Description
S. Stringer-Johnson Literacy Work Sample (LWS)
Clinical Field Experience Journal Link:
Classroom Observation Data Collection
Observation Notes: Behavior, participation, learning style, strengths/weaknesses, learning challenges, social interactions, distractions,
perseverance/motivation, etc.
Student 1:
Student 2:
Student 3:
Student Name: Brianna
Student Name: Marisol
Student Name: Khamari
Behavior:
Behavior:
Behavior:
Participation:
Participation:
Participation:
Learning Style (VAKT):
Learning Style (VAKT):
Learning Style (VAKT):
Strengths:
Strengths:
Strengths:
Weaknesses:
Weaknesses:
Weaknesses:
Learning Challenges:
Learning Challenges:
Learning Challenges:
Social Interactions:
Social Interactions:
Social Interactions:
Distractions:
Distractions:
Distractions:
Perseverance/Motivation
Perseverance/Motivation
Perseverance/Motivation
© 2020. Grand Canyon University. All Rights Reserved.
Discussion Notes/Additional Information: Individual literacy needs based on assessment data, individual behavior/social-emotional needs,
IEP/504 plan, language needs, successful strategies used, and unsuccessful strategies used.
Student 1:
Student 2:
Student 3:
Individual Literacy Needs/Assessment
Data
Individual Literacy Needs/Assessment
Data
Individual Literacy Needs/Assessment
Data
Behavioral Needs
Behavioral Needs
Behavioral Needs
Social-Emotional Needs
Social-Emotional Needs
Social-Emotional Needs
IEP:
IEP:
IEP:
504:
504:
504:
Language Needs:
Language Needs:
Language Needs:
Successful Strategies
Successful Strategies
Successful Strategies
Unsuccessful Strategies
Unsuccessful Strategies
Unsuccessful Strategies
© 2020. Grand Canyon University. All Rights Reserved.
Pre-Assessment of Reading Performance
QRI Data: Record information obtained from implementation of the QRI for each student including literacy strengths and areas of need.
Student 1:
Student 2:
Student 3:
MAP RTI
MAP RTI
MAP RTI
Data Collected
Data Collected
Data Collected
Literary Strengths from Data
Literary Strengths from Data
Literary Strengths from Data
Literary Needs from Data:
Literary Needs from Data:
Literary Needs from Data:
Weaknesses:
Weaknesses:
Weaknesses:
Research and Planning for Intervention
Intervention Day 1 (below Sample Responses/Information)
Areas of Focus
Student 1:
Student 2:
Be specific, don’t say Fluency
or Comprehension or Phonics
or Vocabulary
Be specific, don’t say Fluency
or Comprehension or Phonics
or Vocabulary
© 2020. Grand Canyon University. All Rights Reserved.
Student 3:
Be specific, don’t say Fluency
or Comprehension or Phonics
or Vocabulary
Measurable Literacy Goals
Intervention Strategies/
Progress Monitoring Tool
Research/Resource
Observations
Progress Monitoring Data
Student will read 112 wpm
with 98% accuracy on grade
level passage
Student will read 112 wpm
with 98% accuracy on grade
level passage
Student will read 112 wpm with
98% accuracy on grade level
passage
List the specific strategies that
you will use to address the are
of focus
List the specific strategies that
you will use to address the are
of focus
List the specific strategies that
you will use to address the are
of focus
Progress Monitoring Tool:
Progress Monitoring Tool:
Progress Monitoring Tool:
MAP Testing Reading
MAP Testing Reading
MAP Testing Reading
Provide a full APA citation
Provide a full APA citation
Provide a brief summary of the
research/resource to support
the individual literacy needs of
the student. So, may
resources/research will be
focused on oral reading
fluency because that is my area
of focus
Provide a brief summary of the
research/resource to support
the individual literacy needs of
the student. So, may
resources/research will be
focused on oral reading
fluency because that is my area
of focus
Provide a brief summary of the
research/resource to support the
individual literacy needs of the
student. So, may
resources/research will be
focused on oral reading fluency
because that is my area of focus
Basic noted on whay you are
observing while you are
providing interventions
support to the student (Think
behaviors, learning style, etc._
Basic noted on whay you are
observing while you are
providing interventions
support to the student (Think
behaviors, learning style, etc._
Basic noted on whay you are
observing while you are
providing interventions support
to the student (Think behaviors,
learning style, etc._
Provide PM tool and provide
data.
Provide PM tool and provide
data.
Provide PM tool and provide
data.
© 2020. Grand Canyon University. All Rights Reserved.
