Reader Final Assessment Summary

Reader: Lovely
Grade: 3-O
Tutor: Miss Paige Bildstein
Date: 11/16/2018

Quantitative Summary:

The text that Lovely read was a level 23 text. She read this text with 96% accuracy in 6
minutes and 7 seconds. She had 8 errors with 1 self correction. This makes her self-correction
rate 8:1. She was able to read 31 WCPM. On the retell, Lovely scored a 9 out of 12 potential
points when she was not prompted. Upon prompting from tutor, Lovely was able to score a 11
out of 12 possible points. When asked comprehension questions, Lovely was able to answer 4
out of the 5 questions correctly. This means after comprehending the text, the reader was able to
leave this text at the instructional level.

Qualitative Summary:

When looking at the errors of the text, most of them were substitutions or appealing for
help. For example, she substituted pal for pale. I believe this is probably because she forgot the
rule of the silent e. She also omitted the word are while reading. Lovely also appealed for help
with words that were tier 2 words such as tufts. This word is probably one that she has not came
across throughout her readings, so it makes sense that she appealed for help with this word.

When looking at the Fluency Norms Chart, Lovely isn’t even on the chart. Her words
correct per minute was very low as it took her a very long time to read the text 6 minutes and 7
seconds. This is a red flag especially because Lovely is in 3rd grade. When looking at the
Fountas and Pinnell Fluency Chart, I would place Lovely on the 3rd tier for everything besides
pace. She had a great sense of phrasing, intonation, pausing, and integration, but her pace was
rather slow which has a great effect on her WCPM. If we are able to improve her pace, she will
hopefully be on the right track to meet the goals of a third grader.

The quality of the retell was very high. Lovely was able to retell the story with a lot of
detail especially when looking at how she retold at the beginning of the semester. Lovely was
picking up smaller details that she did not pick up at the beginning of the year such as the pattern
of the giraffe. Lovely left the retell at a instructional level without prompting and an independent
level with prompting.
Reader Summary:

Overall, the data may be very alarming, but there are successes that need to be pointed
out as well. At the beginning of the semester, Lovely was not comprehending the text at this
level as she left it with frustration. She only scored 2 out of the 5 comprehension questions
correct and needed a lot of prompting to retell the story. Now, she is able to retell the story
without much prompting, and she was able to answer 4 out of the 5 comprehension questions.
Lovely’s motivation for reading this text was much higher than in past times. She often refused
walking into the room because she did not want to read. This time it took a little bit of positive
remarks, but ultimately she read this text with much higher motivation. The motivation came
from the liking of the text. When Lovely enjoys what she is reading, it makes it easier for her to
want to read. This leads to a remark on her response to the text. Overall, her response was more
positive. She was definitely more engaged in this text because there was more learning
happening. This text rooted the basis of the book I created which is now about lions and giraffes.
When reading this text, there was also a better understanding of the vocabulary word gallop
because of the work that we had completed with the word in the past few weeks. Lovely has
accomplished a lot within this period of time. The most important area where she improved was
comprehension. She made very high strides forward in the data for comprehension. In the end,
the data might be alarming in some areas, but there is also highlights in others. There will
always be room to grow, but we must celebrate too!