Assignment 1: After reading a Level 1 word list in which
Mary read 18 correct words, which would place her at the independent reading
level. Because Mary was able to read independently from this list, a record
should be taken using level word 2 list to see how she would do at that level.
Assignment 2: After having Mary read a level 2 word list,
she read 17 words correctly and it appeared that she would be at the
instructional level here. She was borderline frustrated but able to read most
of the words so this would be a good instructional fit.
Assignment 3: To be sure that Mary needed to start at a
level 2, the instructor provided a level 3 list to double check student reading
level. At the third level, Mary was only able to read a few words and became
very frustrated. The instructor immediately stopped the reading and Mary is
considered to be at a level 2 reading for instruction.
Assignment 4: The examiner’ results for the Whales and Fish
reading with Mary were as follows:
- · Total Accuracy: 8 miscues
- · Total Acceptability: 5 miscues
- · Rate: 46 WPM
- · WCPM: 44
- · Reading level: instructional/acceptable
Mary’s strengths: After figuring out all of Mary’s results
and watching her work through the passage, I noticed that she could retell the
story providing specific details. She had little prior knowledge, from the
passage she learned and could recall similarities, as well as differences,
between whales and fish. Her major strength was comprehension.
Mary’s needs: Mary had difficulties keeping her place and
often got lost if she wasn’t reading along with her finger. She also got
confused with similar looking words such as ‘though’ and ‘thought’. To help
Mary, I would suggest she continue to work on fluency by using a ruler or sheet
of paper to move along with as she reads. I would also suggest that she
participate in activities to tell the difference between similar looking words,
and work on expanding her vocabulary by participating in more reading time.
I like your idea about activities to teach Mary the difference between similar words.... I think this is a very common issue in the younger grades.
ReplyDeleteYou did a great analysis on Mary's strengths and weaknesses. She had little prior knowledge and difficulties in reading smoothly. She needs to work on reading fluency.
ReplyDeleteYou make an excellent point with the similar words. I feel many students struggle to identify the difference between words that sound the same, but are spelt differently. The same goes for words that could easily be mistaken for another word: though/thought.
ReplyDeleteVery good assessment of Mary's strengths and weaknesses Brandy. Coming up good ways for student improvement on those weaknesses such as the use of a ruler to help the reader along is a very productive we to get students to improve their reading.
ReplyDelete-Earl
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