EDU70007 English In Primary School

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EDU70007: English in Primary School

Name

Institution

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EDU70007 Assignment 2 template

Task 1

What is being

assessed?

How is data collected?

How is data used by the

teacher?

Critical evaluation

Assessing

writing

strategy

#1 (Code

breaking

assessmen

- Alphabetic

awareness

- Phonemic

awareness

- Concepts of print

- Spelling

- Observations of songs,

book handling etc

- Word games

- Writing journals

- Observations of ability

to identify sounds

- Creation of

phonemic

awareness

strategies

- Creation of

spelling analysis

chart

- Teaching

instructions

Limitations:

- It needs more

attention from the

teachers

-can be time consuming

because of the code-breaking

activities involved in the

process.

- It is difficult to encourage

active participation from the

students that may lag behind

in acquiring the writing

skills.

Benefits:

- It enables the

identification of

children that may

require more support

with phonemic

awareness

- It encourages the

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participation of the

children which

motivates them in

writing (Paris &

Hoffman, 2004).

- Helps the teachers to

identify the current

understandings of the

children

- It gives the teacher an

opportunity to utilize

alternative strategies

that may be helpful to

the students.

Assessing

writing

strategy

#2 (Text

participant

assessmen

- Comprehension

of a text

- Drawing on own

experiences

- Gaining meaning

from texts and

illustrations

- Comparing own

experiences with

text

- Literature discussions

- Retellings

- Reading conferences

- Interest inventories

- Personal reading lists

- Response logs and other

work samples

- Support discussion

- Formulating cloze

activities

- Creation of

spelling analysis

chart

Limitations:

- It is normally text-

based implying that it

does not give non-

verbal cues that

improve meaning.

- Slows the start of

discussions

- Assessment of online

activity is a problem

- It is difficult to

encourage active

participation.

Benefits:

- Motivates a student-

centred approach

- Encourages student

involvement

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- Motivates deep

understanding and

deep learning

(Cohen, & Wiener,

2003)

- Enhances

collaborative work

both in class and out

of class

- Gives records of

discussions and

interactions. Proves

to be important in the

future if utilized as a

reference.

Assessing

writing

strategy

#3 (Text

use

assessmen

- Using a variety

of texts

appropriately

- Deriving

meanings of

texts

- Identifying

composition and

genre of texts

- Literature discussions

- Reading conferences

- Work samples

- Assessment of

individual students

- Support

discussions

Limitations:

- The difficulty in

some texts can

discourage students

from reading.

- The vocabulary and

grammar used in the

text may not be

graded,

- Consumes a lot of

time collecting texts

that will be

appropriate for use

by the students.

Benefits:

- Encourages students

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to take into

consideration how

the purposes behind

the text assist to

shape its form.

- They give a sense of

achievement and are

hence motivational to

the students.

- Adds to the

vocabulary of the

students.

- Enables the

comparison of the

same text by different

students.

- Encourages the

involvement of the

children.

Assessing

reading

strategy

#1 (Miscu

e analysis)

- Spelling

- Grammar and

structure of the

language

- Meaning of

sentences

- Audio recording

- Observations

- Informal assessments

- Instructional

strategies

- Identify individual

literacy skills

Limitations:

- It is time consuming

and most of the times

teachers move on to

something else before

completing the

analysis.

- It fails to give a clear

picture of the literacy

skills of the students

and strategies.

- It can also give

misleading

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information

especially for the

English language

learners.

- Consumes a lot of

time preparing for the

analysis.

Benefits:

- It highlights the

different aspects of

the reading process

that makes it possible

for the teachers to

understand the

hypothesis the reader

is drawing upon as

the reading event

occurs.

- Moreover, the

strategy assists the

teachers identify the

grade level the

student is reading,

and if the student is

not decoding

adequately (Moore &

Gilles, 2005).

Assessing

reading

strategy

#2 (Runni

- Fluency level

- Identify miscues

- Audio records

- Listening

- Support

comprehension

- Identify fluency

levels

Limitations:

- It is time consuming

- Does not work for all

the students because

some of them feel

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records)

watched and the

attention directed to

them makes them

lose concentration

- It needs intense

observation

- The strategy does not

take into

consideration the

adult in the

classroom.