Provide a full APA citation
For example: Viki read a fifth
grade DIBEL Oral reading
passage titled (“The
Olympics”). She read 90 wpm
with 89% accuracy. Her goal is
112 wpm with 98% accuracy
For example: Viki read a fifth
grade DIBEL Oral reading
passage titled (“The
Olympics”). She read 90 wpm
with 89% accuracy. Her goal is
112 wpm with 98% accuracy
For example: Viki read a fifth
grade DIBEL Oral reading
passage titled (“The
Olympics”). She read 90 wpm
with 89% accuracy. Her goal is
112 wpm with 98% accuracy
Intervention Day 2
Student 1:
Student 2:
Student 3:
Student 2:
Student 3:
Areas of Focus
Measurable Literacy Goals
Intervention Strategies/
Progress Monitoring Tool
Revisions
Research/Resource
Observations
Progress Monitoring Data
Intervention Day 3
Student 1:
Areas of Focus
Measurable Literacy Goals
Intervention Strategies/
Progress Monitoring Tool
© 2020. Grand Canyon University. All Rights Reserved.
Revisions
Research/Resource
Observations
Progress Monitoring Data
Post-Assessment
Post-Assessment Data: Assessment results, progress made toward goals, instructional adjustments needed, and next steps.
Student 1:
Student 2:
References
© 2020. Grand Canyon University. All Rights Reserved.
Student 3:
January 13, 2022
Dear Family of Vicki Douvikas,
•Share the name of the assessment with the parents to make the determination that their child needs extra support in literacy.
•Show the parents the data. Where their child is performing and where they should be performing.
•Tell the parents what you are going to do with their child to intervene.
•How many days a week, for how many minutes, for how many weeks?
•Don’t assume that parents are going to go to a link you provide to print out materials. What if they don’t have ink (honestly, we
never have ink in our printer)?
•What if they lost their internet connection?
•Do they need a password to access the information?
•Send home print versions of the resources you want them to work on at home with their child. If you say you want them to use
play doh or flashcards to practice sight words, are you providing these for the families?
•If you want the parent to ask questions about the story that they are reading to their child, are you going to send home questions
for the parents? Are you going to send home books/appropriately leveled books?
•Include your name, date and contact information in case parents need to contact you with questions about the resources or
information contained within the email.
•Provide a timeline on the next chain of communication.
•How are you going to communicate with the families and how frequently? Via email, text message, email, conference call, ZOOM,
agenda?
© 2020. Grand Canyon University. All Rights Reserved.
January 13, 2022
Dear Family of Sofia Douvikas
•Share the name of the assessment with the parents to make the determination that their child needs extra support in literacy.
•Show the parents the data. Where their child is performing and where they should be performing.
•Tell the parents what you are going to do with their child to intervene.
•How many days a week, for how many minutes, for how many weeks?
•Don’t assume that parents are going to go to a link you provide to print out materials. What if they don’t have ink (honestly, we
never have ink in our printer)?
•What if they lost their internet connection?
•Do they need a password to access the information?
•Send home print versions of the resources you want them to work on at home with their child. If you say you want them to use
play doh or flashcards to practice sight words, are you providing these for the families?
•If you want the parent to ask questions about the story that they are reading to their child, are you going to send home questions
for the parents? Are you going to send home books/appropriately leveled books?
•Include your name, date and contact information in case parents need to contact you with questions about the resources or
information contained within the email.
•Provide a timeline on the next chain of communication.
•How are you going to communicate with the families and how frequently? Via email, text message, email, conference call, ZOOM,
agenda?
© 2020. Grand Canyon University. All Rights Reserved.
January 13, 2022
Dear Parents of Melena Douvikas:
•Share the name of the assessment with the parents to make the determination that their child needs extra support in literacy.
•Show the parents the data. Where their child is performing and where they should be performing.
•Tell the parents what you are going to do with their child to intervene.
•How many days a week, for how many minutes, for how many weeks?
•Don’t assume that parents are going to go to a link you provide to print out materials. What if they don’t have ink (honestly, we
never have ink in our printer)?
•What if they lost their internet connection?
•Do they need a password to access the information?
•Send home print versions of the resources you want them to work on at home with their child. If you say you want them to use
play doh or flashcards to practice sight words, are you providing these for the families?
•If you want the parent to ask questions about the story that they are reading to their child, are you going to send home questions
for the parents? Are you going to send home books/appropriately leveled books?
•Include your name, date and contact information in case parents need to contact you with questions about the resources or
information contained within the email.
•Provide a timeline on the next chain of communication.
© 2020. Grand Canyon University. All Rights Reserved.
