A little bit about me...
My name is Jacquelyn Poirier and this is my professional online portfolio. I will graduate from the University of South Alabama in May 2011 with a bachelor's degree in Elementary Education. I will be certified to teach K - 6 grade. I am currently working with and teaching 5th graders, but have had experience with 2nd grade as well. I would like to be able to have experience teaching all grade levels. I love learning as much as I love children, and want to encourge my young students to be curious and eager to learn as well!
Fun facts:
~RED is my favorite color!
~FALL is my favorite season!
~CATS are my favorite animal!
~NEW ORLEANS is my favorite city!
~READING is my favorite thing to do!
~I can't pick a favorite food, since I love to eat such a large variety!
~I am the oldest of six!
11/26/10
Reading Assessments
Teachers must have helpful ways to assess their students. By assessing their students individually and as a whole group, teachers can see more clearly what their students need and how they themselves can teach them more effectively and meaningfully. Assessments can be done formally or informally, and it is best to use a combination of both in your elementary classroom. There are several ways to assess reading in particular.
Assessments do not always have to be written assessments, but can be oral as well. One informative way to assess reading is to simply ask questions about what the student is reading. I ask questions about the setting, the plot, the characters, etc. I also ask the students comprehension questions and teach them strategies to use as they read, so that they fully understand the content of what they are reading and what it means.
Another way to assess reading is to pull an individual student aside along with a book, a pencil and a piece of paper and do a quick running record. Running records are helpful in assessing students’ reading fluency and word decoding skills. They also provide precise documentation to show principals, reading coaches, and parents where the student is in their reading development and learning.
Assessments do not always have to be written assessments, but can be oral as well. One informative way to assess reading is to simply ask questions about what the student is reading. I ask questions about the setting, the plot, the characters, etc. I also ask the students comprehension questions and teach them strategies to use as they read, so that they fully understand the content of what they are reading and what it means.
Another way to assess reading is to pull an individual student aside along with a book, a pencil and a piece of paper and do a quick running record. Running records are helpful in assessing students’ reading fluency and word decoding skills. They also provide precise documentation to show principals, reading coaches, and parents where the student is in their reading development and learning.
A third way to assess reading is to utilize a Dominie Kit for lower elementary grades, or a QRI Kit for upper elementary grades. QRI stands for Qualitative Reading Inventory, and assesses word decoding skills and fluency, as well as comprehension. I have done all these different types of assessments in the elementary classroom.
The following link is a summary on my reading assessment of a 5th grade male student. https://docs.google.com/document/pub?id=1GSpBMWH1x50hD33zqV7KRmUuByLtxNaVVctbEaKEpzA
Explanation of 5 Essential Components
1. PHONEMIC AWARENESS — The knowledge and manipulation of sounds in spoken words.
2. PHONICS — The relationship between written and spoken letters and sounds.
3. READING FLUENCY, INCLUDING ORAL READING SKILLS — The ability to read with accuracy, and with appropriate rate, expression, and phrasing.
4. VOCABULARY DEVELOPMENT — The knowledge of words, their definitions, and context.
5. READING COMPREHENSION STRATEGIES — The understanding of meaning in text.
Must be based on scientifically based research.
Must include classroom-based screening, and instructional and diagnostic reading assessments.
Should provide ongoing, high-quality professional development focused on essential elements of reading.
For a more detailed and in-depth explanation of the 5 essential conponents of reading, please click on the following link to read my position paper on reading instruction: https://docs.google.com/document/pub?id=1f0i0F8QG3dhmtoMWJjvaD_sjnrJBih_8Ut5gbJo2LbY
2. PHONICS — The relationship between written and spoken letters and sounds.
3. READING FLUENCY, INCLUDING ORAL READING SKILLS — The ability to read with accuracy, and with appropriate rate, expression, and phrasing.
4. VOCABULARY DEVELOPMENT — The knowledge of words, their definitions, and context.
5. READING COMPREHENSION STRATEGIES — The understanding of meaning in text.
Must be based on scientifically based research.
Must include classroom-based screening, and instructional and diagnostic reading assessments.
Should provide ongoing, high-quality professional development focused on essential elements of reading.
For a more detailed and in-depth explanation of the 5 essential conponents of reading, please click on the following link to read my position paper on reading instruction: https://docs.google.com/document/pub?id=1f0i0F8QG3dhmtoMWJjvaD_sjnrJBih_8Ut5gbJo2LbY
Guided Reading/Small Groups
Doing guided reading and pulling small groups of students in my classroom will be a very important part of the reading block every day. Guided reading can be implemented by providing students with just-right books in their own bags or boxes. They can then pull these appropriate books out during independent reading time. As they are reading, I will monitor and guide my students. Small group intervention and instruction is necessary for all students to succeed in reading. Through small group intervention, I will differentiate and customize instruction for each individual student and can give them focused, one-on-one reading time. Small group time will be engaging and fun for all students in my elementary classroom.
Shared Reading Section
Shared Reading is an instructional practice that is necessary to incorporate frequently into daily reading in the classroom. By reading along with the teacher and together with classmates, students can read texts that they may not be able to read independently. They are getting the practice and picking up on strategies they will need for independent reading through doing the shared readings. Shared reading should be short and have a focused reading strategy, such as fluency or grammar. Shared reading should be done with the step-by-step process of "I do, we do, you do." I do/show first to model and demonstrate proper technique and strategies. We do to practice together, as in guided reading. You (the students) then do independently. By clicking on the following link, you can view my shared reading lesson plan using poetry with a 5th grade class.https://docs.google.com/document/pub?id=17xrkh3QTu7bocBRat5BXhPJEu1ZlCniSIZO9cujUs1o
~Pictured to the right above is Ms. Poirier doing a shared reading lesson in a 2nd grade classroom.
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