Assessment
Conclusion
Assessments need to be utilized at all points during student's learning in order for teachers and students to truly understand the progress being made towards learning goals. Without reliable assessments, both the teacher and student are left wondering what goals need to be set and what knowledge gaps need to be closed in order to attain success. Effective assessments guide both teacher and student actions. In addition, students need to be able to demonstrate their knowledge in a variety of meaningful ways. The teacher then needs to analyze this data in order to make informed instructional decisions that guide students learning.
In the Content room, students keep track of their progress towards reaching mastery for our unit standards by completing a tracker before each unit starts and after the unit has been completed. Prior to starting the unit, looking at their diagnostic scores allows students to see what areas they are already strong in and what areas they need the most support in. This allows students to reflect on what they will need to do over the course of the unit to improve their overall mastery. After the unit is complete, students revisit the tracker to reflect on their overall growth. In addition to seeing their overall growth, it allows students to reflect on the actions they are going to take to improve their mastery and set additional learning goals if they need remediation.
Here is an example of a unit tracker I have students complete at the start and end of each unit. The highlighted portions represent what the student wanted to focus on improving during the unit. Students completed this after they reflected on their diagnostic data. The portion in pencil represents the student growth once the unit was completed.
Tracking and Investment: Content Room
This is an example of the public tracking display that allows students to see their overall progress towards their learning goals. The purple box represents how students keep track of their reading stamina. We have weekly check-ins where students update the number of pages they comprehended in ten minutes. In the blue box you will see where students keep track of their progress towards the advancement challenges. Once students complete a learning activity, they place a sticker by their name for the specific skill they are focusing on.
Here is an example of the tracker that students use to monitor their reading comprehension. This tracker allows students to see visually see trends in their reading stamina. Students are able to reflect on their growth when completing this chart.
Here is how students keep track of their progress with the Advancement Challenge activities. When students receive feedback on their work on a specific level, they mark it on the chart. For example, you can see that this student received feedback on a vocabulary activity on October 5th. Once students complete and receive feedback on all activities within the skill they are working on, they know they are reading to take the summative assessment.
This is an example of the public tracking display that allows students to see their overall progress towards their learning goals. The purple box represents how students keep track of their reading stamina. We have weekly check-ins where students update the number of pages they comprehended in ten minutes. In the blue box you will see where students keep track of their progress towards the advancement challenges. Once students complete a learning activity, they place a sticker by their name for the specific skill they are focusing on.
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The trackers in the Independent Reading room allow students to reflect on their growth on a weekly basis. Please click the pictures to the left to see the trackers in place in the Independent Reading room.
Tracking and Investment: Independent Reading Room
Engaging Students in Growth
In order for students to stay invested towards attaining progress towards their academic goals, they need to be engaged in their own growth. I work to invest students in both the Content and Independent Reading room by creating individual student trackers and public tracking systems. Both of these systems work to hold students accountable to reaching their goals, as well as instill a sense of ownership over the goals.
In addition to being accountable for their goals, it is important that students are building the strategies that will help them analyze and reflect on their performance. The trackers that I have in place help students examine their own thinking and set personal learning goals.
In addition to guided lessons in the Content room, students spend time independently reading an on-level book which allows them to improve their reading skills in the Independent Reading room. During this time, students are working on targeted reading strategies by completing “Advancement Challenges”. The reading skills students work on are taken directly from the Texas state standards that dictate what students need to master in order to process and comprehend what they are reading. I use MAP data in order to know the reading level and unique needs for each child.
Each challenge targets a reading skill either at the identify, apply, create, or analyze level. Students are expected to turn in one challenge per day. This serves as a formative assessment for me to monitor students’ progress and clear up any misunderstandings. Once students complete all the challenges, they schedule a conference with the teacher to review their work and sign-up to take the summative assessment. To the left you will see how students access all of the challenges. In order to keep students engaged, some of the challenges employ the usage of technology.
Independent Reading Room
Planning with MAP Data
Planning with Assessment Data
The Measurement of Academic Progress test (MAP) serves as a diagnostic test that helps me determine what skills and concepts need to be targeted in both the Content and Independent Reading room. MAP is an unbiased computer based test that is taken at the beginning, middle, and end of the year.
