Jen Dougherty EDA 416 SP 14 Student Teaching Candidate Impact on Student Learning 1.

Pre-Assessment This student was pre-assessed during reading for comprehension using a level J story based on WH comprehension questions. WH comprehension questions are questions such as: who, what, where, when, why, and how. The students IEP goal that is the primary focus for this analysis is when given a grade level story, the student will respond to simple WH comprehension questions (verbally or Ipad) about the story, increasing from 40% accuracy to 80% accuracy over 4 consecutive probes. WH comprehension questions for this student must be very simple and the answer has to be right there in the book. If you ask the student a literal question such as, why do you think the character did that? he would not be able to answer. However, if you ask him simple, right there, questions he usually can. For example, after reading a page from Saving Scruffy, I asked the student what type of animal Scruffy was; he answered correctly, Scruffy is a cat. The illustrations helped him with the question, as well as other books too. This student has the most difficulty answering who during WH comprehension questions. The student cannot grasp the concept of names. His TSS even said that it took this student three years to learn her name. If the teacher does not ask the WH question during reading, it is more likely that they will not be able to answer questions after the story. Recently, during and after reading the story, Sand Castles and Guitars the student answered WH comprehension questions. However, the student scored 3/10 answers correct, giving him a 43% on his WH comprehension questions. This student was also pre-assessed in from September to January for comprehension based on WH questions. For this students progress report, he received a combination score of 76%. Currently, throughout each day we are trying to implement WH questions. So, not only in reading is this student trying to master this skill. For example, during the life skills session in the morning, we have started asking this student What is my name? or to ask Mrs. Dixon for a ruler, using her name and a full sentence. We have this student complete this task since who is the most difficult comprehension question to understand and it is a skill that is needed for 3rd grade and the future. 2. Analysis of pre-assessment data Student Background: This student is on the Autism Spectrum and used to be non-verbal. However, he now has an Ipad that he can use the ProLoToGo app. if needed to communicate. He does not use it that often because it is still new to him. When this student answers, if he answers, it is very low and usually with one-word answers. This student excels in math, writing, and science. During writing, when trying to spell out words he spells them exactly how they sound. So, the student has difficulty spelling most words above the 2nd grade level correctly.

Reading is a struggle. He is unable to answer simple WH comprehension questions during and after reading. He can only answer right there questions. Literal questions regarding to the reading is too difficult for this student to comprehend. I have been teaching reading with this student for the last 7 weeks and it has been very difficult for him to read for the purpose of understanding. I know he is not understanding the reading because of the data that has been collected and the extremely low numbers of correct answers during monitoring wh comprehension questions. For this students pre-assessment data in reading, he has received a 43%, while reading the level J story, Sand Castles and Guitars. The student was only able to correctly answer 3/10 right there questions in the story. Another form of pre-assessment for this student a progress report that monitored from September to January. This student scored a combination percentage of 73% for several WH comprehension question monitoring. This student is currently reading on a level J. He is able to read aloud and occasionally answer very simple WH questions during reading only. Due to the fact that this student received such a low score for WH comprehension questions in reading, should he be moved back down to a level I in order to read for understanding? 3. Planning for instruction (learning outcomes/objectives and unit/lesson plan) A. Objectives: After completion of this lesson, the student will have read aloud a level H story, Saving Scruffy, and verbally answer WH comprehension questions 50% wh questions correct. After completion of this lesson, the student will have read aloud a level J story, Sand Castles and Guitars and verbally answer WH comprehension questions 40% wh questions correct. After completion of this lesson, the student will have read aloud a level J story, Priscilla and the Dinosaurs and verbally answer WH comprehension questions 60% wh questions correct. After completion of this lesson, the student will have read aloud a level I story, Rodeo Under the Sea with 70% wh questions correct. Outcomes: The student will be asked WH comprehension questions before, during, and after reading. The student will read for the purpose of understanding. The student will read aloud for enhance fluency. The student will understand the meaning of new vocabulary words used from the stories.

