Ms. Parsley's e-Portfolio



Learner Profile/Case ReportSummary of Reading AssessmentsStudent Name: HunterAge: 10Grade Level: 5Date of Report: March 17, 2013Report Created by: Hannah ParsleyInterdisciplinary Studies Student Tarleton State University – Southwest MetroplexFort Worth, TexasAs partial completion of RDG 384 course requirements, the following report, consisting of results of interviews, surveys, literacy assessments, and selected subtests of an Informal Reading Inventory, was administered, scored, and interpreted by Hannah Parsley. Ms. Parsley is an Interdisciplinary Studies student at Tarleton State University – Southwest Metroplex, Fort Worth, Texas. Part 1: Description of LearnerHunter is a witty, intellectual fifth-grade student at Brock Elementary, part of Brock Independent School District. She will turn 11 this upcoming May. It has been such a pleasure to get to know Hunter and a joy to work with her over the past weeks. During our first visit together, I conducted several informal assessments that would allow me to learn a bit more about her personality, her likes inside and outside of school, and her reading skills. The first assessment I administered was an Elementary Interest Inventory created by a teacher at Eagle Elementary in Indiana. The inventory asks many questions about favorites, leisure activities, and likes/dislikes of the student. I learned that Hunter “loves” school, spending time with her friends, and participating in numerous extracurricular activities, including cheerleading, softball, dance, and piano lessons. She also acknowledged that she would love to be a teacher when she grows up, which created a strong commonality between the two of us throughout the rest of the sessions.Following the interest survey, I conducted a Reader Interview published by Scholastic to learn about Hunter’s reading preferences. Her favorite genres include realistic and science fiction, mystery, and fantasy. Hunter enjoys reading books in series and was finishing Catching Fire, the second book in The Hunger Games series, by Suzanne Collins, at the time of our first session. After the interview, I continued examining her reading interests by administering the Elementary Reading Attitude Survey (Garfield) to gauge her attitudes towards reading and how they rank compared to other 5th grade students. She seems to enjoy recreational and academic reading almost equally, but she admitted that she “hates informational reading”, something that she will be required to do for the rest of her academic career. I hope to change her opinion on expository text over the duration of our sessions. Upon comparing Hunter’s raw score from the ERAS (Garfield) to the percentile ranks, her attitudes towards reading are very much average compared to other fifth graders. Hunter’s attitude towards recreational reading ranked at the 42nd percentile, while her attitude towards academic reading ranked at the 54th percentile. The full scale attitude rank was at the 46th percentile. All of these numbers showed me that Hunter’s attitude towards various types of reading is typical of other 5th grade students. Outside of the surveys I concluded that she has a positive outlook and great passion for reading! During our fourth session together, I administered a Multiple Intelligences Survey created by Literacy Works, based on Howard Gardener’s theory of multiple intelligences. The purpose of this survey is to assess Hunter’s strongest natural intelligences as well as her preferred learning styles. Her strongest intelligences, beginning with the strongest, are as follows: Musical, Body Movement, Self (intrapersonal), Social (learning from others), Language, Logic/Math, Nature, and Spatial. She informed me that she takes piano lessons, enjoys dance and cheerleading, and loves to sing. Her musical intelligence is very strong. This assessment taught me that Hunter will likely learn best by incorporating rhythm or some type of movement into our activities.Part 2: Reflection on the Components1. RUNNING RECORDS/MISCUE ANALYSISThroughout our sessions, many running records were conducted. A running record is a timed, recorded oral reading by the student, used to assess various reading aspects such as fluency and words per minute read. During a running record, miscues are marked and used while calculating words per minute read. A miscue is a word read incorrectly or omitted from the passage. Some miscues are often self-corrected; these self-corrections are not counted against the student in the scoring of the passages. First Running Record: Because Hunter was currently reading Catching Fire, I chose to use this book to conduct a running record during our first session. I had her read a paragraph aloud while I recorded it and made notes. This book is worth 5.3 Accelerated Reader points which Hunter told me is her current reading level. 