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MAP data allows me to effectively plan for instruction using assessment data because it provides me with what students already know and what content knowledge and skills they are ready to work towards. Therefore, by analyzing MAP data, I am easily able to identify each students’ learning needs and plan differentiated lessons prior to starting a unit of study. In addition to giving me insight on the readiness level of each of each student, MAP allows me to understand the growth each student is making throughout the year.
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Accommodations in Assessment
Here is an example of a student who made the connection between the story and the prewriting activity. This specific student connected her personal experience about the idea that sometimes people give up and simply accept the challenges that life has handed them to the main conflict in the story. Therefore, this prewriting activity helped the student anticipate and stimulate ideas that she would be writing about to demonstrate her content knowledge.
Here is an example of a student who struggled to make the connection during their prewrite. This made me aware that the student was not making the connection between the topic of the story to the prompt they were asked to respond to. Therefore, I knew that I had to go back and have a conversation with this student and clearly model the purpose of this prewriting activity.
Here is an example of a student who made the connection between the story and the prewriting activity. This specific student connected her personal experience about the idea that sometimes people give up and simply accept the challenges that life has handed them to the main conflict in the story. Therefore, this prewriting activity helped the student anticipate and stimulate ideas that she would be writing about to demonstrate her content knowledge.
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Writing instruction is embedded into the guided lessons and learning activities that students complete. I incorporate activities that target specific parts of the writing process so that students can understand and learn the structures of writing. Throughout this process, I provide feedback to students that is centered on the process of writing we are working on within the current unit. The examples included in my portfolio focus on the first stage of the writing process, prewriting. Students were expected to master the elements of prewriting during unit one. I will continue to formatively and summatievely assess the other parts of the writing process in subsequent units.
To the left is a prewriting strategy that students completed before they wrote a response to a fictional story. The first prompt students responded to asked them to freewrite about a topic in the short story. The prompt students respond to was "What is the main conflict in the fictional text you read and how is it resolved? What elements of plot contribute to the conflict being resolved or not?" The purpose of this activity was to help students anticipate the topic they were going to write about. In addition, it also served the purpose of helping students generate ideas about the fictional story. This served as a formative assessment because it allowed me to see if students were able to generate the ideas and topics related to the story that were fundamental to responding to the prompt that asked them to demonstrate their content knowledge about plot development. By reviewing students' work from this activity, I was easily able to tell what students were not able to make a connection between the story and the prompt, which asked them to explain the conflict development. With this information, I knew what specific students needed additional support in connecting the story to the prompt.
Writing Summative Assessment
Here is an example that is representative of the 75 percent of students who were able to identify the development of conflict throughout the fictional story. In addition, this specific student was also able to provide relevant textual evidence to support their answer.
Here is an example that is representative of the 25 percent of students who either incorrectly identified the conflict or did not proficiently follow the development of the conflict throughout the story.
This is an example that is representative of the 71 percent of students who were proficiently able to discuss the impact of the main character on the conflict by discussing the character qualities.
Here is an example that is representative of the 75 percent of students who were able to identify the development of conflict throughout the fictional story. In addition, this specific student was also able to provide relevant textual evidence to support their answer.
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At the end of each unit, I give a summative assessment that allows me to measure students’ progress against the standards we have been working to master. For this unit summative assessment, students were asked to read a fictional story and identify and analyze the development of conflict and the impact the main character had on the conflict.
Between my three classes, 75 percent of students were able to identify the development of conflict throughout the fictional story. The other 25 percent either incorrectly identified the conflict or did not proficiently follow the development of the conflict throughout the story. Between my three classes, 71 percent of students were able to discuss the impact of the main character on the conflict by discussing character qualities. The other 29 percent either incorrectly identified the main character or did not relate the main character qualities back to the development of the conflict.
Here is an example of my teacher facing data tracker that demonstrates the overall mastery for all tested standards. This data is useful because it helps me see that students have not reached mastery for either analysis of plot development or characterization. The red box illustrates 71% of my students have mastered the skill of characterization and about 74% of my students have mastered the skill of analyzing plot development. Therefore, this tracker helps me identify what specific standards need to be revisited in upcoming units. After looking at this data and identifying the learning gaps, I updated my long-term pacing calendar to ensure that I review conflict development and characterization. I am specifically going to reteach how key events create tension and develop the conflict and how the main character’s qualities develop the conflict.
