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I received my B.S. degree in Elementary Education along with Kindergarten certification from SFA State University. I received my M.Ed in Supervision with a specialization in Early Childhood from Lamar University. I am a certified Reading Recovery teacher as well as a Texas state certified Master Reading Teacher. I have been teaching for 30 years.

Schedule

Monday - Friday

8:15 - 9:15  Cooley

9:30 - 10:30  McShan

10:45 - 11:15  Lunch

11:15 - 12:00  Conference

12:00 - 12:45  Kindergarten rotation

12:55 - 1:55  Hartwick

2:05 - 3:05  Morreale

 

Kindergarten Rotation

Monday - Underwood

Tuesday - Alvey

Wednesday - Roork

Thursday - Tindall

Friday - Morace


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HJISD Early Reading Assessments

Our district uses two research based reading instruments in grades K-2. These tests are given 3 times per year to all students.

TPRI (Texas Primary Reading Inventory) is an early reading instrument designed to identify the reading and comprehension development of students in grades K-2. It is given individually by the classroom teacher and the results are used to guide instruction and target intervention when necessary.

DIBELS (Dynamic Indicators of Early Literacy Skills) are a set of standardized, individually administered measures of early literacy development. They are short (one minute) fluency measures used to regularly monitor the development of pre-reading and early reading skills. Kindergarten students are benchmarked by Mrs. Bushnell, first graders by Mrs. Ellzey, and second graders by Mrs. Gaspard.

DIBELS Reading Assessment

What is DIBELS and how does it help improve instruction for your child?

DIBELS stands for Dynamic Indicators of Basic Literary Skills. Using DIBELS helps teachers identify students who might be at risk for reading difficulty. This assessment is also used to monitor reading progress of all students at Sour Lake Elementary, kindergarten through second grade, to determine when changes in instruction or support are needed.

Kindergarten, First and Second Grade Subtest DIBELS Measures are explained below.


*Initial Sound Fluency (ISF) assesses a child's ability to recognize and produce the initial or beginning sound in an orally presented word.

*Letter Naming Fluency (LNF) students are presented with a page of upper- and lower-case letters arranged in a random order and are asked to name as many letters as they can. Students are told that if they do not know a letter they will be told the letter.

*Phoneme Segmentation Fluency (PSF) measure assesses a student's ability to segment three- and four-phoneme words into their individual phonemes fluently. The PSF measure has been found to be a good predictor of later reading achievement. The PSF task is administered by the teacher orally presenting words of three to four phonemes. It requires the student to produce verbally the individual phonemes for each word.

*Nonsense Word Fluency (NWF) assesses the alphabetic principle -- including letter-sound correspondence and the ability to blend letters into words in which letters represent their most common sounds. The student is presented an 8.5" x 11" sheet of paper with randomly ordered VC and CVC nonsense words (e.g., sig, rav, ov) and asked to produce verbally the individual letter sound of each letter or verbally produce, or read, the whole nonsense word. For example, if the stimulus word is "vaj" the student could say /v/ /a/ /j/ or say the word /vaj/ to obtain a total of three letter-sounds correct. Because the measure is fluency based, students receive a higher score if they recode (blend the sounds together as a word) and receive a lower score if they are providing letter sounds in isolation.

First – Second Grade Oral Reading Fluency Measure is explained below:

In Oral Reading Fluency (ORF) a student is asked to read aloud a passage of connected text. They are told that if they get "stuck" on a word, they will be told the word so that they can continue reading. After reading aloud for one minute, they may be asked to tell about what they read for an oral retelling. Miscues (mistakes) are marked and coded as the child reads aloud and subtracted from the number of words read at the end of the minute. For the retelling, the passage is removed and the student is asked to tell all that they remember about what they just read. They are allowed a minute to retell all that they can remember from the passage and the total number of correct words retold from the passage are calculated in the retelling section of the test. From ORF data, a teacher can gather lots of information about reading miscue analysis about a student. For example, does the student self-correct mistakes, leave out or skip words, substitute words, read for meaning or simply "word call", know or not know basic sight words, know word attack skills for unfamiliar words, read with appropriate phrasing, attend to punctuation, use prosody and expression when reading aloud, and other features of fluency. During retelling, teachers can determine a student's comprehension level.