Professional Documents
Culture Documents
Reading Assessment
Reading Assessment
Title of Assignment
Reading Assessment
An Assignment
Presented in Partial Fulfillment
of the Requirements for the Course
SPED345 Teaching Students in the Inclusive Classroom
By
Lookerisha Hamilton-Smith
5 November 2017
Approval
NAME OF STUDENT: Stephon Jobe
CLASS: Standard 3
YEAR IN SCHOOL:
Maracas Presbyterian Primary School was established in 1904 in the village of Acono, which is
OBSERVATION:
This student was observed in his classroom on several occasions. From observation it was noted
that the student struggles with long and short vowel sounds. His reading contains some levels of
fluency. The student read two different stories for me before the test was conducted where he
struggled with the first story (because the text was at a higher lever) but read the second one slowly
while picking at the words as he went along. The student was able to read simple site words through
memorization.
It appeared that the student eager and enjoys oral reading, he loved stories and the characters within
them. The student at times, gets frustrated when he reads and comes upon a word that he does not
know. However, this does not deter him from continuing to read whatever he is reading. The
student will make several attempts to try and sound out the word, however if he is unable to sound
out the word the student skips the unknown word and continues reading.
LITERACY GAPS OF STUDENT:
Using short vowel sounds: (e.g. cap, ice, sock, rock, jog,)
Using long vowel sounds: (e.g. late, bike, cute, rain, meat, road)
Remembering consonants blends and digraphs such as (ch, sh, th, wh,)
PROXIMAL DEVELOPMENT:
It is my views that this student can strive if the correct intervention strategies are employed. He
would not only master his current Milestone but he will also progress and adapt into the Traditional
Stephone Jobe lives in La Siava Light Pole (LP) #60 Maracas Village St. Joseph Trinidad. His
family is of mixed race where his mother is of Indo decent and his father African of decent. His
family structure resembles that of the extended family, where he lives with his mother, father and
other relatives.
Stephons mother describes him as an asthmatics, she claims that when he takes his medication,
Stephon is two levels below his reading abilities and show little to no interest when he is in class.
He is often unfocused, dazed, easily distracted when given simple task to complete and
mischievous. The teacher must read instructions first before he attempts to complete the task.
During the lesson, Stephon would only participate if he were confident about the answer, but would
not raise his hand otherwise. During reading, Stephon would read and skip over words when he is
unsure of the word. Sometimes he would make an effort to sound out the word but if he tries and
still unable to sound it out, he would skip over words and continues reading. Upon completion, he
is unable to answer certain questions because he was unable to sound out certain words.
His current class teacher realizes that he is slow and struggling reader who reads below his age
and class. She stressed that even though he has the potential to do better much effort is needed
both on his part and at home. She also indicated that since he has been receiving some assistance
His past class teacher indicated that Stephon also struggled with reading while he was in Standard
Two (2). Where it took him between two to three weeks to read one book but with guidance. His
past class teacher used the book Nelson West Indian Readers Infant Book Two (2) to help assist
Stephon will be due to sit the SEA examination in two years time, but he struggles with
comprehension and fluency once it comes to reading. It must be noted however, that his analytical
Stephon has not shown any evidence of any physical disabilities except for his reading difficulties
An informal reading inventory was used to determine Stephons current reading strengths and
established his reading difficulties as well as to inform the remedial instruction to show his growth
in reading. Three assessments were conducted in total and the running reading record was used as
an initial assessment. In order to determine the passages that Stephon read a list of words from
the Ministry of Education of Trinidad and Tobago Reading Inventory was used. The word lists
my .. after .. green ..
begins .. whether ..
front .. thirsty ..
uncle .. harbor ..
biggest .. built ..
fence .. company ..
better .. already ..
clean .. silent ..
done .. wreck ..
drink .. improve ..
eight .. entered ..
grow .. realized ..
light .. several ..
never .. since ..
only .. thought ..
own .. lonely ..
start .. cleaning ..
together .. government ..
tomorrow .. increase ..
yesterday .. country ..
remember .. beautiful ..
SCORE .. SCORE ..
Sample of Stephons Word recognition from the Word List
The word list provided was used to establish a base line to determine the passage that Stephon read
during the exercise based on his word recognition skills. During his reading, errors made by him
was marked as he read aloud. Substitutions, omissions, insertions and mispronunciations as well
as words that he struggled with for three to five seconds were recorded as an error.
Stephon was asked to read a total of three passages consecutively, but the third passage was at his
frustration level so it was aborted. The first passage was selected based on his word recognition
from the word list and the level was year one. The passage was entitled, At the Zoo. The second
passage on the other hand was a year two passage entitled, At the Beach.
errors were at the Instructional Level while his Comprehension score was at the Independent Level.
At Year 2 however, his Word Recognition Level Instructional Level while his Comprehension
score was at the Frustration level. It is evident that some work needs to be done in the retelling
aspect of his comprehension skills so that he could make connections of when he reads for
understanding. It is also noted that Stephon has a limited understanding of what are the elements
that must be included in a retell. It would seem that he is proficient in some aspects of reading
After reviewing the results of the Informal Reading Inventory from the Ministry of Education in
Trinidad and Tobago which was completed, the following is deduced: Stephon needs much needed
tutoring in the areas of reading comprehension. Even though Stephon is reading at the Year Two
level which is equivalent to Infants Two level he becomes frustrated when asked to read at a level
four which is equivalent to Standard Three level. When Stephon was given the Word Recognition
List, he was able to read the Year Two Level list with mush ease but as he progresses to level one
and three of the word list, it got harder and he was only able to recognize 15 of the 20 words on
the list with much difficulty. This is known as his Frustration Level. His problem areas seem to be
in multi-syllable words. He is able to answer the first syllable and guess the rest of the syllables.