5.3 on the Accelerated Reader scale translates to 5th grade and 3 months, which is a few months behind Hunter’s actual time in the 5th grade. She reads very fluently and at a great pace. After she finished reading the paragraph, Hunter seemed to struggle while retelling me what the passage about, which lead me to believe the vocabulary in the book is a little advanced. The results from the running record follow:Number of Words Read: 111Total Miscues: 4Words per Minute: 148 WPMCorrect Words per Minute: 144 CWPMSecond Running Record: During the dictated story assessment in session two, Hunter read aloud Library Mouse: A Friend’s Tale. This book is written approximately at the 4th grade level. We used this book to work on retelling, something I observed may be a challenge for Hunter during our first running record. The results are as follows:Number of Words Read: 196Total Miscues: 5 (3 self-corrections)Words per Minute: 155 WPMCorrect Words per Minute: 153 CWPMGraded Word List Miscues: During session two, I administered graded word lists to help identify the level where testing would begin. Hunter had a few miscue marks due to pronunciation. For example, on the 3rd grade word list, she read “adaption” instead of the correct word, “adaptation”. She later read “article” when trying to decode the word “articulate”. Other miscues noted in the graded word lists were omissions. 2. GRADED WORD LIST ASSESSMENTThe graded word lists are used to help determine which reading passage level would be appropriate for the reader to begin testing. Each list contains 20 words at a specified grade level, ranging from pre-primer up to high school. The student is instructed to read each word on the list as quickly as possible, receiving no help from the teacher. Each list contains a grading scale to determine if the student can identify the words on the list at the “independent”, “instructional”, or “frustration” level. Hunter enjoyed this activity and thought of it as a game, which made it much more interesting. The results follow:Third20/20100%IndependentFourth16/2080%InstructionalFifth18/2090%IndependentSixth17/2085%InstructionalUpper Middle School11/2055%FrustrationI chose to begin administering the QRI-5 reading passages at two levels below Hunter’s highest “independent” level on the graded word list assessment; therefore, I began QRI-5 testing at the 3rd grade reading passages. 3. GRADED READING PASSAGESThroughout the entirety of our sessions, I utilized six passages to assess oral reading comprehension, one passage to assess silent reading comprehension, and one passage to assess listening comprehension. The passages were a mixture of narrative, a passage that tells a story, and expository, a passage that serves to inform. The graded reading passages are administered and tested to determine areas where students are strongest in their reading and some areas that could use improvement or extra attention. I used these results to guide my future activity and passage choices used with Hunter. The grading scale used with the reading passage is similar to that of the graded word lists. The scale helps determine if a student reads the passage at a level of “independent” (98% accuracy or above), “instructional” (90-97% accuracy), or “frustration” (less than 90% accuracy). Ideally, a student should be reading passages or stories at the “instructional” level, so they are easy enough to comprehend yet challenging enough to keep the student engaged. The table provides an overview of the passage results, and an in-depth explanation containing the details from each follows. QRI-5 Miscue Analysis Passage ResultsA. B.C. D.??"A New Friend From Europe""Amelia Earhart""Margaret Mead""Octopus"??NarrativeNarrativeNarrativeExpositoryConcept Questions8 of 12 pts.9 of 12 pts.6 of 12 pts.12 of 12 pts.??above-average familiarityabove-average familiarityaverage familiaritytotal familiarityMiscue Scores???silent read?Total Miscues824N/A?"Acceptable" Miscues511N/A?WPM (Words Per Minute)148143128173?Correct WPM146142126173Retelling of Story?????Ideas recalled55/9629/479/4629/54Questions Correct?????Explicit Questions4334?Implicit Questions4343?TOTAL8677After Look-back questions Correct?????Explicit QuestionsN/A444?Implicit QuestionsN/A344?TOTALN/A788E. F.G. H.??"Abraham Lincoln""The Lifeline of the Nile""Biddy Mason""Life Cycle of the Stars - Part 1"??NarrativeExpositoryNarrativeExpositoryConcept Questions7 of 12 pts.12 of 12 pts.11 of 12 pts.8 of 12 pts.??average familiaritytotal familiarityMostly familiarabove-average familiarityMiscue Scores???listening comprehension tested?Total Miscues8811N/A?"Acceptable" Miscues113N/A?WPM (Words Per Minute)131116136N/A?Correct WPM128112134N/ARetelling of Story?????Ideas recalled25/4716/5631/6410/68Questions Correct?????Explicit Questions2253?Implicit Questions3342?TOTAL5595After Look-back questions Correct?????Explicit Questions4455?Implicit Questions4442?TOTAL8897Passage A:Title: “A New Friend from Europe”Level: 3, NarrativePrior Knowledge: Above-average familiarityReading Rate: 148 WPM, 146 CWPMMiscue Analysis: There were eight total miscues in this passage, but only three of them were considered “mean-changing” miscues. Hunter made five self-corrections during the reading. One mistake she made more than once was pronouncing “steam” rather than the correct “stream” in the word “streamliner”. Retelling: Hunter recalled 55 of the 96 ideas in this passage. She hit on all of the main ideas and major details. She excluded some minor things in her verbal retelling of the story.Questions: Hunter answered all questions about this passage correctly. Most of her answers were nearly identical to the test answers given. She did an excellent job, overall, and would be graded as totally “independent”.Passage B:Title: “Amelia Earhart”Level: 4, NarrativePrior Knowledge: Above-average familiarityReading Rate: 143 WPM, 142 CWPMMiscue Analysis: There were