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Childs Grade: 3
Childs academic background:
Chase is currently in the third grade at Jerabek Elementary School. He has attended the
school since kindergarten. Both of his parents, particularly his mother, are active in his
education and in the classroom. Chase tends to perform at the basic to proficient level in
most academic subjects. At this time, Chases parents have shown concern about Chases
reading level and his lack of interest in reading.
32
74
Overall:
56
44
Chase has a low interest in reading recreationally. On the other hand, Chase
has a relatively high interest in reading academically. After reviewing some
of Chases responses, it appears that he would rather be pursuing other
activities in his spare time (example-playing outside). While at home, he
prefers to participate in more physical activities. Yet at school, he enjoys
reading. His interest in reading correlates to his environment. Although he
does like to read at school, he has low interest in reading out loud. This
correlates to his confidence in reading at school.
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C. Self-Anchoring Scale:
This assessment indicates a students feelings about their reading ability when
compared to the worst and best readers they know on a scale of one to ten. After
placing the best reader they know as a ten and the worst reader they know as a
zero, they place their own reading ability somewhere in between.
Best Reader:
Dad
Worst Reader:
At first Chase said that he was probably the worst. I asked him to name
someone else beside himself. He did not want to respond because he thought
that was mean to say that someone was a bad reader. When prompted, we
collaborated on a kindergarten student. He was still not fond of this idea.
Student self-placement:
5- In between Dad and a kindergarten student.
Chase automatically picked his Dad as the best reader he knows. We needed to
discuss the worst reader that he knew in depth. At first, he wanted to say that
he was the worst reader because he didnt want to be mean and say anyone
else. In order to avoid names, I helped him by offering some examples such as
a baby, a kid in preschool, kindergarten student, etc. Finally after picking the
worst reader, he put himself in the middle. He told me that he believes that
one day he will be as good as his Dad but not yet.
Number
Possible
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Student
Score
Consonant sounds
Short vowel sounds
Blending words with:
Short vowels
Consonant digraphs
Consonant blends
Final e (Long vowel)
Long vowel digraphs
r-controlled
Other vowel digraphs (OVD)
inflections
2 syllables
affixes
3+ syllables
Total Possible Score
21
5
20
4
10
4
5
5
5
5
5
5
5
5
5
85
10
4
5
5
4
5
5
5
4
5
5
81
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Chase has a strong understanding of high frequency words and sight words. Chase
missed the word were and answered where. He also missed the word through and
answered with thought. Chase seems to have a strong foundation in high frequency
words and sight words. His identification of words appears to be from memorization
rather than decoding.
F. Spelling
The Developmental Spelling Inventory consists of thirty-five words that assess
students knowledge of English spelling rules. Students in grade 1 are given words
1-15, grade 2 students are given words 1-24, and students in grades 3-6 are given
words 1-35. The words follow the developmental order in which students normally
learn to spell English words. The test determines the number of spelling rules
students know.
Grade Level Norms:
First grade
7 words
Second grade
13 words
Third grade
16 words
Fourth grade
22 words
Fifth grade
24 words
Sixth grade
26 words
Students score: 26 Grade level: 6
Chase knows how to spell words with cvc and short vowels, blends, digraphs,
rcontrols, final e, vowel digraphs, and dipthongs. Chase exceeds grade level
expectancy. Chase could use more assistance in spelling words with inflected
endings, sound families, and multi-syllable words.
After analyzing the words that Chase missed, I think most of his spelling errors came
from a lack of understanding in how to break multi-syllable words. For example,
Chase wrote stoped for stopped. With more instruction in double consonants,
Chase would understand the double consonants would make the o in stopped a
short vowel sound rather that the hard vowel sound in stoped. He also misspelled
nature by spelling the word naturur. He seems to understand the first syllable but
cannot indentify the second syllable. His understanding of sound families could use
some more reteaching. Again, Chase misspelled the word vision with Vishon.
Here, Chase is able to indentify both syllable sounds but does not know the sound
family (-sion) for vision. Lastly, Chase missed the word invitation. Here he spells
the word, ivitaion. Chase is clearly overwhelmed by the syllables and amount of
letters. He also appears to understand the sound family (-ion) but is not able to apply
his knowledge due to the amount of syllables in this word.
A.
Vocabulary test
This assessment measures a students knowledge of the meanings of words. For
example, the students are given the word carpet. Then, they are given 3 more
words: sky, rug, chair. The student must choose the word that has the closest
meaning to the word carpet. They should underline the word rug.
Number of test items: 20
Number of correct responses needed to pass test: 18
Highest grade level tested: Fall 3rd grade
Chases score: 19
Chase meets the expectations of a 3rd grade student in vocabulary. He answered the
questions quickly and confidently. When asked to define tales, he responded with
poems rather than stories. All in all, Chase at least meets the grade level
expectations in vocabulary for a third grader.
B.
