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Reading Assessment Reflection

The document discusses a teaching experience working one-on-one with a student who had reading difficulties. The educator assessed the student, created lessons to improve his reading and writing, and saw significant improvement. The educator learned the benefits of individualized instruction and incorporating hands-on activities to engage students.

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50 views

Reading Assessment Reflection

The document discusses a teaching experience working one-on-one with a student who had reading difficulties. The educator assessed the student, created lessons to improve his reading and writing, and saw significant improvement. The educator learned the benefits of individualized instruction and incorporating hands-on activities to engage students.

Uploaded by

api-315138234
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Danielle Prunty

Reflection for Reading Assessment

This artifact was chosen because not only was it my first student I ever taught, but it is

also the one of the best one-on-one teaching experiences I've ever had. I got to work with a

student who had reading and phonetic issues, assess him, create lessons based solely off what

needs to be improved, and I got to see so much improvement in such a short time.

This artifact falls under the InTASC standard one: learner development. The different

parts of this standard consist of knowing how learners develop and grow, recognizing the

patterns of learning and development, and challenging the learner accordingly. The first step in

this artifact was getting to know the student and his interests so that I, as an educator, can form

the lessons around things he is interested in. Then through assessment, I got to see his current

developmental level and what areas needed improvement. I then got to use pre-created phonetic

lessons and create my own lessons to help improve reading and writing levels. Through seeing

his phonetic levels, I could see why he was struggling with reading, connecting how a

“development in any one area may affect performance in others.”

From this experience, I was able to learn just how much of a difference working one-on-

one with a student versus whole class instruction makes. I know this is rarely the case and ninety

nine percent of the time I will have a whole class, but if I can format my teaching style to be able

to give myself more time to do this method with the students who are struggling the most, I think

it will make all the difference. Another big part of this artifact was the student being able to

physically form letters and words with plato with his hands. In a secondary classroom, we

obviously won’t be learning to spell and read, but I do think it is important to have older students

still take part in hands-on activities. They would have to be on their grade-level but high school

students are often treated as young adults (which they are) and given assignments accordingly
Danielle Prunty
Reflection for Reading Assessment
but that doesn’t mean a good old fashioned hands on project is too young for them. No matter

what age, it is important to bring out that creative, inner child sometimes.

This idea also flows into my expanding vision on education. It is important to treat

students with respect and give them various opportunities to show they are responsible young

adults. But it is definitely a key aspect of making the classroom fun and welcoming to give them

a break or do something out of the ordinary to keep it fresh and new. I knew assessment and

tracking progress was important, but I never realized how useful having a physical chart was for

not only me but also the student. Being able to visualize the progress made both of us very proud

and happy and I think having something like this up in the classroom for positive reinforcement

would be a good idea, if properly implemented.

This artifact demonstrates my skills as a teacher because it shows my capability to adapt

and implement new activities in order to mold to the student. As the lesson went on, and various

things came up such as the student being able to make one specific sound but not another, the

lessons had to be redirected to focus on that letter rather than the ones he already had down. It

also allowed me to use my education and continually scaffold on different methods and student

management.

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