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Assessment Narrative for JadeElementary Reading Attitude Survey:The Elementary Reading Attitude Survey is designed to give a representation of how children feel about reading in various forms. When the task was explained to Jade, she indicated she understood there were no right or wrong answers and that she could be honest about her feelings and comfort about reading. For every question, Jade circled the happiest Garfield picture, indicating she enjoys reading to a high extent, except for “How do you feel when you read a book on a rainy Saturday?” Jade circled the second happiest Garfield. There are 20 questions, each worth four points. Jade’s total score was 79/80.Letter Identification:This task asks the student to identify upper and lowercase letters. Jade started the assessment confidently. She knew the symbols on the page are called letters. Her first hesitation was on the uppercase C. When asked if she knew the sound the letter makes, she was able to produce the correct sound (C like in cat). Before moving to the next letter, Jade stated she confuses S and C often. She answered all of the letters without assistance except for the uppercase C. Jade’s confusions were Q/O, S/c, c/s, l/i, q/p, and s/c. Jade was able to correctly identify 48/54 letters. Stanine group: 2. Ohio Word Test:The Ohio Word Test consists of 20 words and tests how a student is developing a basic early reading vocabulary by asking them to read these 20 high frequency words. Jade was able to read six words: it, said, we, no, look, do. The words she knew she was able to produce quickly, making it seem they are familiar sight words to her. She did not attempt the other 14 words, which is a problematic activity as there is no word attack. At the end of the assessment, Jade commented that she is not a good reader and struggles with many words. It was clear during the administration that she was becoming frustrated and discouraged. Jade’s raw score was 6/20. Stanine group: 2. Concepts About Print:This Observation Survey task measures students’ awareness of print and how it functions. There are four possible texts to use to read to the student – for this assessment, No Shoes was used. Jade does understand that the print (not picture) contains the message, directional rules, left to right sweeping, and return sweeping. She understands the concepts of first and last parts of the story on a page and correctly identified the bottom of an upside down picture. Jade also responded correctly to inverted print, indicating where to start and where to go after that. She correctly gave the meaning of a full stop (said, “The end of a sentence.”). Jade was not able to find the word “was” on a page, but did find the word “no”, showing that she knows some sight words is having difficulty reading other words. Jade did well on the last tasks, successfully showing she has a concept of letters and words. She showed one letter, two letters, one word, two words, first and last letter of a word, and a capital letter. Jade was not able to identify the front of the book, meaning that she is has not entirely established orientation of books. She was not able to perform one-to-one matching by pointing to words as they were read out loud. Jade did not respond (stayed silent) when asked about altered line order, left page before right page, change in word order, and change in letter order. She is not noticing the details of print. Jade did not know the meaning of a question mark, a comma, or quotation marks. This also supports the idea she has not yet developed an understanding of the details of print.Jade’s score was 13/24. Stanine group: 1. Writing Vocabulary:The Writing Vocabulary task helps observe how many words a child has learned and can produce, spelled correctly. The student is given 10 minutes to write as many words as they know. Jade wrote 17 correctly spelled words in 10 minutes. On her own (without prompting) she wrote: Jade, no, my, will. All remaining words Jade wrote with a variety of prompts. The misspelled words were: kum, vann, may (was writing “my” again”), fist (supposed to be “fish”). Jade would not attempt words if she thought she could not spell them. For example, when asked if she knew the words “here” and “and” she shook her head no and made no attempt to write them.Jade’s score was 17. Stanine group: 2. Hearing and Recording Sounds in Words:This task asks the student to record a short story as it is dictated slowly to them. The story that was read to Jade was: I have a big dog at home. Today I am going to take him to school. Jade was relatively successful on this task. She wrote: I have a big dog at hom tad I am goen to tak him to skul. Jade is hearing many sounds in words, especially beginning and ending sounds. She is primarily successful with shorter words that have fewer sounds. Jade repeats words quietly to herself to hear the sounds as she writes, which is useful behavior. She struggles the most hearing and recording ending sounds that are silent or make the middle vowel long. Jade’s score was 32/37. Stanine group: 3. Phonological Awareness Skills Test: Sounds in Action (P.A.S.T.):The P.A.S.T. helps determine how students are developing their concept of phonological awareness – this includes phonemes, syllables, onset, rime, and how they are able to manipulate and understand each of those areas. This assessment progresses from easier to more difficult with each section. As Jade has shown to struggle in some reading and writing areas, the assessment was started from the beginning (the earliest developmental section). She made no errors on the first four sections: concepts of spoken word, rhyme recognition, rhyme production, and syllable blending. The fifth section, syllable segmentation, was skipped as she had demonstrated she understood basic syllables. On syllable deletion, Jade missed only one: she could not say inside without the “in”. Jade performed well on the next five sections, only missing three questions. The assessment was stopped at phoneme deletion of final sounds, as Jade missed the first three questions. This places Jade on a first grade level of phonological awareness, according the assessment chart. She has main skills in the areas of concept of spoken word, rhyme, syllables, and a first grade level skill mastery of phonemes (especially recognizing initial and final sounds in words). Words Their Way – Developmental Spelling Test The Words Their Way Developmental Spelling Test provides insight into what stage of spelling and word patterns a student is in. The test lists 26 words that are to be called out to a student, although the assessment can be stopped after the student has misspelled 6 words. The words progress from easy (fan) to difficult (clapping, riding). Nine words were called out to Jade. She spelled 3 correctly: fan, dig, rob. She spelled 7/7 initial consonants correctly, as well as 7/7 final consonants correctly. She spelled 4/7 short vowels correctly. There were only two words called out to her that had blends (sled and stick) and she correctly spelled both of those blends, although she misspelled the