Section 7-THE ASSIGNMENT LINK DOES NOT ALLOW TO UPLOAD ALL

ASSESSMENTS SO I WILL UPLOAD ONE FOR EACH (RWSL) AND ALL THE
MATERIALS WILL BE FOUND IN SECTION 11
Assessments for reading: reading passages that were designed specifically to assess inference.
Helen did very well on her reading needs assessment so one of her goals that was set was to
increase her level of inference. The questions I asked Helen drew on her knowledge of what was
not stated in the reading, but centered on topics that she would already be familiar with,
personally or someone close to her: waking up late, getting a bad grade, etc. Beyond the reading,
another assessment was for her to retell and summarize what happened in each scenario. I also
created a list a questions to ask her during her retell along with a checklist to quickly mark
whether her answers were correct or not. In order to also supplement writing and work that
Helen is doing in classes, I assessed her ability to summarize, that is, to choose topic sentences
that summarize an entire short paragraph, thereby also inferring what is the best topic for each.
Assessments for writing: In order to prepare Helen for speaking lesson/assessment, a writing
assignment she was given was to complete a graphic organizer to describe her brother (topic of
her speech). Because this was a descriptive speech, she also answered questions in writing about
sensory details in a survey that asked her to write her opinion about several different aspects of
senses. Helen also received lessons in simple, compound, and complex sentences, so an
assessment for her was her work on the Smartboard labelling sub/verbs of clauses and labelling
sentence types. She also took an online quiz on clauses and sentence types and wrote a prompt
response. In this response, she included topic sentence, body, and conclusion, also trying to
construct one sentence of each type from the lesson.
Assessments for speaking: Helen was given opportunity to ask and answer interview/get to
know you style questions about childhood/growing up. Another assessment was for Helen to
provide words associated with childhood based on a beginning letter. Her answers were recorded
and her pronunciation was assessed in a rating scale. Helen was assessed on her speech about her
brother with a rubric adopted by the school and used in every class, at least once per year.
Assessments for listening: Helen was assessed by writing words that were orally pronounced
to her. A further assessment was asking Helen/reviewing with her the beginning and end
consonant sounds of the words. She was given a cloze activity with the list of words. She was
assessed a second time on the list of listening words.
THE COPIES OF THESE ASSESSMENTS ARE COMPLETED, IN PDF FORMAT. I DO
NOT HAVE WORD DOCS OF THESE ITEMS SO I WILL UPLOAD THESE HERE IN THIS
SECTION. THESE ARE LARGELY THE SAME ITEMS THAT WILL BE UPLOADED IN
SECTION 11. I DID NOT KEEP A BLANK COPY OF EACH BEFORE THE LESSONS.