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November 30, 2018

To the Parent/Guardian of Jamie,


My name is Sarah Acosta and I am a UNLV undergraduate student pursuing a Bachelor’s degree
in Elementary Education. I am enrolled in a Literacy II course. I have had the opportunity to
work one-on-one with Jamie during tutoring from September 19, 2018 to November 28, 2018.
I used several assessments, including the Comprehensive Reading Inventory (CRI), Primary
Spelling Inventory (PSI), and a writing sample, to determine Jamie’s independent level for
reading, writing, and spelling. Each of these assessments provided me with information in order
for me to provide tailored instructional supports.
The purpose of the CRI is to determine the student’s reading comprehension level. The student
reads leveled passages aloud and then answers corresponding questions. The results of this
assessment indicated that Jamie’s instructional level is 5, or fifth grade reading level. This means
that level 5 is above his comprehension level when reading independently but is comprehensible
for him when a more advanced peer/parent/teacher reads it with him. Jamie’s strength was
reading fluently. My instructional goal for him was to further build his independent reading level.
Thus, I used shared reading and implemented comprehension strategies, including questioning
and the use of graphic organizers.
The purpose of the PSI is to analyze what students know about words in order to inform future
instruction. For this assessment, students are asked to spell words that they have not been given
ahead of time. After the student has completed the assessment, the teacher analyzes the types of
spelling mistakes in order to determine which patterns to focus on. The results of this assessment
indicated that Jamie has mastered initial and final consonants, short vowels, blends, and most
diagraphs (a pair of letters that make one sound) and that we needed to focus on a couple of
diagraphs, long vowels, and suffixes which we worked on through word studies.
The purpose of the writing sample was to analyze Jamie’s writing skills. During the first session,
Jamie had a free-write where he chose to write about his summer. I used a writing continuum to
help me determine which skills we needed focus to on during our sessions. Jamie’s writing made
sense and answered the assignment. To extend his work, Jamie needed to have a clear topic
sentence and develop voice. To support Jamie’s development as a writer, I began by having him
identify topic sentences in text that we were reading and gradually moved to having him practice
writing them. To support Jamie at home, I recommend showing him books where they author
expresses personality and evokes an emotional response from the reader such as The Day the
Crayons Quit by Drew Daywalt.
Each week I planned a lesson that covered the following integrated components: Reading,
Fluency, Guided Reading, Word Study, and Writing. My goal was to include motivational
strategies to foster a love for reading and writing for the future. As Jamie grew, we began our big
project, writing a book. Jamie was given the role of an author and was instructed to create a non-
fiction book. He decided to write about the five senses of a dog. In the creation of this book,
Jamie practiced the five stages of the writing process: prewriting, drafting, revising, editing, and
publishing. He was devoted to competing his book. This book will be sent home with him.
It was a pleasure working with Jamie this semester. He had such enthusiasm and diligence each
session, it was a joy working with him. I recommend visiting a public library to foster his love
for reading. I want to thank you for allowing Jamie to come to UNLV and spend time with me.
Working with him has helped me become a better teacher and I really value the time we spent
together.
Sincerely,
Undergraduate Student
30 de noviembre de 2018
To the Parent/Guardian of Jamie,Al padre / tutor de Jamie,
My name is Sarah Acosta and I am a UNLV undergraduate student pursuing aBachelor's degree
in Elementary Education.Mi nombre es Sarah Acosta y soy una estudiante de pregrado de UNLV
que está cursando una licenciatura en educación primaria. I am enrolled in a Literacy II
course.Estoy matriculada en un curso de Alfabetismo II. I have had the opportunity to work one-
on-one with Jamie during tutoring from September 19, 2018 to November 28, 2018.He tenido la
oportunidad de trabajar uno-a-uno con Jamie durante la tutoría de septiembre 19, 2018 a
noviembre 28, 2018.
I used several assessments, including the Comprehensive Reading Inventory (CRI), Primary
Spelling Inventory (PSI), and a writing sample,to determine Jamie's independent level for
reading, writing, and spelling.Utilicé varias evaluaciones, incluyendo el Inventario de Lectura
Integral (CRI), el Inventario de Ortografía Primaria (PSI) y una muestra de escritura, para
determinar el nivel independiente de Jamie para la lectura, la escritura y la ortografía. Each of
these assessments provided me with information in order for me to provide tailored instructional
supports.Cada una de estas evaluaciones me proporcionó información para que yo pudiera
proporcionar apoyos educativos personalizados.
The purpose of the CRI is to determine the student's reading comprehension level.El propósito
del CRI es determinar el nivel de comprensión de lectura del estudiante. The student reads
leveled passages aloud and then answers corresponding questions.El estudiante lee pasajes
nivelados en voz alta y luego responde las preguntas correspondientes. The results of this
assessmentindicatedthat Jamie's instructional levelis 5, or fifth grade reading level.Los resultados
de esta evaluación indican que el nivel de instrucción Jamie es de nivel 5, o quinto grado de
lectura. This means that level 5Esto significa que el nivel 5. is above his comprehension level
when reading independently but is comprehensible for him when a more advanced
peer/parent/teacher reads itwithhim.está por encima de su nivel de comprensión cuando lee de
forma independiente, pero es comprensible para él cuando un compañero / padre / maestro más
avanzado lo lee con él. Jamie'sstrength was reading fluently.La intensidad de Jamie estaba
leyendo con fluidez. My instructional goal for him was tofurtherbuild hisindependent reading
level.Mi objetivo de instrucción para él era seguir mejorando su nivel de lectura independiente.