B. Plan lessons and develops original, relevant, age-appropriate instructional activities. Activity 1: WH Progress Monitoring, Comprehension Question Lesson Subject: Reading Grade: 2 Timeline: 30 Minutes 1. Learning Outcomes: The student will work on their IEP goal, When given a grade level story, the student will respond to a simple WH comprehension questions (verbally or use of Ipad) about the story increasing from 40% accuracy to 80% accuracy over 4 consecutive probes.

2. Common Core Standards: CC.1.5.2.B: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
CC.1.1.2.E: Read on-level text for the purpose of understanding. CC.1.3.2.B: Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

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Lesson Objectives: After completion of this lesson, the student will be monitored on progress of his IEP goal by answering WH comprehension questions while reading aloud a level J passage, Sand Castles and Guitars. Anticipatory Set: Begin this lesson by asking the student what they are working for. For example, listening to music. Procedures: Have the student read aloud the story, Sand Castles and Guitars. As the student is reading ask comprehension questions (who, what, where, when) during and after reading. Collect data based on students correct and incorrect answers using progress monitoring. Differentiated Instruction: Also allow the students a brain break when the students seem to be frustrated

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or distracted. During a brain break, students can bounce on an exercise ball or play on the I pad for three minutes. 7. Closure: The student may end with the reward chosen.

8. Assessment (Formative and Summative): Formative: The student will be assessed informally by observation of the teacher. Summative: The student will be assessed using progress monitoring based on their IEP goal for reading comprehension. 9. 10. 11. Materials/Equipment: Pencil Progress monitoring sheet with IEP goals Level J passage Sand Castles and Guitars Technology: Ipad if needed for communication. Reflection on Planning: For this lesson, I will be using progress monitoring to assess a students comprehension skills while reading. This is a part of his IEP goal, so I will be asking WH questions. This lesson is also being used for Candidate Impact on Student Learning data.

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Reflection on Instruction (once the lesson has been taught): Progress monitoring was taken on March 6, 2014. This student did very poorly and only got 3/10 WH questions correct, giving him a score of 30%.

Activity 2: Subject: What About Woolsey? Reading Lesson Subject: Reading Comprehension Grade: K & 2 Timeline: 1 Week, 30 minutes per day What About Woolsey? 1. Learning Outcomes: The students will become familiar with new vocabulary words that will be introduced in the What to Do About Woolsey. The students will observe the book (such as title, author, genre, and illustrator). The student and teacher will also complete a picture walk to predict what might happen in the story. The students will read aloud for the purpose of understanding and increasing fluency. The students will answer a series of comprehension questions.

2. Common Core Standards: CC.1.3.2.G: Use information from illustrations and words, in print or digital text, to demonstrate understanding of characters, setting, or plot. CC.1.1.2.E: Read onlevel text with purpose and understanding. CC.1.3.2.B: Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CC.1.2.2.F: Determine the meaning of words and phrases as they are used in grade level text including multiplemeaning words. 3. Lesson Objectives: After completion of this lesson, the students will have developed meaning to new vocabulary words (excited, grabbed, and mistake), and made predictions about the story based on the illustrations What About Woolsey? Students will have also read aloud the story and answered a comprehension worksheet as well as an exit slip to ensure understanding. Anticipatory Set: To begin the lesson, tell students that we will be reading a book about a boy and his pet, and the problem that he overcomes.

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5. Procedures: Tuesday: The teacher will introduce the new vocabulary words on index cards to the students (excited, grabbed, mistake). Each index card will have the word on the front and definition on the back. The teacher can model the word in a sentence by using the sentence in the book. Review the word and its meaning before observing the book. Together, the teacher and students will point out the title of the book, as well as the author and illustrator and the role that they play. The students will determine what the story might be about based on the cover. Together, the teacher and students will take a picture walk. Based on the illustrations, the students will predict what the story will be about. After the picture walk, the students should each share their predictions. Wednesday: The teacher will begin todays lesson by reviewing the new vocabulary words. The students will then take turns reading aloud the story. Comprehension questions will be asked periodically while the students are reading aloud. Thursday: The students will finish reading aloud What to Do About Woolsey. When students are finished reading, they must complete a comprehension worksheet. They may use the book, What to Do About Woolsey, as a resource. Friday Students will complete the wh comprehension worksheet. They will also complete an exit slip and illustration about their favorite part of the story.