only two total miscues in this entire passage and only one was mean-changing. Hunter read this story with excellent accuracy! Her mean-changing miscue was pronouncing “women” rather than the correct word, “woman”. This changed the meaning of the sentence and could have led her to believe the story was telling about more than one woman. Retelling: Hunter was able to recall 29 out of the 47 ideas in the story. I feel that she did so well with retelling this story because she seemed to really enjoy the topic. Questions: Six out of eight of the comprehension questions were answered correctly, and one more was answered with a look-back. This passage would have been graded as “instructional”. The question she still omitted after the look-back was an implicit question, meaning the answer was not stated in the text. She would have to make an inference to answer it. Passage C:Title: “Margaret Mead”Level: 5, NarrativePrior Knowledge: Average familiarityReading Rate: 126 WPM, 128 CWPMMiscue Analysis: There were four total miscues in this passage, but only one was mean-changing, meaning that the other three are “acceptable”. The mean-changing miscue was pronouncing “lands” rather than “islands”, which changes the entire meaning of the sentence and possibly the story. Retelling: Hunter was only able to recall 9 out of the 46 ideas from this passage. Based upon my observations thus far, retelling seems to be a challenge for Hunter, especially with passages she has read aloud. I only let her feel distressed about the retelling for a few seconds before I encouraged her to not worry about it so we could move on to the questions.Questions: She answered seven questions correctly and got the 8th question correct with a look-back, which would put her reading of this passage at the “instructional” level. Overall, Hunter did well on this passage for having only average familiarity with the topics and struggling to retell it. She retained far more from the story than I would have guessed after the retelling. Passage D:Title: “Octopus” – Silent Comprehension, Hunter read this passage to herself while being timed.Level: 5, ExpositoryPrior Knowledge: Total familiarityReading Rate: 178 WPMMiscue Analysis: There were no noted miscues because Hunter read this passage silently.Retelling: After reading the story to herself, Hunter was able to recall 29 out of the 54 ideas which was more than half! I was pleasantly surprised to see how many details she was able to recall from silent comprehension. This passage showed me that a weak area may be comprehending her oral reading and not so much of silent reading.Questions: She answered seven of the questions correctly without look-backs. On the grading scale, this passage would be scored as “instructional” without look-backs. The one question she missed was, again, implicit, but she was able to answer it correctly with a look-back. Overall, I was impressed with Hunter’s silent comprehension of this expository text.Passage E:Title: “Abraham Lincoln”Level: 6, NarrativePrior Knowledge: Average familiarityReading Rate: 131 WPM, 128 CWPMMiscue Analysis: There were eight total miscues in the passage; however, seven of the miscues were acceptable. The only mean-changing miscue was omitting the word “war” from a sentence where the war was a main idea. Retelling: Hunter recalled more than half of the ideas from the story, 25/47. That is excellent! She omitted a few of the major ideas which told me that she may have difficulty answering some of the upcoming questions. Questions: She was only able to answer five out of eight questions without look-backs, which was considered “frustration” level. With look-backs, however, Hunter was able to successfully answer the questions she had missed before. I feel she did poorly with this passage compared to others because she had not yet learned about the achievements of Abraham Lincoln during the Civil War. I feel that if she had greater prior knowledge, the passage would have been a little easier for Hunter to comprehend. Passage F:Title: “The Lifeline of the Nile”Level: 6, ExpositoryPrior Knowledge: Total familiarityReading Rate: 116 WPM, 112 CWPMMiscue Analysis: Hunter read this passage with eight miscues, but only one miscue was marked as mean-changing. Some of the terminology in the story was new, which lead me to think it could have been a reason Hunter was reading a little slower in this passage compared to others. Retelling: She was only able to recall 16 out of 56 ideas from the story. I, again, feel that this was due to some unfamiliar words in the story. Hunter seemed to take some extra time decoding new words, which could have taken away some comprehension of the story. Questions: Without look-backs, Hunter answered the questions from this story at a level considered “frustration”. The only answered five of eight correctly. After looking back at the story, she was able to answer the missed questions correctly. She reminded me that she “hates” informational text, as mentioned during our first session together, but I reminded her how well she read the passage and answered the questions with look-backs. That is a great reading skill to possess. Passage G:Title: “Biddy Mason”Level: Upper Middle School, NarrativePrior Knowledge: Mostly familiarReading Rate: 136 WPM, 134 CWPMMiscue Analysis: While reading “Biddy Mason”, Hunter had 11 miscues. This number seemed higher