Assessment and Instructional Plans-AIP

Assessment and Instructional Plans-AIP

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Assessment and Instructional Plans-AIP
Introduction
Every industry requires having the appropriate tools which are useful in delivering the best results within that particular industry. For instance, if one aspires to be the best carpenter he is required to learn first during training the specific tools that are required for this specific job together with the appropriate way of using them. I can perceive this to be the same case in teaching the students together with assessing them regarding reading when the student is under training. Reading is the vital skill which the students are going to use not only during their K-6 students but also for their entire lives, and thus it should be taught properly to ensure its skills’ mastery. I am much aware that I am required therefore to provide my students with essential tools for this particular job as I teach them on the way to apply and use these specific tools for them to become successful readers.
Grade and Age of Student Assessed: Second grader, age 7 in our Case using the name Sam.
Assessments Chosen and Summary of Area Assessed: Motivational Tools
I incorporated two main tools which include; attitude survey and motivation tool when basing on the interest of the student to evaluate my student’s phonemic awareness. I decided to use the reading tool because I understand well that reading motivation normally encourages the students in advancing their abilities together with practicing the reading skills.

The survey mainly concentrated on discovering the personal motivation of reading Using the K-6 student. The student completed the attitude survey via reading, answering the ten interview questions regarding one’s motivation in reading. I considered that the best way to find the interests of the student is through interviewing and since this might be consuming a lot of time, I opted to conduct a survey of paper and pencil.
The assessment involved the boy who is seven years and in the second grade where Sam will be used as his name to hide his identity. Sam subsides in the urban neighborhood, and he is the Caucasian boy. He gets distracted very easily from learning and has an attention span which is short.
The protocol of Personal Interest Survey Assessment
The survey of personal interest is capable of being used in assessing the student interest like entire group, individually or during the class activity. Students who are in younger grades must be surveyed mainly through verbal while the teacher puts down the answers of the students to the relevant questions. Students who are in the older grades can instead fill survey themselves. The survey normally comprises of the twenty questions which are unscored. When all questions become answered, this brings the completion of that particular survey.
The Assessment Results and the Observations of the Personal Interest Survey
There are no scores in the survey of the personal interest, and thus I did not put any grade to my student. Nevertheless, this particular assessment was much effective because it enabled me to know my student better. I came to know that his favorite drinks are sour milk and vanilla while his favorite foods are chicken bog and glorified rice. He likes spending more time with animals and enjoys as well watching movies especially for firefighters. I realized that my student enjoys playing the video games as well as using the Epic application it is just the matter of not being introduced to them previously. My student likes aquatic animals especially the sharks, but he is scared of crocodiles and hippopotamus. My student is freeing, and family oriented such that he visits them frequently especially during the weekends. He enjoys the company so much to the extent of crying when he is left alone. He treasures his friends and cousins to the extent of writing down their names so that he keeps remembering them when he prayed. My student loves English subject because the books used to teach English have pictures most of the times. He likes his parent so much to the extent of sacrificing his time to help and spend time with them.
Interpretation of the Personal Interest Survey
Strengths- the student who I assessed is much confident and well-conversant. He is capable of enunciating what he believes and thinking currently in the vibrant, brief and more understanding manner. He thinks promptly and identifies his areas of weakness to seek help. It is in the reflection of finding the meaning of difficult words in the dictionary as well as creating the word wall consisting of the words this student do not recognize or know and that which he cannot read to ask for help from teachers and other adults.
Needs; my student has a weakness of concentrating for long. It is because he got distracted fast to the extent of forgetting the exact point he was reading and starts afresh. It is time-consuming and makes the student not to comprehend the whole situation of what is being read. The student has a major struggle with reading in this dimension; applying the skills which he learns. He requires much repetition as well prior the strategy and skill makes sense to him so that he can apply to his reading. Therefore, this makes Sam feel frustrated easily with the act of reading.
