Beruflich Dokumente
Kultur Dokumente
READ5463June21,2015
OlderStudentAssessment
TarriO.Miller
TexasWomansUniversity
Tarri Miller
READ 5463
June 21, 2015
Assessment Profile
Table of Contents
I.
Introduction
V.
VII.
VIII.
References
Malachi is an eight-year-old boy who has just completed second grade. He was born in
Michigan, where his mother currently resides. His contact with his mother is limited. He is being
raised by his father and has a sister who is one year older than he. His sister was a student in my
class this past year. He has a very close relationship with his sister. It is evident that they love
and watch out for each other. Both Malachi and his sister are very respectful and good role
models for other classmates in their respective grade levels. The family resides with Malachis
paternal grandparents. Malachis grandmother has visited the school on several occasions to have
lunch with her grandchildren. Malachis father works quite a bit to support his family. Although
his job keeps him away, at times, from a more active role in their schooling, he is deeply
invested in his childrens education. He readily makes himself available to conference about his
children, either by phone or communication through the student planner.
Malachi first enrolled at the school during his Kindergarten year, but soon withdrew. He
and his sister reenrolled midyear his first grade year and is still currently attending. According to
his school records he has attended Extended Year (EY) in both Kindergarten and grade one, with
an emphasis on reading. He also speaks with a slight speech impediment, which at this time has
not been addressed by his previous teachers. He is a Tier 2 RTI student in reading who has also
attended after school tutoring the second semester of this current school year. There was the
possibility that he would attend EY again this summer, but he met the criteria for promotion.
I selected Malachi as my practicum student based off my on going conversations with his
second grade teacher in regard to his reading and writing challenges. His teacher shared that
he did meet standards at the end of the year. Because he will be entering grade three in the fall, I
would like to identify and address Malachis academic deficits. Through the assessments
performed, relevant information was collected to determine Malachis strengths and identify
essential skills in need of further instruction to assist him to achieve his highest potential.
Subtest Score
9
5
2
5
No significant weakness
Serious need for instruction in area
Serious need for instruction in area
Serious need for instruction in area
Instructional level: 1
Reading: Malachis scored independent on the word list up through first grade. The third grade word
list indicated his frustrational level. The primer reading level was independent and level 1 was
instructional on both narrative and expository. Although he scored instructional on level 2 for reading,
the decision was made to designate level 1 as his instructional level due to the consistency of the
scoring in that level. Malachi automaticity of the reading passages ranged from 88 to 115. It should be
noted that the rate of 115 was from the last passage given and indicated a score of frustrational. This
information suggests that although he identified words accurately, this action did not lead to a true
comprehension of the passage. He self- corrected and repeated words or phrases on all passages,
which indicates his ability to incorporate the strategy of rereading to monitor his comprehension
when a word does not look right to him. Most self-corrections occurred when the substituted word
changed meaning for the text. His miscues can be attributed to unfamiliarity phonemic patterns,
grammar, substitutions, and to some degree his dialect which contributed to dropping the s at the
end of words. Malachi would benefit with additional support for his syntactic and semantic cues to
assist him for unknown words and aid comprehension.
Comprehension: Malachis retelling of ideas included most main parts and details in sequential
order. He is able to recall events from the story, but in most cases uses vocabulary not identified in the
story. The retell is still accurate and was relevant for understanding the passage. For primer and level
1 passages, he was able to recall 24/26 and 21/28 ideas For level 2 passages 25/44, 21/38 for
(narrative) and only 15/49 for expository. For explicit and implicit questions, he was quite successful
on all passages until he struggled with the level 2 expository passage only identifying 2/1
successfully.
To understand how much Malachi comprehended what he read, I conducted the Major Points
Interview for Readers from Mosaic of Thought, (Keene and Zimmermann, 1997). The focused
reading skills included schema, inference, asking questions, important ideas in the text as well as
strategies. The book that Malachi read was This Is Not My Hat, which he chose from a variety of
books spread out before him. BasedonthenotescollectedfromthereadingsessionwithMalachi,
itwasfoundthatwhenMalachitalkedaboutthemainideasofthestory,hetendedtorecallthe
lastinformationoreventinthestoryheread,butleftoutthemajoreventsatthebeginningand
themidpartofthestory.Whenaskedwhatelsehappenedinthestory,hesaid,nothing,but
afterprovidinghimwithprompts,hethenwasabletorecallmoredetailsofthestory.He
retrievedsomeminoreventsthathappenedinthestorywiththehelpofillustrations.Malachiwas
abletorecitemoreofthestorywhenhewaspromptedbyverbalcluesandvisualcluessuchasan
illustration.Hewasabletomakegoodinferencesandexplainhisanswers.Malachiwasableto
connectthestorymessage(stealingiswrong)fromhisbackgroundknowledge.Hewasunableto
makeanyotherconnection.
