Brandy Blanchard
EDLI 636
Spring 2017
Dr. Hsu
Keystone assignment: QRI5 Written Report
1
Student: both narrative and expository pieces used for assessment
Student Background: The
student I worked with for my QRI5 assessment is a 7th grader we will
refer to as JD or J. J is a Caucasian male who has been diagnosed with autism
and is reading at a 2nd grade level per his classroom teacher. JD is
in a special education classroom specifically designed to address student’s
life skills needs. He receives speech services as pull out and push in sessions
multiple times a week. The first thing I noticed about JD is his extensive
knowledge in history and social studies, particularly focusing on presidents,
past and present. I wanted to take the teacher’s assessment of her student into
consideration, but wanted to start with the primer level reading list to see if
I would come up with the same conclusions as the classroom teacher. The word
lists were read over a few different class periods, with breaks in between, as
to not overwhelm the student.
Assessment: I began the assessment
with the provided word lists and started at the pre-primer level. I wanted to
see JDs reaction to the different lists and get my own idea of his reading
level and abilities while keeping in mind what grade level his teacher placed
him on. One the pre-primer list, J scored a 17/17 or 100% on the first list,
and on the second list he read “where” instead of “were” but then identified
the word correctly. This gave him a score of 19/20 or 95%. Both lists put him
at the independent reading level for pre-primer. On both the primer and first
grade reading lists, student scored 95% which kept him at the independent
level. On the second-grade level list, J scored a total 18/20 or 90%. He
automatically read 14 correctly and then identified 4 others (pieces, insects,
weather, noticed) with still have him considered independent reader at the
second-grade level. When we moved onto the third-grade list, J became frustrated
at this level. Out of 20 words, he could only automatically identify 10/20, and
correctly identified three more. This third-grade level gave J a 65%, placing
him at the frustration level. I decided here that the best level to place JD
would be second-grade independent, with higher level second-grade passages as
his instructional level.
The next step I took was to have JD read both a narrative
and expository text. For the narrative, we started with some basic concept
questions so I could get an idea of his prior knowledge and see if he showed an
interest in the topic, and would therefore find the reading engaging. After
having him answer the concept questions, I felt like JD would do well with this
passage as far as reading and comprehension. The student made 5 errors while
reading, and read 87 WCPM. When it came time for recall, the student could
retell 24 out of the 38 details in the story, or 6% of the story. When it came
time to answer level 2 questions, he struggled to recall key details in the
text. For an expository text, I chose a text about U.S presidents because I
knew he had a great deal of prior knowledge in that subject. I was surprised to
find that the results of the expository reading were like the results of his
narrative assessment. Even though he had a great deal of prior knowledge on the
topic, he became frustrated with the assessment.
Student strengths and needs:
After the assessment, I determined that the student is very eager to please and
becomes frustrated and upset when he can’t answer the questions or retell the
story correctly. A positive of JD is that he is willing to learn and wants to
work to improve on his reading and retelling skills. He wants to be able to
read texts about the presidents and remember what he read. JD’s needs and
academic goals are to work on fluency and confidence while he is reading. As
his fluency improves, comprehension will become easier for J. He often replaces
unknown words with words that look similar. He is able to get a basic idea of
the story but is unable to recall key details in the text.
To work with JD on his needs, I have decided that he needs
to focus on improving fluency along with learning comprehension strategies
(such as graphic organizers and retelling) and discussing a story out loud
while he reads.
Reflection: Overall I really
enjoyed administering the QRI5 assessment and getting to work with my student
JD. The most important thing I learned while working with JD, and other
students in my field placement, is that you cannot judge a student based on
their IEP’s or what other students in the class are like. Each of the students
are unique individuals and need to have their instruction designed specifically
to reach their personal goals and targets. Using both a narrative an expository
text allowed me to see different sides of the student and get an in depth
understanding of where the student thrives, and where he needs extra attention.
The QRI5 helped me design a lesson that will help one particular student in his
area of need. The idea that all students are different motivates me to look at
each QRI5, or any other assessment, with fresh eyes and to remember that all
students do not need the same thing, have the same strengths or interests, and
need to be treated as individuals with specialized instruction whenever
possible.
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