Here is an example of a student self-assessment that will be used to help set learning goals once we revisit plot and characterization.
Here is an example of my teacher facing data tracker that demonstrates the overall mastery for all tested standards. This data is useful because it helps me see that students have not reached mastery for either analysis of plot development or characterization. The red box illustrates 71% of my students have mastered the skill of characterization and about 74% of my students have mastered the skill of analyzing plot development. Therefore, this tracker helps me identify what specific standards need to be revisited in upcoming units. After looking at this data and identifying the learning gaps, I updated my long-term pacing calendar to ensure that I review conflict development and characterization. I am specifically going to reteach how key events create tension and develop the conflict and how the main character’s qualities develop the conflict.
Summative assessments are only meaningful if I take the time to analyze and react to the data that I collect. I find data analysis to be crucially important to monitoring learners’ progress towards goals. The summative assessment data collected from this unit illustrates the need to revisit conflict development and characterization. To the left, you will see overall percentages for the conflict and characterization standard. After analyzing this data, I identified the learning gaps and updated my long-term pacing calendar to ensure that I review conflict development and characterization. I am specifically going to reteach how key events create tension and develop the conflict and how the main character’s qualities develop the conflict.
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In order to help students set goals for their own learning, they self-assessed their ability to analyze plot and character. When we return to this later in the year, students will review where they left off with analyzing a fictional story's plot and characters.
Writing Formative Assessment
Reading Summative Assessment
Here is an example of how I used the anecdotal notes that I took during the lesson to clear up a student’s misunderstanding about key events in a fictional story. This specific student was struggling with determining which events were important enough in the story to be considered a key event in the rising action. The student and I discussed the conflict of the story, and then we talked about what event gave the reader more information about the development of the characters’ thoughts or feelings about the main conflict. The student was able to identify a key event that demonstrated an important development in the story’s plot. The result of our conversation is seen by looking at the key event the student wrote on the Post-It note.
Here is an additional example of how I used the anecdotal notes taken during a lesson to clear up a student’s misunderstanding about correctly identifying the conflict of the story. This specific student highlighted the portion of the text in green, but they were unable to articulate why this textual evidence represents the story’s conflict. After discussing the narrator’s parents were going through a divorce, we discussed the narrator’s mom’s thoughts about the divorce. We discussed how the narrator was explaining her mom since the divorce happened and how mom’s feelings are making her act. The result of our conversation can be seen in the student’s annotations.
Here is an example of how I used the anecdotal notes that I took during the lesson to clear up a student’s misunderstanding about key events in a fictional story. This specific student was struggling with determining which events were important enough in the story to be considered a key event in the rising action. The student and I discussed the conflict of the story, and then we talked about what event gave the reader more information about the development of the characters’ thoughts or feelings about the main conflict. The student was able to identify a key event that demonstrated an important development in the story’s plot. The result of our conversation is seen by looking at the key event the student wrote on the Post-It note.
After the guided lesson, students have time to practice the literary concept cooperatively or independently. During this time, I am using the data I collected in real time to clear up any student misunderstandings that occurred during the guided lessons. For example, the picture to the left demonstrates how I used my anecdotal notes to help a specific student clear up misunderstandings about how to identify key events in a story. The Post-It note indicates what the student and I discussed during our conversation. The additional picture indicates how I helped a student identify text evidence that supports the readers understanding of the conflict.
Here are student responses to a question about a fictional story's conflict, key events, and resolution submitted through a Google Form. This was a formative assessment that was intended for students to demonstrate their understanding of conflict development within a story. The green box represents students who were able to proficiently identify the conflict and trace the development of the conflict throughout the story. The yellow boxes represent students who were able to identify the conflict, but not proficiently trace the development. The blue box represents students who were unable to identify the conflict. From this data, I can see that the majority of my students are able to identify a story’s main conflict, but are unable to identify key events that contribute to the development and overall resolution of the conflict. With this information, I created student groupings that allowed me to specifically target what knowledge gaps needed to be closed in order for students to master analyzing conflict development.
Here are additional examples, from the same class period, of student responses I analyzed in order to understand students’ proficiency of analyzing conflict development. This data further solidified the student groupings I needed to make in order to efficiently and effectively close knowledge gaps.
