Assignment:
Part 1: Assessment to Inform Instruction
For this part of your Assignment and for your selected 4 to 6 grade literacy learner, write at lease (4 Pages)a summary and analysis of the assessments given that addresses the following below: Using APA style and Reference.
1. Describe and provide background information about your intermediate literacy learners, and include an explanation of the receptive language skills of each student. Include specific information about the developmental stage of reading to support your explanation.
Note: Do not use the literacy learner's real name. Use only a pseudonym.
2. Identify the cognitive and noncognitive assessment tools used to collect data on the receptive language skills of the students. Provide a rationale for why you think these particular assessments are appropriate for the literacy learner.
3. Summarize the data you collected from each of the assessments, including the student writing sample and survey. Explain how these data inform reading and writing instruction needed for your student. Also, include an explanation of any new insights you gained from the data you collected.
4. Finally, based on the cognitive and noncognitive assessment data, explain how the instructional adjustments you would make to support this student.
Getting to Know the Literacy Learner-Writing
Part 2: Writing
For this part of your Assignment, write (2 pages) a section in your paper that addresses the following question below: Using APA style and reference.
1. Explain the results of your analysis of the writing sample from your intermediate literacy learner. In your results, identify the learner's writing stage and why you think this is the right stage for your learner.
2. Explain how you would support the literacy development of the learner based on the writing sample, and include ideas from digital learning environments, 6 +1 Trait of Writing, and writing processes. Use your Learning Resources to support your explanation.
3. Explain how the CCSS and/or state standards for reading and language arts inform instruction for your literacy learner. Include at least one way in which you might integrate the use of technology in your planning of writing instruction.
4. Based on the developmental writing stages, explain how you can help your intermediate literacy learner transition to the next stage in writing.
Reference:
Tompkins, G. A. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Upper Saddle River, NJ: Pearson.
"Teaching the Reading and Writing Processes" (pp. 52-65)
Coskie, T. L., &Hornof, M. M. (2013). E-best Principles: Infusing Technology Into the Writing Workshop. The Reading Teacher, 67(1), 54-58.
Bottomley, D. M., Henk, W. A., & Melnick, S. A. (1997). Assessing children's views about themselves as writers using the Writer Self-Perception Scale. The Reading Teacher, 51(4), 28
Dalton, B. (2012). Multimodal composition and the Common Core State Standards. The Reading Teacher, 66(4), 333-339.
Gillis, A., Luthin, K., Parette, H. P., & Blum, C. (2012). Using VoiceThread to create meaningful receptive and expressive learning activities for young children. Early Childhood Education Journal,40(4), 203-211.
Reutzel, D. R., & Cooter, R. B., Jr. (2016). Strategies for reading assessment and instruction in an era of common core standards: Helping every child succeed (5th ed.). Boston, MA: Pearson.
"Reading Assessment in the Classroom" (pp. 9-23)
alloy, J. A., Marinak, B. A., Gambrell, L. B., &Mazzoni, S. A. (2013). Assessing motivation to read: The motivation to read profile-revised. The Reading Teacher, 67(4), 273-282.
Henk, W. A., & Melnick, S. A. (1995). The Reader Self-Perception Scale (RSPS): A new tool for measuring how children feel about themselves as readers. The Reading Teacher, 48(6), 470-482.
Afflerbach, P. (2012). Understanding and using reading assessment K-12 (2nd ed.). Newark, DE: International Reading Association.
"Assessing ‘the Other': Important Noncognitive Aspects of Reading" (pp. 171-189)
Schiefele, U., Schaffner, E., Möller, J., &Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47(4), 427-463. (Recommended reading pp. 427-431)