MalachiwasalsoassessedforcomprehensioninsilentreadingusingtheDRA2assessmentkit.
TheDRA2isanindividuallyadministeredassessmenttodetermineastudentsreading
capabilities.TheDRAsintentistobeusedasadiagnostictooltoinforminstructionandincrease
studentsachievement.Malachiwasabletoreadalevel28NonFictiontext,FromPeanutsto
PeanutButter.Hismiscuesincludedsubstitutionswithselfcorrections.Attimes,hereadata
quickerpaceanddidnotheedpunctuation,whichcanhinderhiscomprehensiononthisandother
texthereads.Hispredictionheskillsweregoodwhilebeingabletoaccessthetableofcontents.
Hewasabletoidentifytextfeatureswithdetail.Whileusingthetexttoprovideasummary,his
answersprovidedabasicunderstandingofthestory.Hisliteralcomprehension,interpretation,
andreflectionwereattheinstructionallevel.Malachi has some control of the necessary strategies
and skills to decode, comprehend, and respond to the prompts and questions for this text level. He
would benefit from modeling and demonstrations of what is expected to read text. Malachi should
have opportunities to learn and practice effective strategies and skills.Malachineedsinstructionin
theareaofdevelopingstrategiestobecomeamoreproficientreader.Thestrategieswould
includedeterminingwhatisimportantintext,askingquestions,rereadingforclaritytomonitor
comprehension.
To understand Malachis orthographic development and to get a clear picture of what he knows about
words I administered the Spelling inventory from Words Their Way. Malachis assessment on the
primary spelling inventory for elementary showed his spelling stage of development is within the
word- early, long vowels patterns. He is able to spell single syllable words with complex consonants,
digraphs, blends, limited sight words, and short vowels. Malachi began to show errors at the early
stages of words within word, long vowel patterns. Malachi would benefit from instruction in word
knowledge in spelling patterns, dividing words into syllables, sorting two syllable words, and
suffixes.
Writing Development
AuthorsFountasandPinnell(2001)developedarubrictoevaluateastudentswritinginidea
developmentandconventionsofwriting.TwosamplesofElijahswritingwerecollectedfromhis
classwork.Onesamplewasfordescriptivewritingandtheothersamplewasforexpositorywriting.
ToassesstwoareasofElijahswriting,theFountasandPinnell(2001)writingrubricwasused.
IcollectedtwosamplesfromMalachiforhiswritingassessment.Onewritingsamplewascompleted
aspartofhisendofyearwritingsample.Hiswritingwasanarrativepieceaboutplayingwitha
friend.Althoughthepromptwaschosenforhim,hecouldchoosetheexperiencewithintheprompt.
Inhisclassthisyear,Malachiwasexposedtowritingonadailybasis.Thesecondsamplewasone
thatIaskedhimtocreateforme.Hisbirthdaywasquicklyapproaching,sothetopicwasoneIfelthe
wouldbeeagertowriteabout.Malachisinitialresponsetomyrequestwasmetwithsomehesitation.
Hedidnotseemeagertowrite.Aftertalkingafewminutesandgivinghimafewsuggestions,he
begantowrite.Whenhecompletedthesecondpieceofwritingforme,Iaskedhimtoshareitwith
me.
Malachiswritingisreflectiveofbothabeginningandexpandingwriter.Hewriteswithacentralidea
andisabletowriteseveralsentencesonhistopics.Heformsmostletterslegibly,butusescapital
lettersforwordsthatarenotpropernouns.Heusesspacingbetweenwordsconsistentlyanduses
punctuationcorrectly.Hecanspellsimplewordsandusesphoneticspellingformoredifficultwords.