Here are student responses to a question about a fictional story's conflict, key events, and resolution submitted through a Google Form. This was a formative assessment that was intended for students to demonstrate their understanding of conflict development within a story. The green box represents students who were able to proficiently identify the conflict and trace the development of the conflict throughout the story. The yellow boxes represent students who were able to identify the conflict, but not proficiently trace the development. The blue box represents students who were unable to identify the conflict. From this data, I can see that the majority of my students are able to identify a story’s main conflict, but are unable to identify key events that contribute to the development and overall resolution of the conflict. With this information, I created student groupings that allowed me to specifically target what knowledge gaps needed to be closed in order for students to master analyzing conflict development.
Once students complete their learning task for the day, I analyze their work in order to plan for the next day’s lesson. The pictures to the left demonstrate my ability to monitor learner's progress in order to make informed instructional decisions. By analyzing student's response to this question, I was able to identify targeted learning needs and create leveled groupings that had differentiated lessons.
Here is a list of leveled groups created from the data I collected from the previous piece of evidence on students’ ability to analyze conflict development. In order to easily know what type of questions to ask students within each group, I color code my list. In addition, I add anecdotal notes based of off their response. This helps me know more specifically what misunderstanding needs to be cleared up.
This activity was designed for students who were able to proficiently analyze the conflict development within a fictional story. This was the green group I identified by analyzing student work. In this activity, students are working on a differentiated learning experience that asks them to analyze character qualities and plot development in order to get to the overall theme of the story.
This activity was designed for students who were not able to identify the conflict or analyze the conflict development. This was the blue group I identified from analyzing student work. In this activity, students are working on a differentiated learning experience that gives them overall theme of the story, and then asks them to find key events that develop the conflict. Similar to the previous learning activity, the theme was given to students as an additional scaffold that was intended to help them identify events that relate to the conflict and theme. However, I further broke down this activity by asking students to identify events at the beginning, middle, and end of the story.
Here is a list of leveled groups created from the data I collected from the previous piece of evidence on students’ ability to analyze conflict development. In order to easily know what type of questions to ask students within each group, I color code my list. In addition, I add anecdotal notes based of off their response. This helps me know more specifically what misunderstanding needs to be cleared up.
The pictures to the left shows how I then use this data to place students in leveled groups dependent on their mastery towards the objective. Within these groups, I am able to reteach needed material to students who needed to revisit it. While I am working with a small group, other students are working on leveled activities based on the group they were placed in.
While students are waiting to check in with me, they are reviewing the feedback I provided from their previous days work.
Here is an additional piece of feedback that I gave to a student who was having a hard time identifying key events that developed the conflict.
While students are waiting to check in with me, they are reviewing the feedback I provided from their previous days work.
Placing students in groups helps me give students feedback that ensures any misunderstandings are being cleared up. The picture to the left demonstrates how students receive descriptive feedback that guides their progress towards mastering the objective.
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Formative assessment for English language arts skills and concepts in the Content Room are conducted in a variety of ways. During guided lessons, I depend on planned questions, observations, and instructional tasks as formative assessments to understand student’s progress towards the objective of the day. When using planned questions and observations, I am able to observe evidence of learning while also identifying what students need additional support.
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To keep track of the progress of my planned questions and observations, I often take anecdotal notes during the guided lesson. The picture of anecdotal notes to the left indicates how I know what students I need to check in with to ensure I am giving specific and targeted feedback about the objective. During the lesson these notes were taken, we were specifically focusing on how to identify conflict and follow the development of it throughout the story.
Anecdotal notes taken during a lesson about conflict development. These notes were taken during the guided portion of the lesson. They help me identify who I need to check in with as students are completing their learning task for the day.
Reading Formative Assessment
Formative and Summative Assessments
While in the Content classroom, students spend time developing both their reading and writing skills. The assessments that I plan allow students to demonstrate their reading and writing abilities in multiple ways.
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Knowledge of literary concepts are assessed formatively during every guided lesson. A portion of each day is set aside for me to model and guide students through the skill and concept we are working to master. During this time, students are able to see the thought process of a fluent reader apply reading skills to a grade level or above grade level text in order to either comprehend, analyze, or synthesize ideas in the text. After I model, students are released to practice the skill and concept cooperatively with their peers. At this point in the day, I provide descriptive feedback to students that guides their progress towards the learning task. Additionally, I work with leveled groups so that I am able to target the specific needs of every student. At the end of each unit, students are given a summative assessment to gauge their progress towards learning standards.
