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The purpose of this assessment was to see how my focal students were doing. My SBTE doesn't conduct running records in her classroom. I didn't want to introduce one to the students simply because they are not used to it. I used the Super Kids textbook that my SBTE uses on a daily basis. She uses these short stories to grasp an understanding on how well their comprehension is.
Khrystopher- he did not like the idea of doing the assessment in the first place. He has a hard time differentiating vowels when he starts to read a text. I suggested in my review to show flash cards and review the sounds of vowels. This particular student has recently joined an AIS reading group in hopes to get him to grade level. I interpreted his test and I came to the conclusion that he will benefit from reading AIS. He needs extra help with staying on task, possibly conducting assessments in a space that has little distractions.
Strength- breaking words down into chunks if they are not recognized
remembering words that he struggled with before
Area for growth- attention span and working with vowels

Brealynn- This little girl has attached herself to my hip. She really likes when i pull her for assessments and gets upset when I pull someone else. It's very cute!! The purpose of this assignment was to see if Breaylnn understood everything that the teacher has been going over in class. Brealynn has recently been participating in AR reading on her free time. The teacher has recently discovered that she is where she needs to be grade level wise. She was very excited that she could do AR reading like some of her friends were. She often times gets letters like "b" and "d" words and sounds confused. She also gets "m" and "n" confused. I recommended to the teacher for her to be tested for dyslexia. She shows a few signs that the teacher saw as well. We can't tell if she is just rushing through the text to get it over with or if it those letters that are confusing her. She tends to do it in other activities as well.
Strengths-
Sounding out words that she didn't know
fluently reading when there were words that she knew and were comfortable reading
Areas for growth- Stopping and taking their time when something is confusing

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"In like a lion and out like a lamb" by Marion Dane Bauer
I conducted this read aloud with 3 of my focal students. I chose this book because we were talking about winter ending and spring beginning. The students loved the illustrations in the book and the words that were used throughout. The purpose of the assessment was to read the story and for the students to hopefully understand the deeper meaning.
1. I read the book
2. asked probing questions to each individual student
- What did you like about the story?
- What stood out to you?
- what happened? and why do you think it did?
- what does it remind you of?
- when its cold outside what season is that?
- what does the lion represent? and what does the lamb represent?
Asking the question about the weather prompts the students to think about the seasons.
Areas for growth- keeping attention to the book.
Strengths- interpreting the illustrations

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I had my three focal students complete the survey during their whole group reading time. We got done with the class assignment a little early so I had time to keep focus. All three students were very interested and excited to be taking this to help me become a teacher. They want to know if I can be their teacher next year, it's really sweet!!

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Interview and Reflection

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EDI 418-TEXT-IN3 interviews:reflection- Angela De Gennaro

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Writing on Paper- students work posted outside the classroom
Developmental accessibility- yes
Physical assessibility- yes
Cultural and linguistic diversity- no
language- no
local or imported- local
informational or procedural- practice writing skills
content- literacy
design- examples given from the teacher and then independent work
public or personal- personal

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Work Product Display- student writings
Developmental accessibility-yes
Physical assessibility- yes
Cultural and linguistic diversity- no
language- no
local or imported- local
informational or procedural- practicing writing skills
content- literacy
design- student work with teacher help
public or personal- personal

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Reference Material- vowel sounds
Developmental accessibility- the student need extra help comprehending vowel sounds so Mrs.Simpson made posters to hang up so students can reference them whenever needed.
Physical assessibility- they are posted in the classroom as a reference during reading and writing time
Cultural and linguistic diversity- no
language- no
local or imported- local
informational or procedural- both
content- literacy
design- different vowel sound s
public or personal- personal

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Serials- superkids material and character list
Developmental accessibility- yes
Physical assessibility- yes
Cultural and linguistic diversity- yes within the characters
language- no
local or imported- imported
informational or procedural- the students use superkids as a literacy instructional tool
content- literacy
design- there is variety throughout the text book and online guides
public or personal- public

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Extended Text Process Chart- noun guide
Developmental accessibility-yes
Physical assessibility-yes
Cultural and linguistic diversity-no
language-no
local or imported- local
informational or procedural- guides students on different nouns they could be using
content- literacy
design- there is a variety of words
public or personal- personal

