Assessment Of Giovanna School

Sebastian was provided with 4th, 5th, and 6th grade. In the 4th grade passage Sebastian read the passage in 1 minute and did not miss words, placing him at an independent level for reading, comprehension, and retelling of the passage. In the 5th grade passage, Sebastian missed two words, he reversed the word “everyone” with “everytime” and the word “with” with “what.” This placed him at independent reading, comprehension and retelling of the passage level in reading. Lastly, in the 6th grade reading passage, Sebastian substituted 4 words and did not read the suffix of -ed for 1 word. Sebastian read “colossal” as “caleal,” “Eldwood’s’ as “Edward’s,” “felt” as “fell,” and “clothing” as “learning.” The word that Sebastian omitted the -ed from was “riled” instead he read it as “rile.” The errors indicated that Sebastian was at an instructional level in reading. In the comprehension questions, he missed 1 question which placed him at an independent reading level. As for retelling the passage, he was also placed at an independent level.

Again using the standards of a year 6 pupil within national curriculum, it shows that in relation to transcriptional areas it is clear that this child is quite confident with their spelling and handwriting. There are more strengths than weaknesses. This child has the ability to spell words with a silent letter, such as, like and would. Their ability to use homophones is clearly shown especially in words like would, were, look and wear. However, it was noticed that this child struggled with the homophone their and there, due to incorrectly using this in their writing e.g. ‘this argument is about if their should be’ rather than using there. In their writing only one spelling mistake was noticed, which was about, incorrectly spelt-

Today I began working one on one with “Student M.” Mrs. Gault provided the reading material for me to begin my assessment of “Student M’s” reading abilities. Before starting my assessment, I reviewed a list of words with “Student M.” The list of words were comprised of sight words that students on a second grade reading level should be able to recognize. The first time I went through the list with “Student M” she correctly identified four out of thirty-five words. The second time I reviewed the word list, “Student M” was able to recognize two or three additional words. “Student M” struggled when she read the passage. Her main problem was that she did know many of the words and she had problems when she

In my clinical field experience I had the opportunity to administer a miscue analysis assessment to a first grade student. The miscue selection came from Form A Level 1 of the Analytical Reading Inventory book. The student was given a passage to read on their grade level. Prior to reading the passage, I conducted a prior knowledge/prediction assessment of the passage. The first grade student provided me with some prior knowledge/ prediction of the selection. Next, the student was asked to read the passage. As the student started to read, I noted on the miscues and cueing systems record sheet, any miscues made by the student. The data collected from this evaluation displayed three miscues that consisted of substitution of words, no graphophonic

When working with students with learning disabilities, I often rely on initial/diagnostic assessment to ensure I can provide the correct support for that student. Using formative assessment can also motivate my students, ‘Most student’s with learning disabilities respond favorably too seeing their academic progress charted, and this can become…a very motivational tool.’ Bender, 2002,

The central problem with this student was memory and cognition. Ever since his diagnosis, teachers did not assign the student any literature that was substantially long and so what was once a minor problem became very serious by the time he was in high school. When I tested his reading level, it was at a 4th grade level, which suggested to me that his previous teachers had simply decided to avoid challenging the student or pressing him to improve. What made this problem even more difficult for the student is that in his mind he had already given up and written himself off as being unable to read literature. This was not an acceptable way of thinking for his English teacher.

I spent two days in Mrs. ElsaMiller’s special education classroom. In these two days I got a lot of hands on experience with students that have disabilities. The students that I worked with most had programs to help their reading and English skills. I observed Mrs. ElsaMiller working with students and I also interacted with students. When I interacted with students I facilitated reading sessions and listened to students read out loud. On the second day I watched Mrs. ElsaMiller enter data for each student and discussed with her how she thought the progress was going for each student. I found it very interesting to see how some of her students increased at a very steep rate but some of her students stayed in the same spot throughout the whole year. It was interesting to listen to Mrs. ElsaMiller talk about how she thought one student might have a tracking problem and that is why her reading score is not increasing. But, she was hesitant to say that to the parents because the test for that can

The article that I found on the PBS website is focused on Anna, a young mother, learning to cope with her child’s learning disability. She started to become suspicious about his learning ability at the age of six when she was not able to learn things at the pace of some of the other children. In the beginning, she thought that she was pushing him too hard and that she was expecting too much from him. Then, when he reached first grade she knew that there was something wrong because Marco, her son, was not able to read or recall any of his classmates’ names nor was he able to sit still in class when told too. Finally she took action and decided to get Marco tested.

