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Affective
Pro
Assessment
(Formal/Informal)
Name (citation)
Data
Strength
Need
Intervention
Decision
All about me
MRP:
-----------------------
-----------------------
Self Concept:
24/40 = 60%
34/40 = 85%
Phonemic
Johnny is a second grade student who is decoding words using phonics techniques. He
is beyond the phonemic awareness level. Therefore, it would not make sense to assess
3) Emphasize
Johns
strengths and
point out his
growth
4) Ask John to
evaluate his
own growth
periodically
Goal: Move up
to an 80% total
score on MRP by
December
Goal was met
and slightly
surpassed.
No intervention
needed because John
Word Recognition:
(Out of Context)
CORE High
Frequency Words
3rd Grade 17
correct (intensive)
2nd Grade 21
correct
(benchmark)
Sight Words
QRI Word List
2nd grade 24
3rd grade 21
4th Grade 23
(All benchmark)
---------------------Independent
Primer
Instructional 1st
Frustration 2nd
Independent
Grade 1
Instructional
Grade 2
Frustration
John is usually
able to recognize
single syllable
words, and he is
good at early level
sight words. He
can usually
recognize long
vowels on words
with an e at the
end.
In context he can
usually self correct
when he realizes a
word he said does
not make sense.
In context, he is
usually able to
self-correct this
last mistake, but it
seems that
tiredness and the
desire to be done
with the
assessment will
even inhibit this at
times. Even with
context, he still
cannot usually get
-ough words on his
own. He also often
substitutes words
for similar ones
without really
paying attention to
the word on the
page.
Average 90
words accurate at a
first grade level in
the first 100 words.
Word Recognition:
(In Context)
Phonics
Miscue Analysis
3 MC miscues
Instructional
4 MC miscues
Independent
QRI Primer
Narrative
QRI Primer
Expository
QRI level 1
3 MC miscues
Instructional
0 MC miscues
Independent
12 MC miscues
Frustration
2 MC miscues
Independent
2 meaning changing
miscues at the first
grade level for both
narrative and
expository
Though Johnny
missed 5 meaning
changing miscues
during the level 1
expository, he
missed only 2 at the
second grade level,
which rates him as
independent for
both expository and
narrative.
Therefore, I would
consider this goal as
surpassed.
QRI level 1
Expository
2 MC miscues
Instructional
5 MC miscues
Instructional
1 MC miscues
Independent
QRI level 2
Narrative
2 MC miscues
Independent
QRI level 2
Expository
Fluency
CORE reading
Average 32.5
CWPM (in a first
grade leveled
reading) putting
him below the 30th
percentile.
1st grade 71
CWPM
2nd grade 45
CWPM
It is a strength of
Johns that he does
not feel the need to
rush through a
reading, and he
does not consider
speed the most
important aspect of
reading as some
children do. In
fact, it was
somewhat difficult
to get an accurate
Johns reading,
even at the primer
level which is 2
grades below his
own, is very slow
and laborious. He
often makes
mistakes that he
has to go back and
self-correct. While
the fact that he
does self-correct is
a strength, the
46 CWPM
40 CWPM
QRI Primer
Expository
42 CWPM
57 CWPM
QRI level 1
Narrative
25 CWPM
49 CWPM
QRI level 1
Expository
35 CWPM
32 CWPM
QRI level 2
Narrative
QRI level 2
48 CWPM
WPM because he
would stop in the
middle of reading
to ask questions
when something
did not make sense
to him. While this
does not improve
his reading rate, it
is certainly helpful
for comprehension.
47 CWPM
Comprehension
Retell
Explicit
Questions
Implicit
Questions
QRI Primer
Narrative
Retell = 8
Explicit
Questions = 4
Implicit
Questions= 2
Total= 6/6
Independent
In spite of Johns
low fluency rates,
he is usually able
to comprehend
what he reads. I
believe this is
because he does
have a good
amount of
background
knowledge, having
been on many trips
Because of his
struggles decoding,
I was unable to test
Johns
comprehension at
his own grade
level. Even at the
lower grade level,
he sometimes rates
instructional for
missing just one
implicit question,
QRI Primer
Expository
Retell =12
Explicit
Questions = 4
Implicit
Questions = 1
Total = 5/6
Instructional
QRI level 1
Narrative
Retell = 2
Explicit
Questions = 4
Implicit
Questions = 1
Total = 5/6
Instructional
QRI level 1
Expository
Retell = 10
Explicit
Questions = 4
Implicit
Questions = 2
Total 6/6
Total = 7/8
Instructional
Explicit = 3
Implicit =3
QRI Level 2
Expository
Total 6/8
Instructional
# Correct = 16
CORE Maze 2A
Benchmark for
fall of 2nd grade
No post-tests
needed
Vocabulary
CORE Vocabulary:
1A = 100%
2B = 93%
3A = 90%
Independent
above grade level.
No intervention
Spelling
grade.
decoding skills to
recognize the
words on his own
are still weak, and
even when he can
decode the word,
he lacks the
confidence to
believe he is
reading it right
when he is not
given context.
John begins to
struggle at long
vowels,
specifically when
he encounters
vowel digraphs.
The struggle
becomes more
pronounced with
other vowels like rcontrolled vowels
and diphthongs.
Johns spelling is
very low, and his
needs in this area
closely relate to his
decoding and fluency
needs. Through direct
teaching with games
and indirect teaching
in reading varied texts
together, I plan to
devote lessons to each
of the following
No vocabulary goal
needed as John is
already above grade
level.
areas:
1) Consonant
Digraphs
2) Vowel
digraphs
3) ough words
4) diphthongs
Goal: Score Late
within word
pattern by
December
The goal was not
met. Progress
was made in with
blends, and one
vowel digraph
was done
correctly.
Otherwise, the
initial errors still
exist. Though he
is still at the
Early Within
Word stage, he is
on target for
second grade.
Informal writing
sample
Lacks punctuation
and capitalization.
Spelling makes
words difficult to
decipher, even for
John as he reads it
back. Tense is
inconsistent, and
some words are
missing.
While John stays
on topic,
explaining
something fun he
did on vacation, he
does not explain 3
different things, as
was asked for.
In the post
assessment, John
does not exactly
discuss the 3 things
that would make a
Christmas morning
great. He does, at
least, mention 3
foods. His writing
was much more
John knows to
begin his paper (if
not each sentence)
with a capital
letter. He is also
able to stay within
the lines as he
writes when he
focuses on this.