- It is usually hard to

find time to fit these

mini-tests in tight

schedules unless a

teacher has a full-

time instruction aide

in the classroom

Benefits:

- It is time sensitive

implying that there is

less preparation

required

- The strategy can be

utilized to realize

different objectives

- It is usually detailed

and this makes its

utilization in the

classroom effective

Assessing

- Response to

- Literature discussions

- Creation of

Limitations:

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reading

strategy

#3 (Checkl

ists)

texts

- Motivation for

reading

- Story retelling

reading strategies

- Assessment of

information

- They usually

consume a lot of time

- They do not give an

in-depth analysis that

an assessment is

needed to provide

- The teachers are

required to adapt or

align their instruction

strategies to meet the

needs of this strategy

- They are not specific

enough in revealing

the performance of a

student because they

usually consist of yes

or no elements

Benefits:

- They add meaning

and value to the

assessment practices

by closely attending

to what is perceived

as most significant in

the reading process

(Dulfer, Polesel &

Rice, 2012).

- They are very

flexible. This implies

that teachers can fix

them in their

schedules when it is

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appropriate.

- The strategy can be

utilized frequently in

the classroom.

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Task 2

Assessing Writing Strategy

Taking into consideration the 21

century literacy skills needs, I find text participant assessments being more applicable

compared to the rest of the writing strategies. The strategy focuses on the ways that students create meaning from what has been

read. This strategy needs a student to draw upon his or her understanding and experiences, make a comparison of these experiences

with those in the text, formulate inferential meanings, and comprehend that texts are created to make meaning. I find this strategy

useful in achieving the modern literacy needs because it gives the students an opportunity to create meaning from the texts presented

to them in the class. Through this, the strategy fosters creativity. Teachers are required to encourage children to actively take part in

deriving meanings from texts. This can be achieved through motivating the students to recall events in the story and to develop

connections to their own lives and what they are writing. The teachers are supposed to create interests in creating the level of

connections students make across texts, experiences and their own personal background understanding (Cohen & Wiener, 2003).

Through using Personal reading lists and response logs and other work samples teachers can identify the areas of weaknesses

different students’ experience. Thus, he or she can formulate strategies that can be addressed at giving special attention to such

students. Book sharing gives a platform for evaluating understanding and the students’ writing interests and attitudes. Following

reading a book, the teacher can arrange the students in groups and instruct them to write short texts related to a story they just read.

This enables the evaluation of understanding of the students through cloze activities. There exist many ways a student can make a

visible thinking concerning a given story and their connections through writing. Teachers can request students to reflect on work

samples and to share these reflections in a written form with the colleagues or other teachers. Thus, the utilization of this strategy in

the classroom will be significant in assisting students achieve the literacy skills and especially the writing skills needed for the

construction of meaningful sentences.

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Assessing Reading Strategy

Majority of the teachers are left with a simplistic perception that some students just can’t read, or that they have poor reading

competency. However, with the miscue analysis, it gives a clear view of how the reading process is supposed to work. Thus, the

analysis is supposed to be implemented in class for the learning of English. Miscue analysis requires to be implemented because it

provides a highlight of the different aspects of the reading process making it easy for the teacher to understand the hypothesis that

readers create during reading. Moreover, the understanding helps understand that students normally make reading and writing

mistakes for a reason; and that students possess a variety of strengths that teachers can access and build upon. Applying miscue

analysis is a significant tool that gives the teachers a sense if reading interventions, they have adopted are addressing the needs of the

students (Moore & Gilles, 2005). It reveals the areas that need improvement and those that the students have perfected. In addition,

utilizing miscues will help the teachers with the next step towards the improvement of the students’ reading. Recording all the

miscues will assist the teachers formulate instructions that will help the students improve on their reading skills through focusing on

their areas of weaknesses.

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References

Cohen, J., & Wiener, R. B. (2003). Literacy portfolios: Improving assessment, teaching, and learning. Upper Saddle River, NJ:

Merrill.

Dulfer, N., Polesel, J., & Rice, S. (2012). The experience of education: The impacts of high stake testing on school students and their

families. An educator’s perspective. Sydney: The Whitlam Institute, University of Western Sydney. Retrieved December 12,

2012,

from http://www.whitlam.org/__data/assets/pdf_file/0010/409735/High_Stakes_Testing_An_Educators_Perspective.pdf

Moore, R., & Gilles, C. (2005). Reading conversations: Retrospective miscue analysis with struggling readers, grades 4–12.

Portsmouth, NH: Heinemann.

Paris, S., & Hoffman, J. (2004). Reading assessment in kindergarten through third grade: Findings from the Center for the

Improvement of Early Reading Achievement. The Elementary School Journal, 5, 199–217.

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EDU70007 English in Primary School

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