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Additional resources for Linking Reading Assessment to Instruction: An Application Worktext for Elementary Classroom Teachers
Then answer the questions that follow. Sally is a first-grade child who attended kindergarten. She was observed in September (Obs. I), and her teacher believed her behavior indicated she was shy and did not like working in groups. She also thought Sally had had limited experiences with books. The teacher has been using big books and language experience stories in the classroom. It is now October. The teacher formed a small group that included Sally and led a discussion on the students' best-liked experiences in first grade so far.
Are there some things about reading that you enjoy? Yes: What are they? 7. Are there some things about reading that you don't like? What are they? STRUCTURED OBSERVATIONS AND THE INTERVIEW 8. What is the best story or book you have ever read? 9. What would you like to learn to make you a better reader? 10. What is reading? 11. Can you read without a book? 12. Why do people read? Why do you read? Interpretation and Recommendations 47 48 LINKING READING ASSESSMENT TO INSTRUCTION SUMMARY In this chapter, you were given a brief overview of structured observations for the emergent and the early and fluent literacy stages.
2b. (DLTA only) Indicates that print and not picture contains message. 3a. Indicates directional orientation of print (left to right). 3b. (DLTA only) Indicates directional orientation of book (front to back). 4. Knows some words in isolation. 5. Recognizes own name in print. Questions 1. What conclusions can you make about Sally based on the observation form completed by the teacher? 2. What additional information would you like to have on Sally? 3. What type of reading instructional program might be most appropriate for Sally?