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Computer Electronic Texts- chromebooks
The chromebooks are used for math and literacy in this classroom. The AR testing is done on the computer as well.
Developmental accessibility- yes
Physical assessibility- yes
Cultural and linguistic diversity- no
language- no
local or imported- imported
informational or procedural- practice literacy and math
content- all
design- there is variety as there are different websites embedded into their google classroom
public or personal-

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Instructional Aid- The students use this chart "Friends of 10" as a reference when they are doing math. I've seen students rely on this and I've seen students use this chart to check their work.
Developmental accessibility- The chart is there for a reference. Although students should have memorized "friend of 10" it is there to help students who get stuck.
Physical assessibility- Yes
Cultural and linguistic diversity- No
language- English with
local or imported- The physical chart was created in the classroom, but the concept was imported.
informational or procedural- the purpose is to be an aid if the students forget or get stuck. It does not give direction, it is a tool that this particular class uses as a resource.
content- Math
design- handmade and easy to read
public or personal- this particular text is personal

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Assessments- The student's take a memory word quiz every week. It consists of a few words the students worked with that week and the quiz evaluates if the students understood and listened during the week. I gave this weeks quiz to every student on 2/7/22. This was this past weeks quiz.
Developmental accessibility- the books consist of words that the students were introduced to that particular week.
Physical assessibility- The students have the book in their homework folder, but it really for the teacher to assess student understanding of "memory words".
Cultural and linguistic diversity- No
language- English
local or imported- Local: district wide
informational or procedural- The purpose is to make sure all students can move on and learn more memory words
content- assessment
design- they are a sheet of paper that consists of a small list of words that students are asked to pronouce.
public or personal- public (all 1st grade teachers do it)

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Limited text process chart- Memory words are listed on this wall. In every work the student partakes in, they are asked to identify the "memory words". They have weekly unit quizzes that are around 5-6 memory words long and they are asked to say the word. On February 7th, I gave every student in the class their memory word quiz.
Developmental accessibility- Alphabetized list of memory words. Which the students work on daily and are tested weekly on.
Physical assessibility- They are visually assessable.
Cultural and linguistic diversity- no
language- english
local or imported- imported: common sight words listed
informational or procedural- reference to information
content- literacy
design- reference chart
public or personal- public

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I just thought this was very sweet and a great idea for a new teacher. I will definitely have a little wall dedicated to all the kids that have even been a student of mine!!

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Instructional Aid- To help the students tell time.
Developmental accessibility- by telling students what each hand on the clock is
Physical assessibility- visually
Cultural and linguistic diversity- no
language- english
local or imported- imported but a local practice
informational or procedural- informational
content- basic knowledge and math
design- to help students tell time
public or personal- public

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Instructional Aid- The students use this wall as a resource for activities like "write the room". Memory words are what Mrs.Simpson calls her sight words for the classroom. She calls them memory words because the students should be "memorizing" them.
Developmental accessibility- Alphabetized list of memory words. Which the students work on daily and are tested weekly on.
Physical assessibility- They are visually assessable.
Cultural and linguistic diversity- no
language- english
local or imported- imported: common sight words listed
informational or procedural- reference to information
content- literacy
design- reference chart
public or personal- public

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Behavioral/Classroom management:
Developmental accessibility- Teaching students to speak when called on, being respectful, showing good behavior etc.
Physical assessibility- students are asked to move their clips throughout the day
Cultural and linguistic diversity- no
language- no
local or imported- local
informational or procedural- this determines how the students' day pans out.
content- behavior
design- handmade
public or personal- personal

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Student/Teacher Published Work- The students put these "s" blend blenders together and the teacher checked them. Then they were allowed to be hung up on the wall.
Developmental accessibility- students are asked to complete this blender the best that they can. Then if something is wrong they are given an explanation why.
Physical assessibility- visually
Cultural and linguistic diversity-no
language- english
local or imported- local
informational or procedural- the purpose is to check understanding
content- literacy
design- fun craft activity
public or personal- public

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Journals- The students pull these journals out when it is time to do writing. This is all based on the students work.
Developmental accessibility- practice writing skills
Physical assessibility- yes
Cultural and linguistic diversity- no
language- english
local or imported- local
informational or procedural- to help students practice writing skills
content- literacy
design- yes there are multiple activities included
public or personal- personal