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Differentiated Instruction: This lesson can be differentiated by allowing one of the students to use their Ipad with the ProLoToGo app. This will allow him to find words that he is unable to communicate. For this population of students, prompts are usually needed during observing the book and picture walking. The teacher can also allow the students a brain break at a good breaking point in the lesson. During a brain break, students can bounce on an exercise ball or play on the Ipad for three minutes. The teacher can also assist during reading, if needed, as well as allowing the students to use their books as a resource for the comprehension worksheet and exit slip.

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Closure: This lesson will wrap up having the students fill out an exit slip asking what their favorite part of the story was and why.

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Assessment (Formative and Summative): Formative: The students will be assessed informally by observation by the teacher. Summative: The comprehension and exit slip will be handed in to check for understanding after reading. Materials/Equipment: What to Do About Woolsey? by Jennifer Jimenez 3 index cards with words and definitions on them (excited, grabbed, mistake) What to Do About Woolsey comprehension wh worksheet Pencil Exit slip Technology: The Ipad is used for the student to communicate if needed. Reflection on Planning: For the students that this lesson is intended for, it usually takes longer for them to read aloud a story therefore I gave them two days. I assume that it will also take longer for them to answer the comprehension worksheet, so I gave that two days as well because it is more difficult for them. In a previous reading lesson for these students, I included an exit slip and the students responded great to it. These students are on the lower functioning end compared to the others. That is why I also decided to include vocabulary index cards with definitions for this lesson. I figured I wont know what the student will be able to fully understand unless I try to teach it to them. This lesson is being used as data for the Candidate Impact on Student Learning. Reflection on Instruction (once the lesson has been taught): This lesson will be taught the week of February 18th to February 21st.

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Tuesday Today was my first formal lesson by observation by Dr. Hicks. It went very well. Even though it was a 2-hour delay and the students have been out of school due to the snow. However, after making a few adjustments, the lesson went really good. I was expecting the students to be off task and not well behaved. Honestly, I was expecting one of the students to have a tantrum. I was totally wrong and the kids were great. They were interested and engaged in the lesson. Dr. Hicks offered great feedback that I plan to incorporate into my

future lessons such as data collection and possibly using chapter books. Also, how to use a book for a week-long lesson without dragging it out. I am very pleased with how my observation went. Wednesday Today, the boys took turns reading the story aloud. We were able to finish the story. However, they both read very low. Evan was laughing and Eddie was distracted. Comprehension questions were asked throughout the story and they were able to correctly answer the questions, so I guess they were paying attention. Thursday Eddie was at PT today so I worked one-on-one with Evan. It went really great working one-on-one with him because he was able to focus and be more engaged then when in group. Evan completed a comprehension worksheet and did some progress monitoring on his IEP goal for comprehension questions as well. Friday Thanks to Evans TSS, I was able to work with Eddie on his comprehension worksheet. I scribed for him and we completed the sheet while Evan worked on his exit slip and illustration. Then, Eddie was able to complete his exit slip and illustration as well. Overall, I think the boys enjoyed this book about Woolsey.

Activity 3: WH Progress Monitoring, Comprehension Question Lesson Subject: Reading Grade: 2 Timeline: 30 Minutes Progress Monitoring 1. Learning Outcomes: The student will work on their IEP goal, When given a grade level story, the student will respond to a simple WH comprehension questions (verbally or use of Ipad) about the story increasing from 40% accuracy to 80% accuracy over 4 consecutive probes.