Based on my observations of the assessments, K.M lacks proper fluency and comprehension skills. In addition, based upon her continuous pausing while reading, I can indicate there is a speech area of concern. K.M. battles with making the accurate connections needed to produce reading comprehension. She often appears lost and completely off topic. Although K.M. displays vocabulary understanding, there is a misinterpretation of linking the vocabulary meaning to the actually passage/text being read aloud. Furthermore, K.M. when uncertain about an answer tends to guess a whole heap. The fluency levels show a slight growth, however it is not a huge jump. K.M. assessment indicates she is reading below grade level (2nd grade) and needs intervention

The first assessment we completed was Fry’s First 100 Words on October 13, 2015. On this day Peyton read 80 of the 100 words correctly and self-corrected once. When we retook this assessment with the same words on December 2, 2015, Peyton increased his number of words to 85 out of 100. During this reading Peyton took his time to sound out and segment words together. He self-corrected mispronounced words 6 times. It is apparent that having Peyton work with his special education teacher, myself and Mr. Trujillo has helped Peyton on his decoding and blending

On Monday, March 22, I was given the opportunity to assess Graysen on his literacy skills. Graysen is a very sweet boy and his excitement to learn is evident. Graysen was given an assessment called a Phonological Awareness Survey, which looks at his letter and sound fluency, as well as his ability to identify compound words, syllable words, initial and final phonemes, and blending phonemes. Graysen excelled in blending and segmenting phonemes. He also showed great strength in combining syllables to form whole words. The following are some observations from the assessment. A couple of issues stood out that I will address during our weekly intervention sessions. Please find my comments below:

The words ranged from simple words like "a" to more complex words like "number". For this assessment, I printed the sight words onto bigger cards and I laid them out for J.R. Her job was to read the words that were listed. If she read them correctly and without hesitation then she got it correct. However, if she had to spell out the word or if she hesitated for a long period of time then I marked it wrong because she is supposed to recognize them right away. J.R. did fairly well on this assessment. She was able to recognize 88 sight words out of 100. I recognized that the words that she got wrong were the harder sight words. The second assessment that I completed with J.R. was the spelling inventory assessment. For this assessment, I gave J.R. a simple spelling test. I would say the word to her and include the word in a sentence. As I did this, J.R. wrote the words down. This assessment was given to see if J.R. could hear and write the constants (initial and final), the short vowels, digraphs, blends, and common long vowels that appear in the words that were given. This was one of the assessments that J.R. struggled with. She spelled most of the words wrong and she had trouble identifying digraphs and blends in words. The third assessment that I conducted was the phonemic awareness assessment. This assessment tested skills such as rhyming, phoneme isolation, oral blending, oral segmentation, and

On the reading comprehension subtest, EE104 was able to read a passage, and then answer questions about the passage. EE104 was able to read words correctly from a passage at a rate that is average compared to peers his age. EE104 mixed up a few words that looked similar. For example, he said “flapper” instead of flipper and “branches” instead of beaches. EE104 sometimes added suffixes to words when reading aloud. For example, he said “bringing” instead of bring and “younger” instead of young. EE102’s average reading scores are reflective of his DIBELS scores, which are on grade level.

Wendy has progressed to a Fountas and Pinnell J reading level. When Wendy is reading text at her instructional level, she reads on average 100 words per minute. Per one minute of reading she has on average seven errors. Most of the errors consist of dropping endings such as –ed, -s, and –ing. When Wendy is asked to decode words at her instructional level with the silent -e, -ed, -s, and -ing endings, she is able to do so with better than 80% accuracy. Spelling is a task that is challenging for Wendy, on average she is able to correctly spell 72% of words at her instructional level. She has progressed past vowel-consent-silent e to words with suffixes. She does a great job spelling words at her instructional level with –ed and –s endings.

Kurtis’ overall achievement in reading and written expression fell within the average range with slightly low average scores in reading fluency and oral reading when compared to his same aged peers. Kurtis struggled with word attack skills and had difficulty with sounding out of words. Kurtis could identify beginning sounds, but when he was asked to read nonsense words he struggled with short vowel sounds and correct pronunciation. However, Kurtis’ Letter-Word Identification and Passage Comprehension were within the average range. When he read sentences orally he mispronounced words, and did not slow down to correct his errors even when they did not make sense. On the reading fluency subtest, he was required to read a short sentence and