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Organization/Management Charts- The zig zag pockets that are stapled to the board have the weekly helpers cards in them. It is all based on behavior the previous week. The weekly helper can be the line leader, pass out papers, run errands, and more. Every student wants to lead the line and help the teacher.
Developmental accessibility- class helpers are chosen on monday.
Physical accessibility- yes
Cultural and linguistic diversity- no
language- english
local or imported- local
informational or procedural- to tell who the class helper is
content- classroom
design- with the calendar so students always check when they complete their morning journal
public or personal-  personal

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Leveled books- The student's in Mrs.Simpson's class participate in AR (accelerated reading). They are instructed to read a book from this shelf and then take a short quiz to monitor progress and understanding. I never thought I would see so much excitement than these students moving up a level.
Developmental accessibility- based on how well they do on AR testing they either move on or pick a different book within the level that they are currently at.
Physical assessibility- yes
Cultural and linguistic diversity- no
language- english
local or imported- imported
informational or procedural- to challenge young readers
content- literacy
design- based on reading level
public or personal- public

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Game- The class uses these cards to form words
Developmental accessibility- see how many words you can make based on the cards you get
Physical accessibility- yes
Cultural and linguistic diversity- no
language-english
local or imported- imported
informational or procedural- to help students see that different letters may sound different when paired with another
content- literacy
design- not a bunch of variety but used for word structure
public or personal-  public

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Developmental accessibility- seeing different word make up and how one letter can change the meaning of a word
Physical assessibility- yes
Cultural and linguistic diversity- no
language- english
local or imported- imported
informational or procedural- the purpose is to help students see different endings of words to help see that words can be similar and mean something completely different.
content- literacy
design- this is a teacher chart but can easily be used for discussion during phonics
public or personal- public

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Textbooks- The students use these red books for math. Mrs.Simpson or I will rip out pages to make a small workbook for the day/week. Rarely do they work directly out of the book.
Developmental accessibility- based on grade level
Physical assessibility- yes, daily
Cultural and linguistic diversity- no
language- english
local or imported- imported
informational or procedural- help students better understand math
content- math
design- standard textbook layout
public or personal- public

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Social/Personal/ Inspirational text displays-
This is showing activities that the students took part in. The diagram on nouns is a superkids reference. Superkids is the reading and writing subscription the school has.
Developmental accessibility- based on their literacy program "SuperKids"
Physical assessibility- yes
Cultural and linguistic diversity- no
language- english
local or imported- the actual chart is local but the content is imported.
informational or procedural- provides information on nouns
content- literacy
design- colorful and fun to look at
public or personal- personal

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Manipulatives- the rolling cart is filled with all different types of manipulatives and labeled accordingly.
Developmental accessibility- help students if they need extra assistance in math
Physical assessibility- yes, during math only
Cultural and linguistic diversity- no
language- english
local or imported- local
informational or procedural- the purpose is to be extra help for students who need it
content- math
design- there are different things that can be used for math help
public or personal- personal

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Organizational/Management Charts- In Mrs.Simpson's class she went over expectations in her classroom. At the beginning of the school year she had them sign it with their handprints. Such a cute idea!
Developmental accessibility- the class is asked to make classroom rules and then asked to sign using their hand prints.
Physical assessibility- take part in creating a postitive and successful classroom. This is a visual reminder
Cultural and linguistic diversity- no
language- english
local or imported- local
informational or procedural- to come to an understanding on classroom expectations
content- education in general
design- designed around the student
public or personal- personal

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Reference:
Mrs. Simpson uses this board during writing time so the students know where they can reference sounds within the classroom.
Developmental accessibility- as a resource to visit as needed
Physical accessibility- visually
Cultural and linguistic diversity- no
language- english
local or imported- imported
informational or procedural- to guide beginners
content- literacy
design- to help understand letter formation in words
public or personal- public

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Tradebooks- This is the classroom library. The books change according to the time of the year and the unit they are completing.
Developmental accessibility- based on the unit and time of the year the books are constantly changing
Physical assessibility- they can read during free time or if they complete an assignment early
Cultural and linguistic diversity- no
language- english
local or imported- imported
informational or procedural- fun reading, informational
content- literacy
design- fun reading
public or personal- public