Survey of Reading Attitude for K-6 Students Assessment Protocol
Similar to the Survey of Personal Interest, the assessment can be directed and administered individually or in a group. Nevertheless, just like the name suggests, the survey is only limited to be done with the students who are in K-6. According to Tūbele (2016), the teacher might give the students an opportunity to read aloud or the teacher can take the platform of reading statements aloud contingent to the reading ability of student and constraint that can arise. Every statement is capable of being circled through circling the Garfield face on a scale ranging up to four where one represented very happy and one being unhappy. At the conclusion of the twenty-question survey, the Garfield Faces are assigned the points from where the points get accumulated to get the total score out of the total points of eighty which shows the attitude of the student to reading.
The Attitude Survey
This survey was much crucial as I observed because it provided the reasons why help and instruction is the motivational factor in reading this student. The two main questions guided on the way resources and instruction help students on reading and this automatically motivated John. The questions tried to outline the way this student felt when the time for reading in the class arrived and how he felt while using the dictionary. The student circled happiest to second happiest faces for the two questions. The student had the good attitudes to read in class because this is the specific area where he receives the great help from the teacher directly. The student outlined as well that the instruction of small group comforts him together with having the teacher who is working closely to aid them in their struggles. John uses the dictionary frequently due to numerous reasons which are related mainly to reading. The teacher instructs this student, and I adopted this tactic to show this student that the dictionary is an important resource in turning to for help once it is required. The two areas were of great motivation for student comparative to his reading skills as well as the positive attitude which is supported towards reading.
There were various examples in regards to how help and instruction primarily motivated the student during my assessment of this particular student as suggested by “Curriculum, Plans, and Processes in Instructional Design,” (2014). The student enjoyed to read books to the adults and frequently sought their relevant assistance with the passages and the words which were difficult. The student turned more motivated when he was reading with me than when he was reading alone. The act of having the adult close by to offer help comforted this student in trying to read more and this gives rise to higher levels of the motivation. During my observations with a student on Razkids, listening option emerged to be the most instruction’s motivating form with the eBooks for the student. When the student could listen to the story being read to him, it allowed him to learn the new words that the student could not have read individually. It is through knowing the new words that led this student to desire reading more because he felt more skilled in reading. This type of help pressed and pushed this student to keep on reading various books that resulted in reading on their own deprived of the listening option
Assessment Results and students Observations’ Reading Attitude Survey for K-6 Students
Total; 73/80
My student participated actively and enjoyed this particular survey. In the attitude survey, the interest and choice was the obvious tool of motivation for this particular student. From the act of reading while at home, to go to the bookstore, up-to to starting the new book or via reading during class time reflected that this student had the good attitude in these particular areas of reading upon having the choice in controlling it. When my student started reading the new books while in class, he had a great choice on what to read specifically. He selected his reading books independently and therefore he was motivated to read. In the time of reading lesson which was guided I observed that; the student was reading about the sharks. It made my student pay full attention whenever I mentioned the word shark. It is through this particular observation that made me realize that having the topic which holds child’s interest was motivated because he got engaged instantly in the story. The guided reading of the books held the attention of the student and motivated him as well. I noted this when I observed that Sam did not divert his mind whenever I provided him with such books or when I guided him closely.
My student likes to read aloud especially when he knows most of the words. It is through reading aloud that makes him concentrate more rather than when other people read to him. He relishes and enjoys reading to his friends, family, and class rather than reading to himself. It made me conclude that he is confident and he enjoys being corrected when the adults realize any mistake. However, he does not like to read the passages and words which are more challenging, and this makes him divert his mind promptly. The aversion of reading aloud eases tutoring because it is through hearing my student reading aloud that enables me to assess him easily and guide him on the right direction.
