Nicole Sayer Informal Assessment October 25, 2011 1.

K is a freshman in high school in a self-contained freshman reading class and reads at a second grade level. 2. K will be working on her reading comprehension skills. 3. When reading class starts K is rather attentive on most days and seems ready to work. She follows along with the text in class and can answer some questions asked by the teacher, but has trouble with others. When reading out loud K struggles with fluency, so that gets in the way of her comprehension skills. When K is asked to explain certain parts of the story, she gets stuck on one word and focuses on it, making up the story around that word. 4. Prep Questions: What? Why? Source How would you compare Ks So I can appropriately assess Ask Sped Teacher reading to that of other K in relation to the level she freshman? is supposed to be on. Answer: K is significantly lower in reading ability compared to other freshman. She struggles with reading fluency, which gets in the way of her comprehension skills. She reads at about a second grade reading level, sometimes third. If read out loud to, she can comprehend whats going on in a story a lot better than if she was reading by herself. What? Why? Source How is Ks attitude generally So I have some sort of an Ask Sped Teacher speaking when asked idea as to how willing shell questions about something be to answer questions shes read? when assessing her. Answer: She answers them pretty willingly if she understands the story. If she doesnt know the answer she kind of quiets down or asks to go to the bathroom. Or shell say she doesnt know the answer. Sometimes if she thinks she knows the answer shell go off into a tangent about something completely off topic. What? What is K like on a typical school day in reading class? Why? So I know the student Im working with and how she acts. Source Observing during class

Answer: She is quiet, but loves to talk to the teacher. She willingly does work, unless it involves

partner work, then she fights to not do it. She doesnt like reading to peers, but will read to the teacher in private. When she knows the answer to a question she will volunteer it in front of the class, but if she doesnt know the answer she will quietly listen to what other people have to say. Shes going at relating readings to her own life, but only does so successfully with the prompting of a teacher. What? Why? Source How has Ks performance So I have an understanding Sped Teacher or Case been in this class with as to how well shes done in Manager reading comprehension this the past in this subject area. past quarter? Answer: She is struggling at connecting her own thoughts successfully to her readings. She has been improving on this through throughout the year. She got a 1.5 on her first comprehension assessment given by the teacher, but her grade improved to a 2.5 on the second assessment. She did need a little push from the teacher though to successfully answer a couple of the questions on her last assessment, but once receiving the push, she answered the question really well. 5. Data Questions: What? What is Ks sight word level based on the San Diego list? Why? To find an appropriate reading level for her to understand what she is reading. If she cannot understand the text, then she will have a hard time comprehending it. Source San Diego Six-Minute Solution Assessment

Procedures: 1. Select San Diego Quick Assessment of Reading Ability 2. Ask K to step out of the classroom 3. Explain to K that she needs to read the list of words and Ill tell her when to stop 4. As K reads, put an x next to words that she skips and write the word that she says on the line if she is incorrect 5. When K gets three wrong in a section tell her stop 6. Send her back in the classroom 7. Figure out Ks reading level by determining her independent, instructional and frustration levels 8. Ks frustration level is the level in which she got three words wrong, the instructional would be the next lowest level, and the independent is the level below that 9. Using this data, pick out text to begin assessment Results: See attached charts

Answer: Based on the San Diego Quick Assessment of Reading Ability given to K, her three reading levels have been determined. Ks independent reading level is grade 1, her instructional reading level is grade 2 and her frustration reading level is grade 3. What? Why? Source How many right there To find her level of reading The Watsons Go to questions can K answer comprehension and discover Birmingham 1963 appropriately after her understanding of the Journal Entries completing a reading from text Assessment her class text? Procedures: Journal Entry: 1. Give K journal entry prompt 2. Have her write the who, what, where, when of the chapter read the previous day 3. After she completes it go over her answers 4. Assign her a + or for her answers. She gets a + if she answered the question correctly and a if she didnt answer it correctly Assessment: 1. Give K reading excerpt and questions to follow. 2. Make one of the questions a who, what, where, when question from the story 3. After she completes her assessment, look over her answers 4. Assign her a + or for her answers. She gets a + if she answered the question correctly and a if she didnt answer it correctly Results: See attached worksheets for questions labeled right there. Answer: For the right there questions given to K in her journal entries and assessment, she received a 6/12 in correctly answering them. She was asked twice in her journal these questions and once on an assessment. What? How many times can K successfully explain whats going on in the story? Why? To find her ability to interpret the story shes reading, deeper, based on characters actions. Source The Watsons Go to Birmingham 1963 Assessment Worksheets

