Analysis Of Child Portrait: Gabriel

702 Words 3 Pages
Child portrait: Gabriel (Cont.)

Reading (Observations and growth)
• Analysis of miscues on level C running record assessment taken on September 25, 2015 reveals that Gabriel relies on semantics, syntax and graphophonic cues to decode text. Though sometimes he ignores graphophonic cues
• Also, running records indicate that Gabriel has the tendency not pronounce the middle and end graphemes.
• Furthermore, his running records show that his sight word recognition is emerging.
• A sight word identification assessment taken on November 2, 2015 shows that Gabriel got a total of 21/25 in word list A and 9/25 in word list B (See appendix 2 for more details on reading errors). • As seen in photo above, Gabriel’s hope/aspiration
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• It is worthy to note that before Gabriel attempts to read the text in a book, he takes a picture walk i.e. looking and studying all the illustrations on every page of the text.

Progress update
• A level C running record assessment taken on December 1, 2015 shows that Gabriel read at 100% accuracy level and demonstrated literal and inferential comprehension of text via his retell of story and responses to questions posed (See appendix 3 for more details)
• Furthermore, the Level D running record assessment equally taken on aforementioned day presents him as being a level independent reader with 97% accuracy rate. He was able to retell the story contained in the text in order and prioritized the story elements. Also, he answered 3 out the 4 comprehension questions asked correctly.
• Further analysis on his miscues shows that he continues to rely on semantics, syntax and graphophonic cues to decode text. 3 out of his 4 miscues were proper nouns.
• In all, Gabriel has showed remarkable progress in his reading capability. It is my recommendation that he partakes in a guided reading instruction lesson before he is moved up to E/F reading level.

Writing (Observations and
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• Sample craft written during the 2-4 weeks of November 2015 (attached as appendix 4 and 5) show that he hardly uses punctuation marks when writing.
• Furthermore, appendix 4 and 5 show that he has made remarkable progress in his spelling. He has moved from the semiphonetic stage (See previous portrait anecdotal data for more details) to the phonetic/ transitional stage of spelling.
• He recognizes and uses digraphs such as “th” “fr” “ch” in his craft.
• Also, his word formation shows that the beginning, middle and end sounds are represented in written words.
• He includes and spells correctly sight words such as “in” “to” “the” “with” ‘go” in his craft.
• He uses more lowercase letters in his craft when compared to his use of lowercase letters in his sample writing at the beginning of the term (See previous portrait anecdotal data for more details).
• He sometimes reverses the order of some letters alphabets e.g letter r and letter g.
• His ‘how to play soccer’ (appendix 5) shows a strong representation of bit-by-bit action.
• His illustrations show the use of speech bubbles (Appendix 6, p.1), detailed labeling and the use of arrows to represent

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