words. Hope and wait were the only words called that had long vowel patterns and Jade misspelled both of these (hop, wat). She consistently confused the middle vowel e for a. For example, she spelled sled “slad” and pet “pat”. Jade is in the early letter name-alphabetic stage, moving into digraphs and blends. This is congruent with her observation survey tasks, as one of her best scores was on letter identification and the hearing and recording sounds showed that she can identify initial and final consonants. As not all of the words were called out, the ratio for the score was adjusted to match the words that Jade did have the chance to attempt. Her feature point score was 21/28 and her total was 25/37. She spelled 3/9 words correctly. Writing Sample:Jade began her writing sample by having a conversation about her weekend. After discussing what she did over the weekend and how she felt about it, Jade was asked to write a short story (at least three sentences). She wrote: I like to play it The prk. I wit to The Far. I like to go to The rolr sar. As she was writing, she spoke the sentences out loud. She said, “I like to play at the park. I went to the fair. I like to go to the roller coaster.” The discussion was about the Texas State Fair which Jade had gone to over the weekend, so she was describing her thoughts about it. The writing sample was rated according to the Observation Survey rating techniques. For Language Level, Jade rated 5/6, which shows she can write punctuated stories because she did use punctuation to separate her thoughts as she was writing. For Message Quality, Jade rated 4/6, meaning that she made repetitive use of sentence patterns (“I like…”). For Directional Principles, Jade rated 5/6 because she has correct directional pattern and spaces between words. Running Records:Jade read two Level A books with 100% accuracy. Jade read a Level B text at an instructional level (93% accuracy). She hesitates on words she does not know and will not attempt them. In order to avoid excessive loss of meaning, it is necessary to tell her words she stops on. Many times she will look to the pictures to decipher meaning from words she cannot say. At a Level C text, Jade read at her easy level (96.5% accuracy). This was a low-level Level C text that had repetitive lines, so that made the text easier to read. Both errors recorded were “teacher told”, as Jade hesitated and would not attempt the word. Jade read a Level D text with 92.2% accuracy, meaning it was at her instructional level. Her errors were predominately from needing the words told to her (no attempt). On two words, she made visual errors, saying “out” instead of “our” and “with” instead of “what”. Jade does generally remember words once they have been told to her if they occur again in the story, but not if they appear again in another book. She relies primarily on visual information to figure out words. Jade read a Level E book with 84.4% accuracy, making it her frustration level. She often referred to the illustrations to figure out unknown or difficult words. When she said an incorrect word, it began with the same letter as the written word, meaning that she is using visual information about the text. Meaning and syntax are rarely applied. She does not self-correct or repeat sentences if they do not make sense with the words she used. Jade will repeat words when they are told to her. Easy: Level CInstructional: Level DFrustration: Level EStudent Oral Language Observation Matrix:Jade’s comprehension is relatively high. She understands almost everything at a normal speed in conversation and understands directions, but occasionally does need repetitions (comprehension score 4/5). When Jade is speaking, she is fluent but there are times she pauses and needs time to find words (fluency score 4/5). Jade’s speaking vocabulary is large compared to her writing vocabulary, however she sometimes used inappropriate terms or must rephrase because her vocabulary is limited. For example, when describing her weekend for her writing sample, Jade had some trouble thinking of the way to say she enjoyed riding rollercoasters (vocabulary score 4/5). Jade has normal pronunciation and intonation and is always intelligible. Her speech is easy to understand (pronunciation score 5/5). Jade does occasionally make grammar or syntax errors. For example, she has switched descriptive words, saying “I wore the shirt blue”, rather than the “blue shirt”. According to the Student Oral Language Observation Matrix, Jade is in Stage III: Limited English Proficient (Developing). Recommendations:Jade is a bright, interested learner. She likes to talk and can hold a conversation. Her speaking voice is very mature and fluent. Jade’s biggest strength is hearing and understanding initial and final sounds in words. She can write, read and isolate these sounds. Jade does confuse visually similar letters so activities to work on writing and reading letters and pointing out their differences will help her be more aware of different letters that look the same. Practice with identifying familiar/common words will help Jade become more comfortable with sight words and words that appear often in the texts she is reading. Jade would also benefit from building words because she does not always recognize sounds in the middle of words, vowels especially. As she realizes she can build words and knows them, she should become more familiar with more words and thus develop her vocabulary. Jade misses specific errors in texts, so an error detection activity would develop her awareness of how print changes. Jade would have to provide an explanation of what is wrong in a familiar text that has been altered so she would be reading carefully and noticing the print. Voice pointing would also help Jade as she sometimes struggles with one to one matching but does know what an individual word is. This would help build her relationship between how a word sounds and what it looks like. Elkonin boxes would be helpful for Jade, as she recognizes initial sounds but has difficulty hearing the sounds in the middle of words, along with long vowels, digraphs, and blends. Other activities that allow Jade to build words would be fun and engaging while demonstrating the necessity of middle vowel and long vowel sounds. As Jade misspelled words on her writing sample by leaving out vowels or middle sounds, doing activities involving word rubber banding (stretching words to hear all sounds) would demonstrate to Jade that there are many sounds in words and would help her isolate the sounds that are being made in the middle of words like park or roller coaster. Also reviewing the ways to spell beginning and ending blends (stiCK and rollER) would develop Jade’s writing vocabulary as she only hears one sound (K and R, respectively).Jade relies on visual information from the text to determine a word and will use the first one or two letters to guess at a word. We will work on reading through the whole word to decipher it and cross-checking information, since she already is comfortable with that technique. ................
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