2. Common Core Standards: CC.1.5.2.B: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
CC.1.1.2.E: Read on-level text for the purpose of understanding. CC.1.3.2.B: Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

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Lesson Objectives: After completion of this lesson, the student will be monitored on progress of his IEP goal by answering WH comprehension questions while reading aloud a level J passage, Woosh. Anticipatory Set: Begin this lesson by asking the student what they are working for. For example, playing desert maker on Ipad. Procedures: Have the student read aloud a level J story, Woosh. As the student is reading ask comprehension questions (who, what, where, when) during and after reading. Collect data based on students answers using progress monitoring. Differentiated Instruction: Also allow the students a brain break when the students seem to be frustrated or distracted. During a brain break, students can bounce on an exercise ball or play on the I pad for three minutes. Closure: The student may end with their reward.

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8. Assessment (Formative and Summative): Formative: The student will be assessed informally by observation of the teacher. Summative: The student will be assessed using progress monitoring based on their IEP goal for reading comprehension. 9. Materials/Equipment: Pencil Progress monitoring sheet with IEP goals Level J passage Woosh

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Technology: I pad, if needed for communication. Reflection on Planning: For this lesson, I will be using progress monitoring to assess a students comprehension skills while reading. This is a part of their IEP goal, so I have to ask WH questions. This lesson is also being used for Candidate Impact on Student Learning data.

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Reflection on Instruction (once the lesson has been taught): Progress monitoring was taken on January 28, 2013. This student did poorly, earning a 4/8 questions correct, giving them a score of 50%.

Activity 4: Saving Scruffy Reading Lesson Subject: Reading Grade: 2 Time: 30 Minutes Saving Scruffy 1. Learning Outcomes: The students will read for the purpose of understanding and enhancing fluency.

2. Common Core Standards: CC.1.1.2.E: Read onlevel text with purpose and understanding. CC.1.3.2.G: Use information from illustrations and words, in print or digital text, to demonstrate understanding of characters, setting, or plot. CC.1.3.2.B: Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

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Lesson Objectives: After completion of this lesson, the students will have read aloud Saving Scruffy, verbally answered comprehension questions, and completed and illustration regarding their favorite part of the story.

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Anticipatory Set: Introduce the book to the student by giving a short overview; Yuan and his mother decide to adopt a stray cat. The cat they already have is not happy. Will the two cats end up being friends? Lets read to find out. Procedures: To begin this lesson, the teacher will go through the book without reading the text. The teacher should have students look at the author, illustrator, and the title of the book. The teacher can also review what role the author and illustrator play with the students. The teacher should then go through the pictures in the book so that the students can make predictions about what Saving Scruffy might be about. Following the picture walk, the teacher should ask the students what predictions they have made about the story. The teacher and students will take turns reading aloud to each other. The teacher can read aloud first. As they read, the teacher will ask WH comprehension questions after each page to ensure that students are reading for understanding. Page 1, Who is Bruno? A cat Page 4, What did Bruno see on the sidewalk? A stray cat Page 5, Why did Bruno look mad? Because of the other cat Page 6, What did Yuan call the other cat? Scruffy Page 10, Where did mom and Yuan take Scruffy? To the vet Page 11, What did the vet say that Scruffy needed? Food Page 14, Was Bruno happy about having another cat in the family? Not at first Page 15, Did Bruno and Scruffy become friends? Yes The students may use the book as a resource for answers. Relate the story to the students life by asking them what type of pet they might find in their neighborhood. Have students draw a picture of their response. Differentiated Instruction: This lesson was created for a special education population. However, depending on the student and their disability, the teacher can read aloud to the story to the students only. One of the students that this lesson is intended for has difficulty getting words across. However, he can read aloud. This student may use their Ipad as a voice output device while the teacher is asking comprehension questions. The teacher can also allow the students a brain break at a good breaking point in the lesson. During a brain break, students can bounce on an exercise ball or play on the Ipad for three minutes.

