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Field Testing and Summaries of Results

Bridget Lasorsa

University of Nevada, Las Vegas

























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(All names are pseudonyms).
Student Data: Jagon, 5
th
grade, 11 years old, already retained, RTI since 2
nd
grade.

Elementary Reading Attitude Survey
The name of the procedure is the Elementary Reading Attitude Survey (Garfield).
The purpose of giving out this procedure is so that I am able to find out how this
particular student feels about recreational and academic reading.
When analyzing the results of the procedure, I found out that the student had the
same raw score for recreational and academic reading. I wanted to mention that the only
1 he had which indicated a very upset Garfield was when asked, How do you feel
about reading instead of playing? I have discussed with his mother prior to this
assessment about his work and reading habits at home. She says that she has a difficult
time having him read at home on a daily basis. So because of this conversation which his
mom, I was not surprised with his response to that question.
My conclusion is that when given a choice Jagon would rather play than read. In
an academic setting he does like to read during free time so I should continue
encouraging him to read during free time. I can also discuss these results with his parents
and encourage them to bring Jagon to a bookstore where he can browse and look around
at different types of books.
I was not able to find a specific standard that correlated with this procedure. As
teachers we need to learn information about our students that will help them succeed, so
that is how I would justify using this assessment.
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This is a simple and quick assessment procedure that teachers can use to quickly
assess how their students feel about academic and recreational reading.
Silent Reading Comprehension
The name of the procedure is Part 1: Silent Reading Comprehension (from Flynt
and Cooter). The purpose of this procedure is to see how well the student can silently
read a passage by himself and then answer questions afterwards allowing the teacher to
check for comprehension.
On the first story, Jagon did well without being able to answer only one question.
He read the story called The Big Bad Wolf. I asked him to tell me about the story you
just read. He was able to answer six of the eight questions. I then had to aid him in
answering a basic literal question about the characters. He was able to answer it. He was
not able to answer one question which was about the theme of the story.
I then tested Jagon on a fourth grade story called New Clothes. Jagon did not
do as well on this story as he did on the previous one. Jagon was able to answer two out
of the eight questions unaided. He then successfully answered three more questions
when I aided him. He was not able to answer three questions total.
My conclusion would be that Jagons easy level would be at a level 3. His
instructional level would be at a level 4. His frustration level would be at a level 5. This
seems appropriate because in class I have him reading at grade level 3 for his
independent level.
This procedure adheres to assessment standards. Students need to be able to read
and comprehend at a fifth grade reading level by the end of their fifth grade year. This
procedure helps teachers identify who may or may not need extra reading help.
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I have used this assessment tool before and I will use it again. It is great for
comprehension. The only downside is that this assessment tool can be time consuming. I
typically use it to check and make sure students are reading on an adequate level, I do not
want it to be too difficult or too easy.
Writing Continuum Checklist
The name of this procedure is the Writing Continuum Checklist. The purpose of
this procedure is to quickly assess what the student is able to do/not do in their daily
writing.
When analyzing Jagons writing this is what he was able to do. He attempted to
add description and detail to his story. He has an appropriate title for his story. He uses
capital letters and periods. He seems to form his letters with ease.
My conclusion would be that after using this checklist I would say that Jagon is most
likely at the Expanding stage of writing. He is working towards becoming a Bridging
writer. To move towards the Bridging stage of writing he needs to; write in sequence,
spell common words correctly, consider who his audience is, etc.
This procedure adheres to assessment standards. Students need to be able to write
narratives, informative/explanative, and opinion pieces at a fifth grade level. This
procedure gives teachers a checklist to help categorize where students are in their level of
writing. Students can see what they did and what they need to do to improve.
I like using the Writing Continuum Checklist because it is a quick assessment of
what the student can and cannot do in their writing. I like how it can guide you to work
on what each specific student needs. Writing can be subjective and this is clear and
concise way of seeing what the student needs.
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Final Summary
Here are strengths according to the combination of all the assessments that I gave
Jagon. Even though Jagon is not at grade level in reading, he is reading third grade level
texts. If I ask him to tell me what he read about he gives me more information and details
than if I ask him specific questions.
In writing, he attempts to do what is asked of him, but needs a little extra help.
When he is not working in a small group with me for writing he can have a partner help
him.
Jagons weakness is in Literacy. I knew prior to these assessments that he was
low in both reading and writing. These were good assessment tools to see where Jagon is
and where he needs to go. This will also be useful to show his parents to show them
exactly where he is according to other fifth graders.

I chose two Common Core State Standards that go along with these procedures.
Common Core State Standards
RL.5.10 By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, at the high end of the grades 4-5 text complexity band independently
and proficiently.
W.5.3 Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.