If he did not know the word, he attempted to call it but if he did not get it, he was encouraged to
2. Context Clues
4. Retelling Fluency
5. Punctuation
7. Support at home
Individualized Reading Improvement Plan for Stephon Jobe
Strategy/Program Group Size Days per Minutes per Day Date Started Date Ended
Week
Syllable Individual 2 30 Mins 1 Nov, 22 Dec,
Segmentation 2017 2017
Contest Clues
Reading Individual 2 30 Mins 29 Nov 6 Dec,
Comprehension 2017 2017
Retelling
1 November 2017
10 November 2017
Yes X No
Worksheets were given to Stephon for continued practice at home, reading comprehension
passages and questions to practice his reading fluency. The worksheets will be corrected
to monitor his progress in his reading ability.
COMMENTS
PARENTS/GUARDIAN SIGNATURE:
TEACHERS SIGNATURE:
Intervention Plan for Stephon will begin for a duration of six weeks and the sessions will commence as follows:-
Week 1-2
pronunciation and syllabication. This strategy will assist Stephon to syllable segmentation but with continued practice, he will
It helps students with the correct pronunciation of words. be able to comfortably sound out his words when doing
It helps students to hear all the sounds in words. read-aloud or independent reading.
1. Every Syllable contains only one vowel sound. One drill contains 20 common syllables in random order.
2. R-controlled vowels stay together The other contains words with a specific syllable-spelling
3. Vowel Teams stay together pattern (consonant + -le) Stephon is given time to practice
4. Open vowels = long vowel sound reading the syllables or words on the drill. Then, he is given
5. Closed vowels = short vowel sound one minute to read as many syllables or words as he can.
1. Divide syllables before a suffix e.g. teach er number of syllables or words read correctly and mark this
a corn
6. Divide after the consonant when the nearby vowel has a short
sun shine
1. Front 2. Uncle
3. Fence 4. Done
5. Eight 6. Tomorrow
7. Whether 8. Harbor
9. Built 10. Silent
11. Entered 12. Realized
13. Several 14. Since
15. thought
Week 3
This strategy has been chosen to assist Stephon in finding meaning from the passage as he
There are different types of context clues:- Strong readers will always read the
I Inference Meaning is not given so you must use E.g. Dont want to walk sentences surrounding the unknown
context clues with Tom, unless you word to look for clues.
about himself. He is so
arrogant.
D Definition the meaning of the word is explained in the E.g. Tom is so arrogant.
else.
E Example an example of the word is in the sentence or E.g. Tom is so arrogant. Stephon was able to grasp this
A Antonym A word with opposite meaning is used in E.g. Tom is so arrogant. acquire understanding and put his
the sentence or nearby sentences. He needs to learn to be reading into context to obtain
S Synonym words with similar meaning are used in E.g. Tom is so arrogant
over-bearing.
After this instruction on Context Clues is completed with Stephon, a number of practice
exercises are given to him as Guided Practice and for Independent Practice.
Context Clues Worksheet Guided Practice
Name: __________________________________ Date: ___________________________
Directions: For each underlined word, use the context clues or words that surrounds it to find the
meaning.
Example: The River was dry so we could not get any water. Answer: dry a lack of water.
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________
Week 5
In this session, the strategies highlighted below will assist Stephon with his reading comprehension
skills. It will also help to build his vocabulary, help him to make connections in his reading and
visualization. Once he masters these skills his interests in reading will not only improve but he would
Details of instruction:
1. Self-Monitoring Stephon was explained what self-monitoring is all about and the main
4. Defining Words
5. Decoding
6. Building Fluency
In this session, the strategies highlighted below will assist Stephon with his reading comprehension
skills. It will also help to build his vocabulary, help him to make connections in his reading and
visualization. Once he masters these skills his interests in reading will not only improve but he would
Details of instruction:
1. Self-Monitoring Stephon was explained what self-monitoring is all about and the main
4. Defining Words
5. Decoding
6. Building Fluency
8. Retelling
Overall Assessment (Personal Review)
Stephon attended one session of interventions due to the time that I received the letter. The
Informal Reading Inventory was administered once time to Stephon and the result and the results
was showed that he was at the infants year two level. Based on the fact that came up through the
His overall attitude towards reading, Stephon has a desire to read but still only wants to
stay focused in the books that interest him. As I continue to work with him and his parents, I
believe that his reading interest will graduate to reading books of other genres as oppose to sticking
to just one type of reading genre. In addition, I am working with his family to build an interesting
home library that could not only benefit Stephon but the entire family.
The entire assessment exercise was an eye opener for me since I have had to cover a good
bit within a short space of time. This exercise has shown me what is necessary as a teacher in
Informal Reading Inventory Manuel. Ministry of Education of Trinidad and Tobago. Reading
Assessment.docx