My student, in this case, scored seventy-three out of eighty which indicates that he likes and enjoys reading. His much loved and favorite books are scary texts concerning snakes, shark and lions however he likes reading about the dogs as well. I observed as well that he likes books which are related to firefighters. The first time he saw the book with this topic made him take the book from the shelf and said he likes this topic and knows all concerning what the firefighters normally do because his dad is an EMT. The interest which was increased in this particular topic was because he understands well of the firefighters thus getting motivated to read this particular book. Nevertheless, this score might not be accurate completely because he has never concentrated on some of the boring genres. According to him, that made him not to get concept based on such books though he fathomed that as a result of being guided on how to use a dictionary and word help would make him like them which in turn made him rate himself one. The teacher who teaches him has not yet read informational or adventure stories during class time. My student has not previously been exposed in using the computer, and this brought about great opportunity for him to learn a new thing during my assessment of which he enjoyed more to the extent of requesting his mother to be taking to him cyber during weekends. He however rated himself four in the two categories.
The Interpretation of the Reading Attitude Survey for K-6 Students
Strengths- my student likes and enjoys reading while there is an audience to listen to him which involves his classmates, family as well as his teacher. He likes most the firefighters’ books, scary stories, texts about animals especially sharks together with funny stories. The student enjoys reading about adventures and reading using the computer programs meant for small children though he has not been introduced to them before.
Needs: My student requires being exposed to computer applications and adventurous stories which will aid him more. I believe that interaction with children during the internet will make him learn how to concentrate while reading all texts. My student requires learning on how to concentrate while reading alone rather than waiting until there is someone who can make him concentrate and pay attention to what he is reading. It is through reading alone that will make him perfect when he notices that hard words which he can look at the dictionary or ask the adults.
Area Assessed Summary and Assessment Chosen: Fluency and Comprehension
Assessment of fluency involved the act of asking my student to read the passage aloud for a fixed period usually one minute to five minutes. In this case, I gave my student storybook known as “firefighters” and timed him for three minutes. It was to determine whether my student was capable of reading orally with the appropriate accuracy, speed as well as proper expression. Fluency indicates the ability of reading, speaking and making the text’s sense without stopping and decoding every word.
Strategies of Comprehension represent numerous thinking ways which are different concerning what has been read as pinpointed by Adlof, Perfetti, & Catts, (2015). They involve various ways to think about what is read and this help the readers in going beyond the understanding the shallow text’s meaning. The student being of K-6 made me present the comprehension strategies in terms which are very simple. For instance, the story maps seemed not to be relevant to be used in this case and called upon the usage of drawing the picture which translates what they understand and remembers from the story into the form of graphic.
Protocol of Developmental Reading Assessment
In starting off, the student or the teacher chooses the leveled text of the DRA which is done at the option the teacher. Every leveled text of DRA must relate to the procedure sheet which is much detailed. The teacher normally governs previewing, assessment of informal reading and predicting text with my student. The teacher offers the short synopsis and reads the title as well of given book in this case, “the firefighters”, then encourages student via picture walk in making predictions concerning the plot and characters. Once there is the completion of picture walk, the tutor or teacher read the title the second time and tells their student to read being heard from the text through the help of one’s finger in tracking as one reads. At the time when the student is continuing reading, the teacher normally takes the running record concerning the sheet of DRA that comprises of the complete text’s copy. It is essential in providing the student’s record of oral behaviors of reading which in turn helps in calculating the fluency and phrasing of the student far along in assessment.
Once the student finishes reading, the teacher should ensure that the book gets closed so that he can ask the student to retell the whole story. It is during this particular moment that the teacher underlines and highlights the story information which is included in the retelling of the student that is included on the sheet of DRA. If this student does not give adequate detail or has problems in remembering the sequences and the events, this teacher might ask a question from the encompassed prompts’ list to gain the additional information. The DRA’s last part involves the incorporation of several questions concerning the reading preferences of the student. Finally, once the teacher varnishes with the student, he/she takes the opportunity of filling the DRA Sheet’s sections which are remaining. These specific sections normally record the descriptions and observations of the reading behaviors of the student. The teacher is supposed to classify on how the student reviewed, forecasted, predicted and revised the text through checking descriptors’ boxes, count miscues number and divide this specific number through text’s word count in determining the accuracy rate of the student. Lastly, the teacher should add the numerical values at every category altogether to determine and evaluate cumulative score of comprehension and the comprehension level of the student.
