals and we will work on them daily. This way they will be exposed to writing all the time. It is also great for my students who do not like writing because they will be able to write about what they want to. I will also include other writing activities inside of all subjects. For math they can write word problems or write the answers in a sentence. In science they can do a write up for the week about what we did and what they learned. In social studies they can write short papers or a paragraph about topics they are learning about. I feel that it is important to make sure students have multiple exposers to writing, so they can become more comfortable with their writing skills.