To begin the assessment, the student read from a word list. Since the student is in 8th grade, I administered the 6th grade word list first. The student read every word correctly during the first read for the 6th grade word list which showed he is at the independent level for 6th grade reading level. The student read 16 words correctly during the sight reading for the 7th grade word list. When the student could go back and analyze the words the student got another word correct for a total of 17 words correct at the 7th grade word level; this proved that Nick is instructional at the 7th grade reading level. At the 8th grade level the student read 19 words correct in all with 18 of them at the sight level and another word at the analysis level which also proves the tide to is instructional at this reading level as well. For the grade 9 word list the student read 15 words correctly in total where 14 of them were sight readings and 1 word was analysis read. This showed the student was on the verge of reading at an instructional level, almost at the frustrational level for 9th grade so we continued on. Then, for the 10th grade word list the student read a total of 12 words correctly; 11 at the sight level and 1 …show more content…
I administered the 6th grade reading passage first because his 7th and 8th grade word list reading scored as instructional and his 9th grade list reading was on the verge of frustration. Nick read the 6th grade passage at a rate of 133 words per minute with 1 miscue. These results showed he read independently at this level. For the 7th grade reading passage the student read at a rate of 125 words per minute with 2 miscues. These results proved Nick is instructional at this reading level with the context of reading. Then. For the 8th grade passage Nick read at a rate of 107 words per minute with 2 miscues; this showed he is instructional at this level as well at the context word recognition
While the reading assessment will be different for all students I learned that I must be attentive to the student and what they say, also I learned that even if the student gets frustrated I should not aid in the reading that is in front of them. Instruction for the students should be clear and precise; I believe that every student should have their own Vocabulary Dictionaries in the classroom. I believe that this will aid the students so much in the way that they will be able to acquire harder words and each students will be different, they will be able to have fun with it as well as learn at the same
Hunter was assessed using a running records assessment. This type of assessment is done with the student reading a book out loud to the instructor while the instructor follows along on a sheet to mark off any mistakes made. Hunter read confidently for the most part, only stumbling over a few words. He substituted the word “individual” for “instinctual” and, at first, said “have” instead of “live”, but this error he quickly corrected and was able to continue with the reading without a problem. The results of the running record assessment done on Hunter show that he is a very proficient reader. He only made a total of two mistakes and, of these two, one was self-corrected. Hunter’s accuracy rate is 99.5%,
After, reviewing the vast amount of reading inventories that can be utilized to obtain a reading competency level for a student. I decided to utilize the Jennings Informal Reading Assessment, this assessment had all of the essential elements needed to analyze and evaluate the reading styles and comprehension level of a student. The unique qualities that assist me in selecting this strategy were that of the preprimary word list. The word list offers the student a chance to learn and observe terms that he/she may not have known prior to the assessment. This also provided me with a better understanding of the student usage of visual cues and ability to utilize prior knowledge to understand and recognize information. This is a cognitive ability
This is assessment is supposed to be given verbally by hearing what is being asked by the assessor. In and through this test, the students are not expected to be literate and know how to write or read exactly. In this assessment, they have provided up to four different tests to help in assessing the student 's progress for the end of each term to help see where the students are academically. Now, when giving this test, as the assessor we will ask the students to respond to certain sounds that letters make. It works on the sounds of the letters and not the letter itself. The assessment can take however long the student needs (PASA:Kindergarten, 2014, pp. 1-16). I find that these four different assessments would be very helpful to find out what the student is grasping when at school and how they are
After completing my Running Record on Connor I now know exactly how much information a teacher can receive from conducting one. I would not have guessed that such a quick assessment could show so much data. Before conducting this running record I knew nothing about Connor’s reading ability, however now I have analyzed him as if he were one of my own students. I know how to find strengths and weaknesses and even strategies that could aid in the development of Connor’s reading. I have heard the term Running Records before, but until actually administering a running record, I was unaware of the in depth analysis of the cuing systems used and how well it can drive future
“Education is not the preparation for life; education is life itself.” - John Dewey. Every year, as we enter a new grade, new challenges approach us. Eighth grade is no exception., and will be very different from 7th grade. As I enter my eighth grade school year, I will be bombarded with a variety of new experiences and challenges such as buddies, academics, and being prepared for high school. One of the most important tasks that is thrust onto me is buddies.