Overall,theerrorsdidnotinterferewithtopic.Hissentenceswererepetitivewhichdoesnotallow
himtoexpresshisideaswithdetail.
Malachiwouldbenefitfromexplicitinstructioninprewritingstrategiestohelporganizehisideas.
Heneedguidancetopresenthisideasclearlyandeffectivelywhichwouldleadtocreatingwriting
thatisspecificandthoroughwithdetails.Heneedsguidanceinhisselectionofwordchoicetomake
hiswritingmoredescriptive.Malachiwouldalsobenefitfromtheguidanceofidentifyingwriting
strategiestoexpresshisindividuality.Hewouldalsobenefitfrominstructionineditingforgrammar,
punctuation,andspelling.
StudentLearningRecommendations:
LongTermGoal:
Malachiwillbeabletomatchareadingstrategytoavarietyofreadingmaterialandmonitorhis
readingcomprehensionsothatitbecomesautomatic
InstructionalRecommendations
1.
2.
3.
4.
5.
6.
7.
8.
Applyavarietyofstrategiesthatincludeallthreecueingsystemstoassistwithunknown
wordsthatwillaidinwordmeaningandtextcomprehension.
a. Focusonstrategiestoidentifyunfamiliarwords,wordsfeatures(structure),and
meaning(semantics)withintextforaccuracyindecoding.
b. Usewordstudyforgainknowledgeinsoundandletterpatterns,dividingwordsinto
syllables,sortingwordsintomultisyllablewords,andsuffixes
Develop different strategies for student to apply metacognition to a variety of text to
actively monitor when comprehension breaks between words and text.
Apply his understanding of the text to determine what information is important and
support the information with details.
Generate ideas in text while reading text (asking questions)
Reread text to seek clarification to monitor comprehension (does this make sense?)
Engage reader with authentic text to promote reading for pleasure.
Understand how the planning process of writing generates ideas through pictures, listing
ideas, and sharing so that drafts can be developed.
Develop ideas for writing that include detail and description.
To summarize, Malachis assessments show that he is performing within the stages of a second grade
student. He enjoys reading in school, but only as a part of his reading lesson. He does not think that
reading is an activity to be done for free time/pleasure. He also does not like to read aloud in front of
his classmates for fear of being made fun of. He reads at a good rate, but could benefit from slowing
down to monitor his comprehension and heed punctuation. He relies on two of three cueing systems.
He needs to develop the additional cueing system of syntax to help him understand the meaning of
vocabulary and of reading passages. Malachi will need to include strategies to assist him to become a
proficient reader. With the inclusion of these reading strategies, he will be able to monitor his reading
more efficiently so that eventually this becomes automatic for him.
References
Bear, D.R., Invernizzi, M. R., Templeton, S., & Johnston, F. R. (2011). Words their way: Word study
for phonics, vocabulary, and spelling instruction (5th edition). Boston, MA: Pearson/Allyn &
Bacon.
Beaver, J., & Celebration Press. (2006). DRA: Developmental Reading Assessment. Parsippany, NJ:
Celebration Press.
Cunningham, P. (1990). The Names Test: A quick assessment of decoding ability. Reading
Teacher, 44(2), 124-129.
Fountas, I. C., & Pinnell, G. S. (2001) Guiding readers and writers: Teaching comprehension, genre,
and content literacy. Portsmouth, NH: Heinemann
Jacobs, J. E., & Paris, S. G. (1987). Childrens metacognition about reading: Issues in definition,
measurement, and instruction. Educational Psychologist, 22, 255-278.
Keene, E. & Zimmerman, S. (1997). Mosaic of Thought. Portsmouth, NH: Heinemann.
Leslie, L., & Caldwell, J. S. (2010). Qualitative reading inventory (5th ed.). Boston, MA: Pearson/
Allyn & Bacon.
Mather, N., Sammons, J., & Schwartz, J. (2006). Adaptations of the Names Test: Easy-to-use
phonics assessments. The Reading Teacher, 60(2), 114-122. Doi:10.1598/RT.60.2.2
McKenna,M.C.,&Stahl,K.A.D.(2009).Assessmentforreadinginstruction.(2nded.).NewYork,
NY:Guilford
Weaver, C. (2009). Reading process and practice. Portsmouth, NH: Heinemann Educational
Books.