Esther Chung

READ 436-0003

Exit Slips
Exit Slip #1: Describe the assessments you will use for instructional level readers,
define the level (independent, instructional, frustration), and explain the factors that
will influence your grouping for instruction.
There are three levels of reading: independent, instructional, and frustration. Independent
readers are students who can read at a comfortable level on their own with high accuracy,
fluency, and comprehension. Instructional level readers can read with some accuracy, but are
not yet competent in fluency or comprehension at this level. Frustration level readers have low
accuracy in vocabulary, fluency, and comprehension.
The assessments used for instructional level readers are running records or Informal Reading
Inventories (IRI). A student is reading a given passage while the teacher is checking to see how
many errors the student has. Words read correctly (WRC), fluency, and comprehension are
assessed to help the teacher to see where the students are. The WRC assessment is done by
having a student read a piece of text and noting where the student makes errors. In order to find
the level of the student, the teacher would need to use this formula: ((words-errors)/words) x
100. This formula would give the percentage used to determine what level the reader is on. The
percentages for each level are as follows: independent is 98 to 100 percent, instructional is 95 to
97 percent, marginal is 90 to 94 percent, and frustration is under 90 percent.
The factors that will influence my grouping for instruction will be pairing students with similar
assessment scores together. I will take into consideration where a students frustration level is so
as to not feel as though they cannot succeed. I will also take into consideration how much a
student needs to be pushed in order to continue pressing forward.

Exit Slip #2: Define fluency and describe how you will teach it, including examples
and resources from class.
Fluency is the ability to read accurately with expression and comprehension at an appropriate
speed. Fluency also can be defined as automatically recognizing words, focusing on meaning,
and using appropriate expression. I will teach fluency by using different strategies such as
Readers Theater, Mad Libs, Tongue Twisters, and poetry. Through Readers Theater, children
can practice their ability to read accurately with expression at an appropriate speed. And to
practice those skills, children would need to be able to comprehend the given books or scripts.
Readers Theater would be a good strategy for a large group of six or more students who enjoy to
express themselves in front of others. For the students who are shy and like to work with a
partner or in a small group could read poetry or Tongue Twisters. For individuals, I would use
Mad Libs to practice fluency either with a partner or with the whole class.

Exit Slip #3: Compare word study to the method used when you learned to spell.

Word study introduces children to a new word pattern such as inflected endings. They are
usually introduced on every first day of the week. Children sort words in a pattern with the
teacher and copy them down. Then they learn to use the words in sentences to practice and get
familiar with them. On the last day of the week, children would play word games or a spelling
game such as Sparkle.
Since I came to the States when I was in 7th grade, I never learned how to spell in school or from
my parents. And even if I did, I do not remember learning it because I dont think anyone could
actually remember how they learned their first language when they were little. I just remember
not being able to understand English and one day, I started to understand better. I think I learned
how to spell from constantly seeing the words, looking up for the meanings in the dictionary, and
constantly writing the words down on the notebook with the meanings to memorize the words. I
wish I knew how to do word study which would have been much helpful and easier for me to
learn spelling. I remember listening to the pronunciations on my electronic dictionary to learn
how to pronounce new words. Word study would be really helpful to not only students but to
language learners as well.

Exit Slip #4: Why do we use before, during, and after activities for comprehension?
Name at least one comprehension activity for each (before, during, and after) with
resources from class.
Using before, during, and after activities for comprehension would help students to address skills
that good readers should have. Before activities such as anticipation guides, would help students
to think and predict about what they are about to read, to activate their prior knowledge, and to
motivate them. During comprehension activities such as story words, would help students to be
engaged with the reading and to think about what is happening in the story and what may happen
next. After comprehension activities such as Somebody Wanted But So, would help students
to pull out the main ideas from the story and fill in the different ideas in each blank.

Exit Slip #5: Compare our writing activities to what you see in practicum.
In my practicum class, my teacher uses different writing instructions. There are journals that the
students have to write about different themes that the teacher gives every week. Besides
journals, the students learn to write during the writing class as well. They brainstorm, prewrite
or draft (topic, a sentence for introduction, three main sentences for each paragraph, and a
sentence for conclusion), write, revise or edit, and then type on the computers to print. The
students also do writing activities while they do worksheets for other subjects such as science
and social studies. The teacher lets students to pick their own topics but within the same theme
such as favorite holiday or hobby. It reminded me of the Thanksgiving book that I saw during
our class. The students would have a same theme but their topics and writings are all different.
One student would write about Christmas while the other student writes about Easter. So I think
my cooperating teacher is doing a nice job on giving the students a theme so that it would give
them a starter but still give them the opportunity to make their own choices.

Exit Slip #6: In class exit slip write your own information sheet for parents night
(for instructional level readers, grade of your choice). Use the handouts from class
as an example.
Dear Parents or Guardians,
I am excited to have your child in my fourth grade class this year. I would like to take this
opportunity to give you a preview of the ways that I plan to approach literacy instruction. In our
literacy instruction, we will address comprehension, fluency, word study, and writing in a variety
of ways. In reading instruction, we will be working on comprehension and fluency. In writing
instruction, we will be working on word study and writing.
For fluency, students will learn how to read accurately with expression at an appropriate speed.
Some of the activities that students will do are readers theater, tongue twisters, timed-repeated
reading, poetry, and more. For comprehension, students will learn to understand and make
connections to stories. A comprehension lesson will be divided into three activities: before,
during, and after. Some of the activities that students will do are: story words or anticipation
guide before reading, discussion or true-or-false during reading, and Somebody Wanted But
So after reading.
For word study, students will learn to spell through a group of words with common features or
patterns. Students will work on sorting different groups of words into categories based on the
pattern families such as endings (-est or -iest). For writing, students will learn to express
knowledge and work on elements of writing such as capitalization, punctuation, grammar,
editing, etc. Students will complete different writing assignments such as poems, letters,
journals, descriptive writing, and more.
I am looking forward to a wonderful year and please feel free to contact me with any further
questions!
Best Wishes,
Ms. Chung