My assessment on this student were intended to focus on is age appropriate base on the Pre- School Common Core Phonemic Awareness as an emergent reading. In my assessment, the child will use prior knowledge on identify letters sounds, with recognizes and name at least all or some the letters. He could use his prior knowledge letters of his name and demonstrate his understanding how print is used and how print works. He can demonstrate his understanding informational from the text. This assessment will show if he could identify book, such as front, back, and story sequences. I could also recognize if he could understand how the events of the story relate with the character in the story. I will have used my assessment sheet with rhyming words to obverses his prior knowledge on rhyming words.
Student Z is a 3rd-grade male that is eight years old and is a native born citizen. He was assessed on September 13, 2016, with a reading interest inventory survey. At the beginning of the assessment the child was apprehensive to take the survey. Student Z wanted to know if it was a test and if it would count as a grade against him. When he was explained that the reading inventory was an informal assessment based on opinion only, he opened up and became very cooperative. The student was able to read and answer the questionnaire without any assistance.
According to the assessment, Mr. Jones scored a raw score of 53 in Word Reading which yielded a standardized score of 87 and was measured below average. For Sentence Comprehension, Mr. Jones scored a raw score of 40 which yielded a standardized score of 89, which was also below average. In the area of Spelling, Mr. Jones scored a raw score of 36 which yielded a standardized score of 88; this score also ranked at below average. However, Mr. Jones ranked above average in Math Computation with a raw
For starters, I would like to have more information on the student prior to assessing. I would like to know about the student classroom experience with reading. As a future Special Education Teacher, I have a passion for helping students who face more challenges. This student did not demonstrate that he faced reading challenges. In hindsight, I would like to have worked with a student with reading challenges in order to start developing a plan to close the achievement gap. Although, all students have room to grow, so I am glad to have worked with
Rasinski (1999) states that one of the most effective ways to assess a learner’s reading abili...
Both work samples were given as a formative assessment on the same day. I placed students in various groups according to their abilities and provided a different instruction on coins. This shows my ability to use “multiple and appropriate types of assessment” for
Informal Reading Inventories (IRIs) are a commercial test that teachers use to evaluate students’ reading performance. QRI-5’s are just one type of IRI that are available to teachers. These informal tests are often used as a screening instrument to determine whether or not a student is reading on or below grade level. Some of the other uses of IRIs are seeing where students are struggling in their reading; for example fluency versus comprehension, to help them recognize where students are showing signs of frustration, to help teachers set up reading groups or even help with picking out appropriate reading material for their students. While the information gained in these informal tests are vital sometimes the additional information gained
The ability to test a student’s language skills is essential to have as a teacher. Over the years, classrooms have become much more diverse with a wide variety of impairments being presented on a daily basis. Often, these disabilities contain a language impairment that appears as a side effect of the main disability. Unfortunately, assessing language is not as easy as one may think because it is not clearly defined and understood. Kuder (2008) writes that “…language is not a unitary phenomenon- it is ‘multidimensional, complex, and dynamic; it involves many interrelated processes and abilities; and it changes from situation to situation” (pg. 274). Language also develops at different times for different individuals, thus making language assessment an even harder task for test administrators to grade and evaluate. In order to further understand the language impairment that students present, teachers need to be aware of appropriate language tests that could be administered. In order to assure that the best language test is being issued to a student, several various tests exist to choose from. To test a student’s overall language capability, a comprehensive language test, such as the Comprehensive Assessment of Spoken Language (CASL) or the Oral and Written Language Scales (OWLS), could be administered. If a teacher wanted to test a specific language skill such as pragmatics, phonology, syntax, or semantics, the teacher would need to find the best test for the student’s unique situation.
In week 1 it can seem that Hannah only read 50 words correctly when she was assessed. In week 2 Hannah was able to read 52 words correctly. Therefore, the words that she read went up by 2 words. In week 3 it actually stayed that same as in week 2. In week 4 and week 5, Hannah progression actually went down. In week 6 Hannah progress improved and she was able to 53 words from the assessment. And in the final week, week 7 it was concluded that Hannah actually did make a progress in her reading. She was able to read 55 words correctly. Looking back from week 1 to week 7 it can be seen that Hannah did improve in her assessment. She was able to improve her reading of words by 5 extra