than the other passages to me, but this story is much longer and leveled as Upper Middle School. Only three miscues were mean-changing. She also had a few self-corrections. Both of the miscue numbers were rated as “independent” level of reading, which is exceptional for an Upper Middle School leveled passage.Retelling: Hunter recalled 31 out of 64 ideas from the story which was nearly half. I feel that for a higher-level passage, she did very well in her retelling. I feel that Hunter is better at retelling stories that she has more interest in. Questions: She answered nine of ten questions correctly with and without look-backs. Both of these are rated as “independent”. Hunter did very well with this reading passage! The one question she missed both times was implicit, which are typically harder to answer because the answer must be inferred. Although she was reading at the “frustration” level during the 6th grade passages, I decided to have Hunter read “Biddy Mason” (which is Upper Middle School) because I felt she would be very capable of comprehending a narrative passage at a higher level than expository. Passage H:Title: “Life Cycle of the Stars – Part 1”Level: Upper Middle School, SciencePrior Knowledge: Above-average familiarityReading Rate: I used this story to assess Hunter’s listening comprehension. I chose this level because it is the level I would consider “frustrating” for her. Listening comprehension is generally a little higher than reading comprehension in most students. Miscue Analysis: Miscues were not applicable as I read the story aloud to assess listening comprehension.Retelling: After hearing the passage, Hunter was only able to recall 10 out of 68 ideas from the passage. During the reading, she exhibited many faces of stress and confusion. I feel that the story had far too many new ideas, causing her to become lost during the reading. Although she knew some general information about stars during the concept questions, the passage went much further into depth with topics unfamiliar to Hunter.Questions: She answered only half of the comprehension questions without look-backs. After having a chance to review the story, she was able to answer two more questions correctly. Having discovered her frustration level with reading comprehension to be sixth grade and her frustration level with listening comprehension to be upper middle school, I knew to not test any further than these levels. 4. Dictated Story Assessment A dictated story assessment serves to analyze the student’s ability to retell a story using their own words. The teacher transcribes the student’s story or retelling verbatim and gives the student the opportunity to practice reading his or her own writing. Because of the nature of the sessions and lack of technology, I adapted this assessment slightly with Hunter. With the dictated story assessment, I not only wanted to test her oral reading comprehension, but also her listening comprehension. I used two different stories to complete my goals for this assessment. Library Mouse: A Friend’s Tale, written by Daniel Kirk.With this story, I assessed Hunter’s oral reading comprehension by conducting a running record similar to what we did with the graded reading passages. I chose this story book because Hunter had informed me that she loves school and would be interested in education as a possible career field. I felt that a story set in a library about writing letters would peak her interest. During the running record, she read a passage 196 words in length at a rate of 155 WPM. Due to time constraints and lack of technology on hand, I had Hunter verbally restate the story to me in her own words. I utilized a story map graphic organizer published by Scholastic for Hunter to fill in the important story elements such as setting, problem, and main characters. She had minimal experience with a story map, so I helped Hunter to complete it by prompting her to recall certain events from the story. With this story map, she was able to reread the information she dictated to me and hear her own words. I feel this was a great strategy help to Hunter because it provided an excellent opportunity to organize her thoughts from the reading. She was able to successfully interpret the important aspects of the story and decipher implicit information that was useful for her retelling. Trouble with Trolls; written by Jan Brett.I used this story to help assess Hunter’s listening comprehension skills by reading the story aloud to Hunter while she jotted notes. After hearing the book, I prompted Hunter to retell the story in her own words, focusing on main ideas of the beginning, middle, and ending of the book. With this knowledge of the story, I then introduced an activity to her called “Comic Strip Retelling”. I presented Hunter with a long sheet of paper divided into five squares, similar to a comic strip. We talked a minute about how a comic strip looks, what they contain, and what information is presented. I instructed Hunter to create her own comic strip retelling the story of Trouble with Trolls. She was to write a sentence for each of the five squares, describing the main idea of the beginning, rising actions, middle (or climax of the story), falling actions, and ending, respectively. After writing a sentence in each square of the comic strip, she had the opportunity to illustrate and color her drawings. This strategy is useful for finding the main ideas of a story and aiding in retelling. While Hunter dictated the story back to me using her comic strip, she was able to make a connection between her comprehension and writing skills. Overall, the dictated story assessments were successful in helping Hunter practice her retelling skills by having the opportunity to reread her own thoughts in writing. 