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Closure: The lesson will wrap up by the students telling the teacher what their favorite part of Saving Scruffy is and why. Assessment (Formative and Summative): Formative: The student will be assessed informally by observation of the teacher. The teacher will observe the students reading as well as their responses to the comprehension questions. Summative: The student will be assessed based on their reading fluency and accuracy. They will also be assessed based on their reading IEP goals by progress monitoring. Materials/Equipment: Saving Scruffy by Misha Herenger Paper Crayons Technology: Technology is not used in this lesson. Reflection on Planning: This lesson has been taught and is being used for the Candidate Impact on Student Learning as a reading activity. Reflection on Instruction (once the lesson has been taught): This lesson was supposed to be taught on Monday, February 2, 2014. However, due to a snow day, it was pushed back to Tuesday, February 3, 2014. Mrs. Dixon was absent today, so there was a sub. It was a hectic day because of a two-hour delay and a sub. However, the lesson went well. I worked with two students. They took turns reading aloud and answering comprehension questions. Both students had their aid with them so they helped out as well. After the reading, the students drew a picture based on their favorite part of the story. The aids told me that I did a good job during my lesson and that Mrs. Dixon teaches the same way. The sub that we had was a little difficult to work with so that is why the day was even more hectic and Penny (classroom aid) was in the general education classrooms helping other students. It was kind of interesting because I was able to take over parts of the day, as Mrs. Dixon would do. So, I guess it was beneficial to have a sub.

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Activity 5: WH Progress Monitoring, Comprehension Question Lesson Subject: Reading Grade: 2 Timeline: 30 Minutes Progress Monitoring 1. Learning Outcomes: The student will work on their IEP goal, When given a grade level story, the student will respond to a simple WH comprehension questions (verbally or use of I pad) about the story increasing from 40% accuracy to 80% accuracy over 4 consecutive probes.

2. Common Core Standards: CC.1.5.2.B: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CC.1.1.2.E: Read on-level text for the purpose of understanding. CC.1.3.2.B: Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 3. Lesson Objectives: After completion of this lesson, the student will be monitored on progress of his IEP goal by answering WH comprehension questions while reading aloud a level I passage, Rodeo Under the Sea. Anticipatory Set: Begin this lesson by asking the student what they are working for. For example, listening to music. Procedures: Have the student read aloud the story, Rodeo Under the Sea, a level I passage. As the student is reading ask comprehension questions (who, what, where, when) during and after reading. Collect data based on students answers using progress monitoring. Differentiated Instruction:

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Also allow the students a brain break when the students seem to be frustrated or distracted. During a brain break, students can bounce on an exercise ball or play on the Ipad for three minutes. Closure: The student may end with their reward.

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8. Assessment (Formative and Summative): Formative: The student will be assessed informally by observation of the teacher. Summative: The student will be assessed using progress monitoring based on their IEP goal for reading comprehension. 9. 10. 11. Materials/Equipment: Pencil Progress monitoring sheet with IEP goals Level I passage Rodeo Under the Sea Technology: Ipad, if needed for communication. Reflection on Planning: For this lesson, I will be using progress monitoring to assess a students comprehension skills while reading. This is a part of his IEP goal, so I have to ask WH questions. This activity is also being used for Candidate Impact on Student Learning data.

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Reflection on Instruction (once the lesson has been taught): Progress monitoring was taken on March 12, 2014. The student scored highly with 10/14 wh comprehension questions correct.

Activity 6: Henry and Mudge Reading Lesson

Subject: Reading Grade: 2 Time: 1 Week, 30 Minutes per day Henry and Mudge and the Happy Cat 1. Learning Outcomes: The students will read for the purpose of understanding and enhancing fluency. The students will write and illustrate their favorite part of the story for comprehension.

2. Common Core Standards: CC.1.1.2.E: Read onlevel text with purpose and understanding. CC.1.3.2.G: Use information from illustrations and words, in print or digital text, to demonstrate understanding of characters, setting, or plot. CC.1.3.2.B: Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 3. 4. Lesson Objectives: After completion of this lesson, the students will have completed reading Henry and Mudge and the Happy Cat. The students will have also completed an exit slip that asks what the students favorite part of the story is and why. The students will have also illustrated a picture based on their favorite part. Anticipatory Set: To begin the weeks lesson, relate the story to the students lives and ask them if anyone has a pet at home? Ask them what kind of pet they have, what is its name, etc. The teacher can tell the students about their pet as well. After sharing, the teacher can tell the students that we will be reading a story about a cat and a dog.