In addition to guided lessons, students are assessed on their ability to master the writing process. Students frequently respond to prompts in which they are required to answer, prove, and explain their answer. This is a skill that we work on during each unit throughout the entirety of the year, in conjunction with the writing process. During this time, I am collecting and analyzing the writing data to ensure writing growth.
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Click the below images to get more detailed information about how I use multiple types of assessments within my classroom.
Assessment
InTASC Standard 6: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
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When used effectively, assessments serve the purpose of informing both the teacher and learner with what knowledge gaps need to be filled in order for all learners to achieve growth. Multiple types of assessments, including diagnostic, formative, and summative assessments, need to be utilized in order for teachers to design instruction that firmly targets what skills and concepts students need continued practice with. Teachers need to consistently analyze the data from these assessments in order to monitor student progress and inform their instructional decisions. In addition to assessments guiding instructional decisions made by the teacher, assessments should inform and engage students of their growth. Assessments can be used as a tool to effectively motivate and engage students in their learning journey.
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In order to guide my planning, I use diagnostic assessments to gauge the readiness level of my students. Diagnostic assessments results also help students create goals that will guide their learning. Formative assessments allow me to monitor student progress towards the learning goals and notify me when skills and concepts need remediated. Frequent formative assessments also allow me to create differentiated and small-group instruction that is most relevant to students’ needs. Summative assessments allow me to measure students’ progress against curriculum standards, while also informing me of how I can update my long-term plan to better meet the needs of all students.
Table of Contents
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After students engaged in activities and received feedback centered on prewriting, they completed a prewriting graphic organizer on their unit 1 summative assessment. The teacher facing tracker to the left illustrates that about 88 percent of my students met standard for writing a controlling idea, about 78 percent met standard for providing evidence, and about 64 percent met standard for explaining the connection of their evidence back to the controlling idea.
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Here is an example of an accommodated test that included a graphic organizer to help students respond to a short answer response question.
Here is an example of an accommodated reading used by an English language learner. This text included guiding questions to check for understanding of the story.
Here is an example of a graphic organizer that was used for students to understand how to characterize the main character of a story.
Here is an example of an accommodated test that included a graphic organizer to help students respond to a short answer response question.
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In order to make content assessable for all of my students, I make accommodations in both formative and summative assessments for reading and writing.
Here is an example of how I group students based on the skills they need reinforced, developed, and introduced. For example, within group 1, I can see that students need to develop the skill of determining main idea in an information text. I also notice that I need to help them develop the skill of identifying details that support the main idea in an informational text. Looking at group 2, however, I notice that students are ready to start determining two or more main ideas in a text. This data is useful because it allows me to plan differentiated lessons prior to beginning each unit by specifically targeting the skills student need. It allows students to get the most use out of instructional time because they are specifically focusing on the skills they need to develop.
Here is an additional example of how I group students based on the skills they need reinforced, developed, and introduced to. When looking at group 1, I notice that they are ready to start making inferences and drawing conclusions about an informational text. Once they have developed this skill, they are ready to be introduced to the skill of analyzing techniques, such as organizational patterns, that authors use to illustrate their purpose. However, looking at group 2, I notice that once they develop the skill of analyzing various organizational patters, such as problem and solution, they are already ready to move on to comparing and contrasting ideas found in a text.
Here is an example of how I group students based on the skills they need reinforced, developed, and introduced. For example, within group 1, I can see that students need to develop the skill of determining main idea in an information text. I also notice that I need to help them develop the skill of identifying details that support the main idea in an informational text. Looking at group 2, however, I notice that students are ready to start determining two or more main ideas in a text. This data is useful because it allows me to plan differentiated lessons prior to beginning each unit by specifically targeting the skills student need. It allows students to get the most use out of instructional time because they are specifically focusing on the skills they need to develop.
Planning with MAP Data
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The pictures to the left illustrate that when I begin the unit centered on main idea and author’s purpose, I will already have leveled groups prior to giving a formative assessment. I will know precisely what skills I need to reinforce, develop, and introduce within each group. This knowledge is fundamental to creating differentiated instruction.