Purchase answer to see full
attachment
Clinical Field Experience Journal Link:
Classroom Observation Data Collection
Observation Notes: Behavior, participation, learning style, strengths/weaknesses, learning challenges, social interactions, distractions,
perseverance/motivation, etc.
Student 1:
Student 2:
Student 3:
Student Name: Brianna
Student Name: Marisol
Student Name: Khamari
Behavior:
Behavior:
Behavior:
Participation:
Participation:
Participation:
Learning Style (VAKT):
Learning Style (VAKT):
Learning Style (VAKT):
Strengths:
Strengths:
Strengths:
Weaknesses:
Weaknesses:
Weaknesses:
Learning Challenges:
Learning Challenges:
Learning Challenges:
Social Interactions:
Social Interactions:
Social Interactions:
Distractions:
Distractions:
Distractions:
Perseverance/Motivation
Perseverance/Motivation
Perseverance/Motivation
© 2020. Grand Canyon University. All Rights Reserved.
Discussion Notes/Additional Information: Individual literacy needs based on assessment data, individual behavior/social-emotional needs,
IEP/504 plan, language needs, successful strategies used, and unsuccessful strategies used.
Student 1:
Student 2:
Student 3:
Individual Literacy Needs/Assessment
Data
Individual Literacy Needs/Assessment
Data
Individual Literacy Needs/Assessment
Data
Behavioral Needs
Behavioral Needs
Behavioral Needs
Social-Emotional Needs
Social-Emotional Needs
Social-Emotional Needs
IEP:
IEP:
IEP:
504:
504:
504:
Language Needs:
Language Needs:
Language Needs:
Successful Strategies
Successful Strategies
Successful Strategies
Unsuccessful Strategies
Unsuccessful Strategies
Unsuccessful Strategies
© 2020. Grand Canyon University. All Rights Reserved.
Pre-Assessment of Reading Performance
QRI Data: Record information obtained from implementation of the QRI for each student including literacy strengths and areas of need.
Student 1:
Student 2:
Student 3:
MAP RTI
MAP RTI
MAP RTI
Data Collected
Data Collected
Data Collected
Literary Strengths from Data
Literary Strengths from Data
Literary Strengths from Data
Literary Needs from Data:
Literary Needs from Data:
Literary Needs from Data:
Weaknesses:
Weaknesses:
Weaknesses:
Research and Planning for Intervention
Intervention Day 1 (below Sample Responses/Information)
Areas of Focus
Student 1:
Student 2:
Be specific, don’t say Fluency
or Comprehension or Phonics
or Vocabulary
Be specific, don’t say Fluency
or Comprehension or Phonics
or Vocabulary
© 2020. Grand Canyon University. All Rights Reserved.
Student 3:
Be specific, don’t say Fluency
or Comprehension or Phonics
or Vocabulary
Measurable Literacy Goals
Intervention Strategies/
Progress Monitoring Tool
Research/Resource
Observations
Progress Monitoring Data
Student will read 112 wpm
with 98% accuracy on grade
level passage
Student will read 112 wpm
with 98% accuracy on grade
level passage
Student will read 112 wpm with
98% accuracy on grade level
passage
List the specific strategies that
you will use to address the are
of focus
List the specific strategies that
you will use to address the are
of focus
List the specific strategies that
you will use to address the are
of focus
Progress Monitoring Tool:
Progress Monitoring Tool:
Progress Monitoring Tool:
MAP Testing Reading
MAP Testing Reading
MAP Testing Reading
Provide a full APA citation
Provide a full APA citation
Provide a brief summary of the
research/resource to support
the individual literacy needs of
the student. So, may
resources/research will be
focused on oral reading
fluency because that is my area
of focus
Provide a brief summary of the
research/resource to support
the individual literacy needs of
the student. So, may
resources/research will be
focused on oral reading
fluency because that is my area
of focus
Provide a brief summary of the
research/resource to support the
individual literacy needs of the
student. So, may
resources/research will be
focused on oral reading fluency
because that is my area of focus
Basic noted on whay you are
observing while you are
providing interventions
support to the student (Think
behaviors, learning style, etc._
Basic noted on whay you are
observing while you are
providing interventions
support to the student (Think
behaviors, learning style, etc._
Basic noted on whay you are
observing while you are
providing interventions support
to the student (Think behaviors,
learning style, etc._
Provide PM tool and provide
data.
Provide PM tool and provide
data.
Provide PM tool and provide
data.
© 2020. Grand Canyon University. All Rights Reserved.