5. Names Test (Phonics Assessment)I used a list of peers’ first and last names in my RDG 384 class to assess Hunter’s ability to decode words by using her phonetic skills of “sounding out” the syllables in each name. I composed a list of 24 first and last names in a vertical column to present to Hunter for the assessment. Overall, Hunter was able to correctly decode and pronounce 20 out of the 24 names on the list. The few she missed seemed to be difficulty with decoding vowel and consonant blends in unfamiliar names. There were quite a few mispronunciations due to her pronouncing a short vowel sound when the correct pronunciation called for a long vowel sound, but this is something very minor. Some examples of mispronunciation were saying “Christian” as “Kristen” and “Merari” (rhymes with Ferrari) as “Meraria”, which I inferred was a blend between the unique name and the more familiar “Maria”. Her ability to decode unfamiliar words is excellent, and her ability to properly pronounce them will come naturally with exposure to more vocabulary throughout her school experience. Ultimately, I was very impressed with Hunter’s phonetic awareness (the sounds of letters in words) and her ability to successfully decode so many unique names during this activity. She enjoyed this activity because she had the opportunity to play “teacher” by “calling the roll sheet to [her] imaginary class”.6. Summary Throughout the sessions of running records, informal assessments, and activities conducted with Hunter, I have drawn the following conclusions about her reading skills:Although she reads orally with minimal issues, Hunter’s comprehension of oral reading is only independent up to the 3rd grade. I feel that a simple way for her to improve comprehension of her oral reading would be to stop periodically when reading longer passages and think about the main ideas she has read so far. Hunter could also comprehend expository passages easier with a larger vocabulary of content words. A great strategy for Hunter to employ while reading is using a pencil to lightly circle words she is unfamiliar with. After reading the passage initially, she can look up the words on her iPad dictionary app or using a real dictionary, become more familiar with those words, and reread the passage to gain more meaning. While retelling or summarizing her reading, Hunter goes into much more detail than a summary requires. Sometimes, especially in writing assignments, details are a very good thing; however, when retelling, providing too many details takes away from the main points of the story. A great way to help focus on summarizing and retelling is using a graphic organizer, such as the story map we utilized in session two. This allows for Hunter to focus on the main ideas and to cut out the superfluous details. Hunter exhibits excellent decoding skills while reading, so much so that she does not stumble over unknown words like many other students tend to do. Because of her great decoding skills, Hunter reads with exceptional fluency. Based on the instructional fluency rates in the QRI-5 manual, Hunter’s fluency exceeds the fifth grade level. Hunter is outstanding at reading with expression. She reads in different tones of voice to represent different characters, and often uses hand gestures. I think a fun activity for her to do with friends would be acting out scenes using Reader’s Theater scripts. She is very animated and fun to watch!Part 3: RecommendationsPausing to Summarize: Because Hunter enjoys reading novels and lengthy passages, I feel a great way to help improve her comprehension would be stopping every few pages, thinking about the story, and summarizing what she has read. Her passion for novels and great stories can be supported with a greater understanding of the happenings in the book by thinking about them periodically. Reading with a Pencil: During our sessions together, I discovered Hunter’s passion for knowledge and learning. I also observed her decoding skills are so developed that she often reads through unknown words without taking a moment to think about them and the meaning they provide to the sentence or story. I feel that by reading with a pencil, Hunter could have a greater understanding of the passages by lightly circling words she is not familiar with. By taking a few minutes to look up unfamiliar words and rereading the passage, her comprehension could be tremendously improved. Graphic Organizers: While reading, Hunter retains vast amounts of details included in the stories. This indicated that she has a very vivid imagination and is capable of creating great images in her head while interpreting a story. I feel that by using a graphic organizer, such as the story map utilized in session two, Hunter can improve her retelling and summarizing skills. Especially as she is going into higher grades with more research-driven and expository reading, a graphic organizer would be a great tool to help sort the most important information from the