Assessment: Assessment Analysis #4
Carson was given a Cloze Assessment, a retelling assessment, and The Index of Reading Awareness. On the Cloze assessment there were 50 blank spaces for Carson to fill in with an appropriate word. I scored his responses and only counted the verbatim answers. He made a total of 17 mistakes. This puts his percentage at 34%. The score puts this passage at the frustration reading level.
Carson completed a written retell of the fifth grade passage, Mario’s Lunch. In his written retell, he included one character from the story, the problem faced by the character, the initiating event, and the solution. He is missing the setting, some of the other characters, and a clear ending on his retell.
Carson was also given …show more content…
Before reading, the teacher will need discuss vocabulary words he may not know and we will make predictions based on the title and any pictures. Carson might be lacking prior knowledge to comprehend what he is reading. According to the student profile, both of his parents are very busy at home with their home life responsibilities. This leads me to believe that he may not have many interactions with book and parent read alouds. It is important to build background for Carson before he starts reading to make sure it doesn’t affect his comprehension. While reading, Carson would benefit from a graphic organizer, such as a story map, to help him think about what he has just read. In a small group setting, we can discuss each element on the story map together. During reading, if Carson become distracted, I recommend taking breaks. The student profile reported that Carson is easily distracted. If he is becoming distracted of disengaged, he is not going to put forth his best effort. A “brain break” can easily be built in so Carson can refocus. Lastly, after reading, we will discuss the story together. In the textbook, Literacy Assessment & Intervention for Classroom Teachers, there is a suggestion for painting mental pictures. This is an activity suggested for K-2. However, I feel that Carson would benefit from this activity. This is change of pace from reading and writing. The teacher can remind him to include the major story elements …show more content…
With the scores he earned on this assessment, I do not feel he need explicit strategy instruction. He has the strategic knowledge, however some areas need a little more instruction. However, I feel these interventions should be done one-on-one. For example, in the area of planning, the teacher can reinforce the concept of what he does before he even starts to read. The teacher can prepare an area in the classroom that is well-suited for reading. Carson can offer his thoughts on what needs to be in the area and where it should be. While Carson is reading, the teacher can reteach what he needs to do when he gets to a word he doesn’t knows in a story. A simple think-aloud model can be used to “fix up” a problem that make arise while reading (Dougherty and McKenna 2105). After review and reinforcement on his regulation, I foresee his Cloze assessments scores getting higher. Finally, conditional knowledge is when, why, and where the strategy is most useful. The teacher can pull several different types of reading materials- nonfiction, science book, narrative, newspaper article, etc. The teacher can then discuss what strategies he might use while reading his science textbook vs. a short
Carson was given a Cloze Assessment, a retelling assessment, and The Index of Reading Awareness. On the Cloze assessment there were 50 blank spaces for Carson to fill in with an appropriate word. I scored his responses and only counted the verbatim answers. He made a total of 17 mistakes. This puts his percentage at 34%. The score puts this passage at the frustration reading level.
Carson completed a written retell of the fifth grade passage, Mario’s Lunch. In his written retell, he included one character from the story, the problem faced by the character, the initiating event, and the solution. He is missing the setting, some of the other characters, and a clear ending on his retell.
Carson was also given …show more content…
Before reading, the teacher will need discuss vocabulary words he may not know and we will make predictions based on the title and any pictures. Carson might be lacking prior knowledge to comprehend what he is reading. According to the student profile, both of his parents are very busy at home with their home life responsibilities. This leads me to believe that he may not have many interactions with book and parent read alouds. It is important to build background for Carson before he starts reading to make sure it doesn’t affect his comprehension. While reading, Carson would benefit from a graphic organizer, such as a story map, to help him think about what he has just read. In a small group setting, we can discuss each element on the story map together. During reading, if Carson become distracted, I recommend taking breaks. The student profile reported that Carson is easily distracted. If he is becoming distracted of disengaged, he is not going to put forth his best effort. A “brain break” can easily be built in so Carson can refocus. Lastly, after reading, we will discuss the story together. In the textbook, Literacy Assessment & Intervention for Classroom Teachers, there is a suggestion for painting mental pictures. This is an activity suggested for K-2. However, I feel that Carson would benefit from this activity. This is change of pace from reading and writing. The teacher can remind him to include the major story elements …show more content…
With the scores he earned on this assessment, I do not feel he need explicit strategy instruction. He has the strategic knowledge, however some areas need a little more instruction. However, I feel these interventions should be done one-on-one. For example, in the area of planning, the teacher can reinforce the concept of what he does before he even starts to read. The teacher can prepare an area in the classroom that is well-suited for reading. Carson can offer his thoughts on what needs to be in the area and where it should be. While Carson is reading, the teacher can reteach what he needs to do when he gets to a word he doesn’t knows in a story. A simple think-aloud model can be used to “fix up” a problem that make arise while reading (Dougherty and McKenna 2105). After review and reinforcement on his regulation, I foresee his Cloze assessments scores getting higher. Finally, conditional knowledge is when, why, and where the strategy is most useful. The teacher can pull several different types of reading materials- nonfiction, science book, narrative, newspaper article, etc. The teacher can then discuss what strategies he might use while reading his science textbook vs. a short