tcnjrichar38
Assessment
In my graphic depiction, I endeavored to capture the connection between one-on-one literacy assessments and content area assessments through the visual of someone’s desktop surface. Because traditional literacy assessments work together with content area assessments to shed light on and further clarity a reader’s comprehension of a text, I decided to depict a lamp with light shining and a pair of glasses. Both items’ structures appear to be constructed of assessments, such as IRI’s and phonemic awareness, which are frequently embraced in the reading classroom. Since much reading in the content areas is traditionally situated within the textbook, I layered content area assessment buzzwords and strategies on the pages of a large book. The binding is reinforced by text, instruction, and level. Finally, I symbolically labeled the highlighter with the word “independent,” the notebook with “instructional,” and the broken pencil with “frustration.” All three of these objects represent the different levels of reading ability students in my classroom might possess, according to text and context.
Assessment
In my graphic depiction, I endeavored to capture the connection between one-on-one literacy assessments and content area assessments through the visual of someone’s desktop surface. Because traditional literacy assessments work together with content area assessments to shed light on and further clarity a reader’s comprehension of a text, I decided to depict a lamp with light shining and a pair of glasses. Both items’ structures appear to be constructed of assessments, such as IRI’s and phonemic awareness, which are frequently embraced in the reading classroom. Since much reading in the content areas is traditionally situated within the textbook, I layered content area assessment buzzwords and strategies on the pages of a large book. The binding is reinforced by text, instruction, and level. Finally, I symbolically labeled the highlighter with the word “independent,” the notebook with “instructional,” and the broken pencil with “frustration.” All three of these objects represent the different levels of reading ability students in my classroom might possess, according to text and context.