Observations and Results of Developmental Reading Assessment
While I observed the student taking the Developmental Reading Assessment which is denoted as DRAs, I watched carefully the way he would become proud and excited when answering the questions given correctly. This particular excitement motivated this student in wanting to answer additional questions together with reading more concerning the story which is an assessment. I frequently noted within my assessment data that this student enjoyed reading the books which are easy to understand. I realized how this positive student felt about oneself while reading the book non-independently until he realized is interesting. It, in turn, increased his confidence in reading by oneself. While this student was reading Razkids stories, I observed that he liked earning the stars upon completion of the book. My notes helped in supporting the fact that; this student commented well on enjoying and doing well in class and school upon hearing the positive words meant to encourage from their teachers and parents. The behaviors and observations which I noted helped me greatly in generating the specific assessments by every reading motivation of the student.
Epic Application
To assess the interest of my student, I introduced the book known as hunting book which did not interest him because the book had many words without the pictures. It is due to this that unmotivated him to read the book which made him turn to the book which was having more pictures as an alternative. To add to this, I introduced a new thing to this student when I introduced him to the iPad application known as Epic, and this motivated him since it was full of Visuals. The pictures represented a form of interest and help for this student in this particular application that showed the higher motivation.
I observed that my student was trying to read the words individually while turning to pictures by the usage of his sound and letter recognition while figuring out the words for himself. It made him feel proud that resulted to the act of feeling motivated through this specific application.
Reflection
I did not expect that the tools I used in assessing the motivational of student would be much vital and helpful to this extent. At the beginning of the semester, things seemed to be especially discouraging when it came to concentration span of my student. Through knowing the exact things which interested my student, I was much able and enhanced to select the texts which contained the elements which I knew that he was to enjoy regardless of the way he frequently did not enjoy reading these texts due to their boring nature and pattern which was predictable. I was capable of modifying this student to concentrate more via introducing the books which contained the firefighter’s information together with providing books which had a lot of pictures. I managed to do away with frustrations which had the student especially through motivating him to read alone via the usage of Epic application’s tactic. I allowed the student to have interest and enjoy what he did not enjoy such as books which have no pictures. It is through motivational surveys that allowed (Sam) my student and I in getting to knowing each other well together with developing relationship founded on mutual likes and trust.
The DRA was a hard test for me in administering because it needed me in doing so many activities while my student was reading. I could have opted to concentrate on listening to my student while he was reading instead. Nevertheless, I learned a lot concerning the fluency, reading behavior and comprehension of my student via the DRA rather than what I did through the other sections of tutoring while putting together. The act of DRA primarily targeting numerous reading facets enabled me to see exactly on how my student was capable and not able of thinking, solved the problems and self-corrected himself as he read. I was capable of realizing the way he comprehends the concept of the book through the act of making himself read the book and then retell concerning what he has read. In understanding this better, I incorporated the tactic of asking questions. It is through the DRA that taught me various ways which will be crucial in assessing my future students while they are reading together with determining specific areas of needs and strengths.
Assessment which is informal is very vital in helping the students in growing, learning and improving. The student cannot be anticipated and expected in learning if he/she is not capable of comprehending the material content which makes the informal assessment to be the most appropriate way of determining if the student has or does not have that understanding. Having my student, I used widely the observation like informal assessment in targeting the intervention’s specific areas of the intervention and via this intervention he was capable of growing and improving beyond the identified weaknesses. I have as well seen the usage of informal assessment by the teachers at the time of my supplementary service-learning placements.

References
Adlof, S., Perfetti, C., & Catts, H. (2015). Developmental Changes in Reading Comprehension: Implications for Assessment and Instruction. What Research Has to Say About Reading Instruction, 186-214. doi:10.1598/0829.08
Curriculum, Plans, and Processes in Instructional Design. (2014). doi:10.4324/9781410610560
Tūbele, S. (2016). Interest in Reading as Facilitating Factor in Acquiring Reading Skills. Ad Verba liberorum, 2(1). doi:10.2478/v10196-011-0015-0