Provide a full APA citation
For example: Viki read a fifth
grade DIBEL Oral reading
passage titled (“The
Olympics”). She read 90 wpm
with 89% accuracy. Her goal is
112 wpm with 98% accuracy
For example: Viki read a fifth
grade DIBEL Oral reading
passage titled (“The
Olympics”). She read 90 wpm
with 89% accuracy. Her goal is
112 wpm with 98% accuracy
For example: Viki read a fifth
grade DIBEL Oral reading
passage titled (“The
Olympics”). She read 90 wpm
with 89% accuracy. Her goal is
112 wpm with 98% accuracy
Intervention Day 2
Student 1:
Student 2:
Student 3:
Student 2:
Student 3:
Areas of Focus
Measurable Literacy Goals
Intervention Strategies/
Progress Monitoring Tool
Revisions
Research/Resource
Observations
Progress Monitoring Data
Intervention Day 3
Student 1:
Areas of Focus
Measurable Literacy Goals
Intervention Strategies/
Progress Monitoring Tool
© 2020. Grand Canyon University. All Rights Reserved.
Revisions
Research/Resource
Observations
Progress Monitoring Data
Post-Assessment
Post-Assessment Data: Assessment results, progress made toward goals, instructional adjustments needed, and next steps.
Student 1:
Student 2:
References
© 2020. Grand Canyon University. All Rights Reserved.
Student 3:
January 13, 2022
Dear Family of Vicki Douvikas,
•Share the name of the assessment with the parents to make the determination that their child needs extra support in literacy.
•Show the parents the data. Where their child is performing and where they should be performing.
•Tell the parents what you are going to do with their child to intervene.
•How many days a week, for how many minutes, for how many weeks?
•Don’t assume that parents are going to go to a link you provide to print out materials. What if they don’t have ink (honestly, we
never have ink in our printer)?
•What if they lost their internet connection?
•Do they need a password to access the information?
•Send home print versions of the resources you want them to work on at home with their child. If you say you want them to use
play doh or flashcards to practice sight words, are you providing these for the families?
•If you want the parent to ask questions about the story that they are reading to their child, are you going to send home questions
for the parents? Are you going to send home books/appropriately leveled books?
•Include your name, date and contact information in case parents need to contact you with questions about the resources or
information contained within the email.
•Provide a timeline on the next chain of communication.
•How are you going to communicate with the families and how frequently? Via email, text message, email, conference call, ZOOM,
agenda?
© 2020. Grand Canyon University. All Rights Reserved.
January 13, 2022
Dear Family of Sofia Douvikas
•Share the name of the assessment with the parents to make the determination that their child needs extra support in literacy.
•Show the parents the data. Where their child is performing and where they should be performing.
•Tell the parents what you are going to do with their child to intervene.
•How many days a week, for how many minutes, for how many weeks?
•Don’t assume that parents are going to go to a link you provide to print out materials. What if they don’t have ink (honestly, we
never have ink in our printer)?
•What if they lost their internet connection?
•Do they need a password to access the information?
•Send home print versions of the resources you want them to work on at home with their child. If you say you want them to use
play doh or flashcards to practice sight words, are you providing these for the families?
•If you want the parent to ask questions about the story that they are reading to their child, are you going to send home questions
for the parents? Are you going to send home books/appropriately leveled books?
•Include your name, date and contact information in case parents need to contact you with questions about the resources or
information contained within the email.
•Provide a timeline on the next chain of communication.
•How are you going to communicate with the families and how frequently? Via email, text message, email, conference call, ZOOM,
agenda?
© 2020. Grand Canyon University. All Rights Reserved.
January 13, 2022
Dear Parents of Melena Douvikas:
•Share the name of the assessment with the parents to make the determination that their child needs extra support in literacy.
•Show the parents the data. Where their child is performing and where they should be performing.
•Tell the parents what you are going to do with their child to intervene.
•How many days a week, for how many minutes, for how many weeks?
•Don’t assume that parents are going to go to a link you provide to print out materials. What if they don’t have ink (honestly, we
never have ink in our printer)?
•What if they lost their internet connection?
•Do they need a password to access the information?
•Send home print versions of the resources you want them to work on at home with their child. If you say you want them to use
play doh or flashcards to practice sight words, are you providing these for the families?
•If you want the parent to ask questions about the story that they are reading to their child, are you going to send home questions
for the parents? Are you going to send home books/appropriately leveled books?
•Include your name, date and contact information in case parents need to contact you with questions about the resources or
information contained within the email.
•Provide a timeline on the next chain of communication.
© 2020. Grand Canyon University. All Rights Reserved.
Purchase answer to see full
attachment
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