5. Procedures: Monday Begin by having the students observe the book Henry and Mudge and the Happy Cat. Make sure that the students notice that this book has chapters. Review author and illustrator. Go through a picture walk with the students. Allow the students to tell their predictions. Write down the students predictions so when we finish the story, the teacher can see

if the students predicted correctly. After the picture walk, introduce the new vocabulary words that students will come across while reading (shabbiest, stray, disaster, unique). If there is time left, begin reading the story. Let the students take turns reading it aloud.

Tuesday Begin todays lesson by reviewing the vocabulary words. Continue reading Henry and Mudge and the Happy Cat Ask WH comprehension questions while reading. Also ask students for predictions during reading. Wednesday Review vocabulary words. Continue reading Henry and Mudge and the Happy Cat. Also continue asking WH comprehension questions throughout the reading. Thursday (I will be at Student Teaching Day at WCU leaving sub lessons for my coop). Review vocabulary words. Continue and (should) finish reading the story. Ask WH comprehension questions throughout. Friday If not finished, finish reading the story. Short vocabulary review. Short Henry and Mudge and the Happy Cat review. Students should fill out an exit slip that asks them what their favorite part of the story was. This exit slip also includes an illustration of their favorite part. 6. Differentiated Instruction: Use of Ipad as a voice output device. The teacher can also allow the students a brain break at a good breaking point in the lesson. During a brain break, students can bounce on an exercise ball or play on the Ipad for three minutes. Assistance during illustration if needed.

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Closure: Wrap up the weeks lesson by having the students share their exit slip. Have students read aloud what their favorite part was and why, as well as their illustration.

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Assessment (Formative and Summative): Formative: The student will be assessed informally by observation of the teacher. The teacher will observe the students reading as well as their responses to the comprehension questions. Summative: The student will be assessed based on their reading fluency and accuracy. They will also be assessed based on their reading IEP goals by progress monitoring. Their exit slip will also be collected. Materials/Equipment: Favorite part exit slip Henry and Mudge and the Happy Cat 4 vocabulary flash cards (disaster, shabbiest/shabby, unique, stray) Pencil Crayons Technology: An I pad is used for communication device, if needed. Reflection on Planning: This lesson has been taught and is being used for data for the Candidate Impact on Student Learning assignment.

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Reflection on Instruction (once the lesson has been taught): This lesson will be taught the week of February 24th to the 28th. Monday The boys were sort of out of focus today. I think I am going to start reading from the beginning tomorrow and review the flash cards as well. Tuesday I decided to re-read this story from beginning with the boys since yesterday they were not totally with it. They did great. I used a lucky charms treat as a motivator for Eddie and he read so loud and proud! Wednesday Continued Reading Thursday I will be absent for Student Teaching Day at WCU. I left sub plans for my coop. Friday For this reading group, I chose for them to complete an exit slip in which they tell their favorite part of the story as well as an illustration. I feel as though I often include illustrations for students after reading. However, drawing their ideas is very beneficial for my

students. There is only one student whose gross motor skills are very delayed, but I think of it as practice for him and I tried to assist by doing hand over hand with him.

4. Post-Assessment Post Assessment - For this student, the targeted area has not been met and further instruction is needed. The student will have to move his reading level back down to a level I in order to understand what is being read. We will know that the student comprehends their reading by asking wh comprehension questions. Post-assessments that this student has completed are all based on wh comprehension questions based on the students IEP goal. For post-assessment, the student completed answering wh comprehension questions from the book Rodeo Under the Sea, which is a level I book to see if a level I is an appropriate level for this student, rather than a level J. The student received a 71% and 75% on wh comprehension questions using two stories that were a level I. This student has not received this high of a score since he was reading a level H, in September.

Organization of assessment data: The following is a collection of data from the students reading IEP goal, progress monitoring, and reading.