Procedures: 1. Have K read chapter from book 2. Ask K to explain separate parts of the story on worksheet or assessment, using support for the text 3. After she completes her explanations check her work 4. Give her a + or for her answers. A + from explaining correctly, and a for leaving parts out 5. In order to answer correctly she must include some example from the text and explain appropriately what the question is asking

Results: See attached sheets for questions labeled explanations. Answer: In these questions that were asked on worksheets and assessments, K correctly answers 4/9 questions correctly. She was asked on both worksheets and assessments, there were specific responses for most of the answers. What? How many times can K make a successful prediction of the story she is reading? Why? To find her ability to create relevant predictions on a story using clues from the text. Source The Watsons Go to Birmingham 1963 Assessments Worksheets

Procedures: 1. Have K read a chapter in book 2. After chapter is finished have K write a prediction for what she thinks will happen in the next chapter 3. After K is done making predictions check her answers 4. Give K a + or based on her answers. Give her a + if she made a logical prediction that has to do with the story, give her a if her prediction doesnt make sense with whats happening in the story Results: See attached sheets for questions labeled predictions. Answer: In the questions that had to do with making predictions on both worksheets and assessments, K successfully created 2/3 predictions. What? How many times can K write a successful summary? Why? To see how K can successfully pinpoint the important parts of the story and explain what happened. Source The Watsons Go to Birmingham 1963 Assessments Worksheets

Procedures: 1. Have K read a chapter in her book 2. After reading have K write a summary of the chapter, hitting the main points of the story 3. Check Ks work 4. Give her a + or based on the quality of her summary, including the terms first happened, then happened, and then Results: See the attached sheets with questions labeled summary. Answer: In writing summaries, K had two different opportunities. She completed 0/2 summaries successfully, according to the guidelines provided to her. What? Why? Source

How well can K form thoughts about pages just read in her book?

To see if she can form thoughts to successfully complete the other parts of comprehension, such as predicting, summarizing, vocabulary etc.

The Watsons Go to Birmingham 1963 Assessments Worksheets Journals

Procedures: 1. Have K read a chapter in her book 2. While reading have K write one thought per each page 3. After K fills out her worksheet have, collect it and check her work 4. Give K a + or for her answers. A + is given when she completes a meaningful thought, K will receive a for thoughts that arent related to the story or are not meaningful to the text Results: See attached sheets for questions labeled thoughts. Answer: When forming thoughts, K had multiple opportunities to form complete thoughts. She was given the guidelines of writing her thoughts like I think because . She appropriately formed 11/24 thoughts throughout the multiple worksheets and chapters give to her. What? How well can K use context clues to figure out the correct definition of a vocabulary word? Why? To see how well K can use the context clues of the story to figure out what words mean that she doesnt know so she can read more fluently. Source The Watsons Go to Birmingham 1963 Assessments Worksheet

Procedures: 1. Have K read a chapter in her book 2. Give K a list of words that she may not know the definition of 3. Have K select three words (for the worksheets) that she doesnt know and using context clues have K write a definition for the words selected 4. Collect her work when she is done 5. Give K a + or for her definitions, she will receive a + for words that are appropriately defined and a for those whose definition has nothing to do with the word or surrounding text Results: See attached sheets for questions labeled vocabulary. Answer: In defining words, K had a few opportunities; she defined 3/6 words appropriately using context clues. She had three chances on an assessment and three chances on a worksheet. 6. Through this entire informal assessment Ks work has been consistently the same. K is reading at a second grade level, and after testing her sight words, it has been determined that second grade would be the easiest level to instruct her on. She

struggled on a lot of sections, especially forming her thoughts about the text. She has a lot of trouble with comprehension because she gets stuck on one idea and obsesses over it in her thoughts, predictions, and summaries. K struggles a lot with defining words as well due to the same reason. She gets stuck on one thought and then defines the word within that thought. When working with her to further develop her comprehension skills in the future it will be important to discuss her thoughts after each page and write them down so that she has record of the different things she thought on each page. This will make it easier for her to summarize. I will create specific questions that pinpoint the important parts of each reading so that she can refer back to these questions when developing her summaries. 7. K will be able to successfully answer right there questions and summarize her readings at the end of her instructional program. She will answer the right there questions with a 90% accuracy of her answers, and develop appropriate summaries using the important points of the different readings. 8. This is an important skill to teach K because right now she has trouble understanding everything that she reads. This will allow her to form thoughts about the different things she will read throughout school, and allow her to understand and remember the books she will read as well. Using second grade material to teach these skills will be helpful as well because K wont get stuck on not knowing words, shell be able to read the text fluently.