Because each student needs to work on different skills and strategies at various reading levels, they meet with the teacher either one-on-one or in a small group to conference about their progress towards attaining success on the “Advancement Challenges”. At the beginning of the year, I had one-on-one conferences with each student. We discussed the overall meaning of their MAP data and how we can use the MAP results to set attainable goals for the “Advancement Challenges”. The video to the left is an example of what a typical goal setting reading conference look likes.
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In this specific conference, I was using MAP data to help this student set an attainable goal regarding their reading level and their vocabulary skills. This particular student was reading below their reading level because they did not realize their true reading potential until they reviewed their MAP data. After discussing this students overall reading level with them, they were able to set their own personalized goal regarding what books they are reading and how they were going to use their vocabulary skills to further grow their reading level and reading stamina.
Independent Reading Room Conference
To the left is student work sample that illustrate how the goal that was set during the conference guided the instructional activities the student engaged in. This student work sample demonstrates the work they were doing to develop their vocabulary skills, specifically using context clues to determine the meaning of unfamiliar words at the 9th grade level. This work sample shows that the student was able to effectively use context clues when determining the meaning of unfamiliar words.
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Once the student completes the “Advancement Challenge”, they take a summative assessment that measures their mastery towards the skill or strategy they have been working on. Each assessment is tailored to that student’s specific reading level. To the left is an example of the assessment the student who was working on vocabulary development took.
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When looked at more closely using the rubric I used to grade this assessment, I notice that I need to push my students to develop controlling ideas that show a more in depth understanding of the prompt they are responding to. In addition to this, I also need to teach about 44 percent of my students to include evidence within their controlling idea. This data also informs me that I need to continue to work with 62 percent of my students to include evidence that directly relates to the controlling idea they wrote. Finally, I need to work with the large majority of my students, 87 percent, to fully explain their evidence in a coherent and detailed manner.
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This represents the level of work of a student who understands the prompt and was able to respond with the conflict and resolution of the story. This represents 56% of my students. This sample also illustrates a student who needs to develop stronger evidence that relates to their controlling idea. This represents 38% of my students. Finally, this sample represents a student who needs stronger explanation of their selected text evidence. This represents 50% of my students.
This represents the level of work of a student who needs to work to develop an understanding of what the prompt is asking them to respond to. This represents 38% of my students. This student did not fully respond to the prompt because they did not state the resolution of the story. In addition, similar to the last student example, this work sample represents a student who needs to work on finding text evidence that more effectively relates to their controlling idea.
This is an example that represents the level of work of a student who does not understand the prompt. This represents 6% of my students. This student was unable to articulate both the conflict of the fictional story and the resolution of the fictional story. The student was unable to find relevant text evidence that supported their emerging controlling idea. Finally, the explanation of the evidence was not clear or coherent.
This is the rubric marking the student received who understood the prompt, but needs to develop a controlling idea that shows a deeper understanding of what the prompt is asking them to answer. In addition, this student needs to work on creating a controlling idea that concisely responds to the prompt. Finally, this student needs to work on finding higher quality evidence that supports their controlling idea.
This is the rubric marking the student received who partially understood the prompt. Moving forward, I will continue to reinforce finding text evidence throughout the prewriting and drafting process of writing. Students who struggled with this skill will receive additional support in identifying the key concepts from the prompt they need to include in their response.
This is the rubric marking the student received who did not understand the prompt. Moving forward, these students will receive remediation in understanding the key concepts in a prompt and creating a controlling idea. Once these skills are mastered, these students will work on identifying evidence that is clearly related to their controlling idea.
Below you will see the documents that were discussed and completed during the reading conference with this student. The goal that was set will guide the students learning when it comes to developing their overall vocabulary and vocabulary skills.
This is the MAP data that I reviewed with the student. In the blue box you see the graph that shows their current Ready for Instruction Today (RIT) score. This student’s RIT score was 225. The graph also shows the RIT score they are expected to be at in the middle of the year. This student is projected to be at a RIT level of 227. The red box illustrates the Lexile range data and vocabulary data that I reviewed with the student. After looking at this data, the student made their overall vocabulary goal.
Here is the bookmark that the student used to track what we discussed during the conference. This bookmark indicates their overall Lexile range and their overall goals for the different strategy they are working on. For this particular student, we were focusing specifically on vocabulary, so you see a goal that corresponds with developing her vocabulary and skills around using context clues.