Creating_a_pre_assessment.docx(1) ECE-230 Creating a Pre-Assessment For the assessment we wanted to cover the standard, K.RL.2- with prompting and support retail familiar stories including key details. Free assessment
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Creating_a_pre_assessment.docx(1) ECE-230 Creating a Pre-Assessment For the assessment we wanted to cover the standard, K.RL.2- with prompting and support retail familiar stories including key details. Free assessment we took a book that each student enjoyed reading and ask them to tell us the key details about the book and what the book is about. Out of all the teachers students only three of them but not answer us. What we found is that they would pick that certain book because they like the pictures in it so they would just sit and look at the pictures rather than reading it. When we they told us that the words were too hard so they did not want to read. To make sure something like this doesn't happen in my future classroom I will help the students choose books so that I know they are actually reading and that the book is too hard for them. Also, I will try and make the glass room as judgement free as I can so if they ever have a word or words, they struggle with they won't hesitate to let me know and then I can help them. As a teacher I would have to tell parents what we found out about their children or child. So, to tell them I would make sure that they know that their child is not in trouble but that we just have to work together and be proactive about the situation that way the child does not fall behind in their education. So, I would suggest that they have their child practice their vocabulary and that they help them with it. Also, I would suggest that they read with their child more often and h. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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