Date 25-Sep 27-Sep 4-Oct 21-Oct 6-Nov 12-Nov 9-Dec 17-Dec 2-Jan 10-Jan 15-Jan 28-Jan 6-Mar 11-Mar

This students reading comprehension using wh questions has declined as the

Correct Answers 6 3 2 10 15 5 12 6 20 13 3 10 3 3 Incorrect Answers 3 1 5 3 5 1 6 3 1 2 2 4 10 8 Total Questions 9 4 7 13 20 6 18 9 21 15 5 14 13 11 % Correct 66% 75% 29% 30% 75% 83% 66% 66% 5% 15% 60% 71% 43% 38%

Story/Level Animals G Animals G Tag Along H Soup and Sandwich - H Legs, wings.. - H Tooth on the Loose - H Pants we Use - J Don't Stomp - J Don't Stomp - J My Hero J Woosh J Saving Scruffy - H Sand Castles - J Pricilla J

reading levels have gotten more difficult. Organization of Assessment Data: The following is a collection of data from the students reading IEP goal, progress monitoring, and reading that includes the post-assessment.

Date 25-Sep 27-Sep 4-Oct 21-Oct 6-Nov 12-Nov 9-Dec 17-Dec 2-Jan 10-Jan 15-Jan 28-Jan 6-Mar 11-Mar 12-Mar 13-Mar

Story/Level Animals - G Animals - G Tag Along - H Soup Sandwich - H Legs, wings.. - H Tooth on Loose - H Pants we Use - J Don't Stomp - J Don't Stomp - J My Hero - J Woosh - J Saving Scruffy - H Sand Castles - J Pricilla - J Rodeo - I Dragon Boats - I

Correct 6 3 2 10 15 5 12 6 20 13 3 10 3 3 10 13

Incorrect 3 1 5 3 5 1 6 3 1 2 2 4 10 8 4 2

Total Questions 9 4 7 13 20 6 18 9 21 15 5 14 13 11 14 15

%Correct 66% 75% 29% 30% 75% 83% 66% 66% 5% 15% 60% 71% 43% 38% 71% 75%

Based on the line graph above, the student has increased in wh comprehension question answering using level I stories.

Analyses of the Assessment Process: Overall, the line graphs are a visual representation that the student is capable of answering wh questions on a level I story, rather than a level J. It is obvious that a level J is too difficult and it would be appropriate to bring the students level back down to a level I. Determining the validity and reliability of the assessments, I would consider that it is both reliable and valid. It is reliable because the progress monitoring gives results that are consistent. It is also valid because the measurements measure what it is supposed to. For example, the progress monitoring that has been done with the student based on wh comprehension questions has been used to determine their reading level and ability. As for error patterns, when the student gets to level J books, there is a constant pattern of poorly scored monitoring of wh comprehension questions based on the different types of level J stories. The only form of change during instruction is the post-assessment when it was decided to attempt to see how the student does with a level I, rather than the level that they were on. Which, is not actually a change in instruction because it was the post-assessment and objective of this assignment.

5. Reflection: This assignment and collection of data went well. I have been teaching reading group with this student for several weeks now and it has been clear to me that reading for the purpose of understanding is very difficult for him; as well as WH comprehension questions, even when they are right there in the book. It is very difficult for this student to regurgitate any information regarding the book too often. I was able to retrieve data from September to January, then more data that I collected from January to March. Basically, as the students reading level got higher, their percentage of WH Comprehension questions regressed. I think that giving this student a level I passage, which is one lower than their current level (J), it has allowed me to see that level J is too difficult for this student and they should be moved back to a level I. Even though this student is going back in instruction, it crucial that they understand what they are reading, especially going into the 3rd grade this upcoming school year. I learned that this process takes a long time. I was fortunate enough for the data that my coop provided me with, prior to me teaching, which allowed for more data and proof that the harder the level reading the less percentage correct. My logical next steps would be to continue reading stories with this student on a level I and see how it goes from there. Eventually, I hope regressing a level will result in eventually progressing in his wh comprehension questions and reading a higher level in the future.