details as she is summarizing her reading. APPENDIXAppendix AInterest InventoryAppendix BReading Interest SurveyAppendix CElementary Reading Attitude Survey (Garfield)Appendix DMultiple Intelligences Test—based on Howard Gardner’s MI ModelAppendix EStory Map/Comic Strip - Dictated Story AssessmentAppendix FNames TestAppendix GQRI-5 Graded Word ListsAppendix HQRI-5 Graded Reading PassagesAppendix IAdditional Created StrategiesInterdisciplinary StudiesFort Worth, TexasApril 15, 2013To the Parents and Teacher of Hunter Hutchins:Over the duration of the last several weeks, I have thoroughly enjoyed working with your daughter, Hunter. She is hard working, vivacious, and eager to participate. You have raised an intelligent, delightful young woman with a true passion for reading. Throughout our sessions together, I have administered both formal and informal assessments related to reading. We have worked hard, and I am very proud of the efforts put forth by Hunter.I have concluded that Hunter is slightly below grade-level in reading comprehension, but she exhibits excellent fluency and decoding skills. She is able to easily navigate through tougher stories and uses prior knowledge to gain meaning from the text. I did notice a lack of academic vocabulary in some higher-grade reading passages, which can account for some of the struggles Hunter encounters with comprehension. Overall, Hunter is a strong reader with a positive attitude and enduring will to learn.As outlined in my report, my three strongest recommendations I have to aid Hunter, presently and in the future, with her reading difficulties are:Pausing to summarize while readingReading with a pencilGraphic organizersThroughout our sessions, I have admired Hunter’s determination and passion for reading. I feel that any struggles with comprehension will subside, as Hunter now knows what she can do to strengthen her understanding of the stories she reads. I am excited to see what the future holds for this bright student! Thank you for allowing me the opportunity to learn and grow with your child.Sincerely,Hannah ParsleyFinal ReflectionThroughout the course of my semester in RDG 384, I have learned a plethora of reading assessments, formal and informal, as well as many strategies to use in my future classroom. I have had many real-life applications of said strategies and assessments throughout the duration of my case study. This experience has been invaluable to me as a future educator. At the beginning of the semester, I remember feeling so defeated and overwhelmed by the amount details involved with conducting a case study. I felt incapable of producing such drastic results with a real student, as I had never taught reading before. Looking back now, the structure of the course and the information from the textbook chapters provided me with the tools I needed to be successful with my student during the case study. I had the opportunity to work with Hunter, a young lady I have known for a few years now. Hunter likes to read in her spare time, and she always chooses lengthy, detailed novels such as Harry Potter or The Hunger Games. When her mother told me Hunter’s reading level was low because of her AR scores at school, I decided to ask about using Hunter for my case study. I was a little baffled that Hunter’s AR reading level was nearly one grade-level below where she should have been because I knew she was capable of reading lengthy novels.After my first session with Hunter, I realized that she reads much better with books she enjoys and concepts she is familiar with, which is true for just about anyone. The AR books she is required to read by her teacher are often uninteresting and “bland”, as Hunter describes them. I had her read aloud to me a section from The Hunger Games. When I asked her questions about the passage to check for understanding, I noticed almost instantly that although Hunter reads fluently and enjoys the book, she was having difficulties comprehending the story. There were several words I asked her about from the passage that I found to be difficult, and she admitted she did not know the meanings of some of them. In that moment, I felt like a real teacher. I had noticed a weak area in my student and knew that I could help. During the next five sessions with Hunter, I utilized many informal assessments and reading strategies I had learned from class time and the Cecil & Gipe text. I used various strategies to help Hunter with reading comprehension and acquiring new vocabulary, as those seemed to be her two largest reading issues. I would not have been very successful if it were not for the many examples provided in class. At the end of the case study, I discussed with Hunter a couple of “tricks” to help her with reading comprehension. I also included those “tricks” on the book mark I made for her to go with her newest book, Mocking Jay, book three of The Hunger Games series. I look forward to the years I have 24 students to work with each day and can see academic improvement because I know how to properly teach them. The knowledge I have gained through RDG 384 and the case study report are priceless. Through each week’s lesson, conducting the case study, and participating in class discussions, I truly feel like a capable teacher equipped with a knowledge of great reading assessments. ................
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