Thus,Iusedshared readingand implementedcomprehension strategies, includingquestioning and
the use of graphic organizers.Por lo tanto, utilizo estrategias de comprensión implementadas,
incluyendo el cuestionamiento y el uso de organizadores gráficos de lectura compartida.
The purpose of the PSIis to analyze what students know about words in order to inform future
instruction.El propósito de la PSI es analizar lo que los estudiantes saben acerca de las palabras
para informar la instrucción futura. For this assessment, students are asked to spell words that
they havenotbeen given ahead of time.Para esta evaluación, se les pide a los estudiantes que
escriban palabras que no se les han dado antes de tiempo. After the student has completed the
assessment, the teacher analyzes the types of spelling mistakes in order to determine which
patterns to focus on.Una vez que el alumno ha completado la evaluación, el profesor analiza los
tipos de errores de ortografía para determinar en qué áreas centrarse. The results of this
assessment indicated that Jamiehasmastered initial and final consonants, short vowels,blends,and
mostdiagraphs(a pair of letters that make one sound)andthat we needed to focus on a couple of
diagraphs, long vowels,andsuffixeswhich weworked onthrough word studies.Los resultados de
esta evaluación indicaron que Jamie ha dominado las consonantes iniciales y finales, las vocales
cortas, las mezclas, y la mayoría de los dígrafos (un par de letras que componen un sonido) y que
necesitan para centrarse en un par de dígrafos, vocales largas y sufijos. En el que trabajamos a
través de estudios de palabras.
The purpose of the writing samplewas to analyze Jamie's writing skills.El propósito de la
muestra de escritura fue analizar las habilidades de escritura de Jamie. During the first session,
Jamie had a free-write where he chose to write about his summer.Durante la primera sesión,
Jamie tuvo una escritura libre donde eligió escribir sobre su verano. I used awriting
continuumtohelp me determine which skillswe neededfocus to onduring our sessions.Utilicé un
continuo de escritura para ayudarme a determinar en qué habilidades necesitábamos centrarnos
durante nuestras sesiones. Jamie's writing made sense and answered the assignment.La escritura
de Jamie tuvo sentido y respondió a la tarea. To extend his work, Jamie needed to have a clear
topic sentence and develop voice.Para ampliar su trabajo, Jamie necesitaba tener una oración
temática clara y desarrollar la voz. To support Jamie's development as a writer, I began by having
him identify topic sentences in text that we were reading and gradually moved to having him
practice writing them.Para respaldar el desarrollo de Jamie como escritor, comencé a pedirle que
identificara oraciones temáticas en el texto que estábamos leyendo y gradualmente pasé a que
practicara su escritura. To support Jamie at home, I recommend showing him books where they
author expresses personality and evokes an emotional response from the reader such asThe Day
the Crayons Quitby Drew Daywalt.Para apoyar a Jamie en casa, le recomiendo que le muestre
los libros donde el autor expresa personalidad y evoca una respuesta emocional del lector, como
The Day the Crayons Quit (El Dia que los Colores Renunciaron), de Drew Daywalt.
Each week I planned a lesson that covered the following integrated components: Reading,
Fluency, Guided Reading, Word Study, and Writing.Cada semana planificaba una lección que
cubría los siguientes componentes integrados: lectura, fluidez, lectura guiada, estudio de palabras
y escritura. My goal was to include motivational strategiesto foster a love for reading and writing
for the future.Mi objetivo era incluir estrategias de motivación para fomentar el amor por la
lectura y la escritura en el futuro. As Jamie grew, we began our big project, writing a
book.Cuando Jamie progreso, comenzamos nuestro gran proyecto, escribiendo un libro. Jamie
was given the role of an author and was instructed to create anon-fictionbook.Jamie recibió el
papel de autor y recibió instrucciones para crear un libro de no ficción. He decided to write about
the five senses of a dog.Decidió escribir sobre los cinco sentidos de un perro. In the creation of
this book,Jamie practiced the five stages of the writing process:prewriting, drafting, revising,
editing, and publishing.En la creación de este libro, Jamie practicó las cinco etapas del proceso
de escritura: preescritura, redacción, revisión, edición y publicación. He was devoted to
competing his book.Se dedicó a completar su libro. This book will be sent home with him.Este
libro será enviado a casa con El.
It was a pleasure working with Jamie this semester.Fue un placer trabajar con Jamie este
semestre. He had such enthusiasmand diligenceeach session, it was a joy working with him.El
mostro mucho entusiasmo y diligencia en cada sesión, fue un placer trabajar con él. I recommend
visiting a public library to foster his love for reading.Recomiendo visitar una biblioteca pública
para continuar promoviendo su amor por la lectura. Estoy muy agradecida con ustedes por
haberme permitido dedicar tiempo con Jamie en UNLV. Gracias al tiempo que trabaje con El,
me ha ayudado ser una mejor maestra y verdaderamente aprecio mucho el tiempo que
estudiamos juntos. I want to thank you and Jamie for allowing him to come to UNLV and spend
time with me.EE
Sincerely,Sinceramente,
Undergraduate StudentEstudiante de pregrado