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PP
P
1
2
3
4
5
6
7
8
Sight
Analysis
Total
Level
Miscues
19
20
14
16
17
12
-
0
0
2
2
3
4
-
19
20
16
16
17
12
-
Ind.
Ind.
Inst.
Inst.
Inst.
Frus
-
2
3
9
1
13
-
Level
Questions
Level
Missed
Ind.
0
Ind.
Ind.
3
Inst.
Ins/Frus 2
Inst.
Ind.
4
Frus.
Frus.
Estimate Reading Grade Levels
In terms of Word Recognition in an isolated list of words, Chase scored very high. In terms
of isolated words, he scored at the 5th/6th grade instructional level. His trouble areas appeared
to be in multi-syllable words. He was usually able to answer the first syllable and then guess
on the rest of the syllables. There was no strategy in trying to decode the word. If he did not
know the word, he just said he did not know and did not try to decode.
In terms of Word Recognition in a passage, he also scored above grade level. His overall
independent level was 3rd grade. His Instructional level was 4th grade and his frustration level
was 5th/ 6th grade. The word recognition in a passage was lower than the word recognition in
a word list. After reviewing the passages, it appears that most of Chases errors come from
substitutions. The word that he reads aloud tends to be very similar to the word in the
passage. Occasionally he will omit the word or reverse 2 words.
After reading the passages, we tested on comprehension. This is where I saw the most
struggle. While reading, Chase is able to identify more words that he is able to comprehend.
For example, Chase scored at and Instructional level in fifth grade word recognition in the
same passage yet in terms of comprehension, the passage was at a frustration level. Chase
was not able to answer many questions that called for inference. He was also not able to
recall details. His interest level was very low about the topics that we read about and he never
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seemed excited about any of the stories. His summary of the story was always very minimal
and rarely included important details. At the 5th grade level, it became too frustrating and he
did not understand the solution of the story.
Overall, Chase appears to have a much higher level in terms of word recognition than he
does with comprehension.
IV. Writing
A. Description of writing prompt:
The writing prompt was Describe a trip or a family activity that relates to you.
B. Students response to the prompt.
(See attached writing) Student was excited to write about a trip that he took with his
family. He loves to play outdoors and hike so this trip was very fun for him. He has
talked about this trip a couple of times in class. In terms of his writing, it is obvious that
he was very excited to go on this trip with his best friends. It was eventful to him because
of the unique experience that he had with a wasp. Other than that, he does not describe
why this is a very important or meaningful trip to him. I know that this trip is meaningful
because of my prior knowledge about activities that he likes to do.
C. Coherence and cohesion (logical, organized)
In terms of coherence, Chase stays on topic. It is clear in his writing that the story is
about a trip to Yosemite. He gets right to the point and writes about it. The story is very
logical in terms of order. He tells the setting and some characters on the trip. The he tells
what the problem is. There is no clear solution or ending in his story. It ends very
suddenly.
In terms of cohesion, his story is not organized in terms of sentences or paragraphs. The
story is one big long sentence. He does not stop to brainstorm or create an outline of any
sort. In terms of the story elements, his story is cohesive but not in terms of writing.
D. Grammar, punctuation, vocabulary and spelling.
His sentences tend to be one long run on sentence. He rarely separates his sentences with
a period. If his sentences were separated into periods, there would be a clear subject and
predicate in each sentence. Often times, he forgets to include certain words that are
necessary to understand the sentence.
In terms of elaborated sentences, he uses the sentence, not one not 2 not 3 not 4 not 5
not 6 but 7 ours. He is trying to describe that this was a long trip that they had to take.
He also uses the phrase, hit the road. Other than those sentences, there are very
minimal adjectives, adverbs, phrases, and clauses.
Chase does not use a variety of sentence types such as declarative, interrogative,
exclamatory, or imperative. For the most part, Chase uses declarative sentences
throughout his story.
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at this point. Once Chase is finished writing, I would recommend that he take a
highlighter and highlight every word that he was unsure about in the spelling. He could
then take those words to an instructor, classmate, or a dictionary to check the spelling.
I would also recommend using quick writes with Chase. Chase needs more meaningful
experiences with writing. By using a variety of topics in a quick write, Chase will get
over his fear of writing. He should do the quick writes at home and at school.
In terms of Chases lack of interest in reading outside of school, I would recommend
creating a designated time during the day in which Chase would read at home. This
would create continuity and structure in which Chase could get adjusted to. I would
recommend this be at night, sometime before bed, in order for Chase to not feel as though
he is missing out on a physical activity at outside. I would also allow Chase to pick a
book based on his interest. In addition to setting a designated time, I would recommend
that a parent or sibling read with him. While Chase reads aloud, make sure that Chase is
reading every word. Depending on the difficulty of the book, stop at either paragraphs,
pages, or chapters to allow Chase to summarize what is happening. If Chase does not
include any details, remind Chase of those details and show him the details in the book as
a reminder. Continue to do this until you and Chase feel that he can read the book
independently.
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