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When I first met with Karisha, she appeared to be reluctant to share her thoughts about school. I wasn't sure if she was shy or disinterested. She would only answer with repeated head nods or the ever popular, "I don't know", response. This could have discouraged me, but I was determined to make a difference in her educational life. When I asked Karisha what she wanted to gain from this experience, she indicated that she wanted to increase her reading speed. I think she believed that good readers read rapidly..A very important factor in determining how well a child reads is the child's perception of him/herself as a reader. After analyzing the Elementary Reading Attitude Survey completed on our initial meeting, Karisha appears to enjoy several facets of reading, but indicated a dislike for reading during free time and for fun at home. Surprisingly, Karisha enjoys worksheets and workbook pages. Her response to reading out loud did not receive a happy Garfield. In fact, when she reached the question regarding reading aloud in class, she frowned and circled the disappointed Garfield expression. I wondered if Karisha was providing answers that she thought I wanted to hear. She would continually look for approval or observe my expressions to figure out how she should approach her responses. This behavior continued throughout the semester.We then started out with the Interest Inventory. Karisha was very willing to share her viewpoints with me. She was clear about her school and home issues. I asked her the questions and she responded quite well. She enjoys fairy-tales and the reading series'Roller Skates'. She likes to play with her doll-house and aspires to be a Beautician/Make-up Artist when she grows older. Karisha explained that she enjoys board-games and visiting her aunt's house to play with her cousins. She does not like comic books or newspapers. Karisha has mixed feelings about her siblings, but loves to spend time with her mother and little sisters. When asked about what she liked to do best in school, she mentioned Reading Buddies (a reading program that groups older readers with younger ones). This survey seemed to go quite smoothly. We were finally hitting it off.Throughout the semester, I wanted to include an array of graphic organizers to improve Karisha's reading comprehension. Each week we completed a graphic organizer that focused on the elements of the story. At one point of the semester I decided to immerse her in stories that related to a well-known plot (Cinderella). She loved each story that was presented. There were several days that Karisha did not attend at the college. However, we made up days when we were both in school. During those sessions, Karisha and I completed various reading assessments and lessons. We tried to do more, however time was not on our side.
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The instructional plan was based on the assumption that Karisha needed help in a multiple amount of areas. When we first began reading interactively, I noticed that Karisha paid little attention to her miscues. At difficulty, she would simply rely on me to assist her. Also, she read in short phrases most of the time. This was a prime indication of being a transitional reader. One of my goals, by exposing her to different types of text and authors, was to move her towards being an extended reader.In order to accomplish the aforementioned, several assessments needed to be administered. First, a graded word list was introduced. I started Karisha out with the rd grade leveled passage. She breezed through the words. Karisha read very well at the fourth grade level, but she started to struggle at the onset of the fifth grade word list. Therefore, her independent level was determined to be at rd grade, the instructional level at 4th grade, and the frustration level at 5th grade.The oral reading component of the IRI was ready to be administered. I started Karisha out with a rd grade passage. As Karisha read, I documented her word identification miscues. She self-corrected on two words (here, come) and only sought assistance for one word (praise). According to her comprehension score, this selection indicated that Karisha's low independent reading level is the third grade.Next, she read a 4th grade level selection about Bill Clinton. Her prior knowledge was adequate. She expressed that she would like the story. Karisha committed 18 miscues out of a possible 4 words in the selection. Thus, this was her approximate instructional reading level. As I assessed her comprehension, Karisha appeared to do quite well reading beyond the lines. She answered the final two questions very logically. Her comprehension score placed her at the instructional reading level. Lastly, I discovered Karisha's frustration reading level (oral) at the fifth grade. She started with almost no prior knowledge of the selection on tropical rain forests. She committed errors while reading. She asked for assistance several times before completing the selection. Her comprehension faired no better. Karisha was unable to answer 4 questions correctly. The comprehension score for this selection placed her at the frustration reading level. Karisha was able to realize that the selection level was too difficult for her to both read and answer effectively. I felt that Karisha was a strong reader when she read aloud to me. Although she indicated in an earlier survey that she disliked reading out loud, she seemed more relaxed when she did.Karisha displayed some very interesting results when we completed the silent reading portion of the IRI. Her prior knowledge for this particular part of the assessment was limited. The first reading selection was computed at a level . I asked Karisha to read to herself silently, and afterwards I would ask her some questions. When Karisha completed the passage, she recorded a total of comprehension errors. This score indicated Karisha's frustration level. Her answers were not off by that much. Also, she appeared quite hesitant in her answers. I continued on with a second passage on a 4th grade level for comparison purposes only. Here, Karisha made a total of errors. The passage appeared to be too difficult for her. Karisha's instructional level was determined to be on a nd grade level, and her independent level was calculated at a 1st grade level.
The silent portion of the IRI seemed to suggest that Karisha does not comprehend very well when reading silently. Her scores, in comparison to the oral section, showed a significant decrease in comprehension. Even though I attempted to use a higher level of the IRI, she was still unable to comprehend effectively.
When the final component of the Informal Reading Inventory was administered, I was eager to find out how Karisha would do. I began administering this component at the third grade level. Based on previous observations, I believed that Karisha would master the second grade level. It is apparent that Karisha has a clearer understanding of the text when she does not have to read silently. After reading Search and Rescue, which is on the third grade level, Karisha answered each of the six comprehension questions with appropriate responses. There was no hesitation on the student's part at this level. As with the oral reading component, the fourth grade level is Karisha's instructional level for the listening component of the test.
Based on Karisha's scores on the retelling checklists, I concluded that she recalls information very well. Karisha scored the highest on retellings under the plot episodes, resolution and sequence. She appeared to excel when an extended explanation was required. I was also impressed with Karisha's ability to express herself as the semester progressed. As she became more familiar with me, she became bolder. .
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