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Ae 3 - Iri
Ae 3 - Iri
Ae 3 - Iri
Assessment Experience #3
CIL 621
Assessment Experience #3
Student Data
“Amber” is eight (8) years old and is in 3rd grade at Richard Bryan Elementary School.
Amber resides in her home with her five (5) year old brother, who is both mentally and
physically disabled, and her Mom and Dad. Amber is very interested in learning about the solar
system and anything pertaining to animals. Amber shared with me her love for reading books of
Protocol/Assessment
Flynt / Cooter Comprehensive Reading Inventory-2 Sentences for Initial Passage Selection and
Assessment Protocols.
The Reading Inventory includes a series of sentences that helps the examiners choose the
reader's initial reading passage. The RIC also contains narrative passages which are leveled from
preprimer to 12th grade as well as a form which allows the examiner to analyze the student's
reading ability and also contains a miscue grid which assists examiners in identifying error
Results
The results indicate that student is at an independent Level 5, scoring a reading accuracy
rate of 98% and a comprehension level above 90%, only needing to be prompted on one
of 94% and a comprehension level below 89%, answering one questions unaided, requiring
prompting on four, and unable to answer three of questions. Student will be at a frustration
While student can fluently read the Level 6 passage, there was an indication student still needs
work with comprehension skills at this level. Student had no problem answering questions that
could be pointed to in the text, but struggled when it came to the questions that required higher
order thinking. Although my results are succinct, I began with a Level 7 thinking this would be
instructional, I quickly realized I needed to move down a level and then began with Level 6,
stopped and had student complete Level 5, and then moved back to level 6 and completed that
assessment.
determine if they will find a comprehension question “right there” on the page, between the
lines, or beyond information contained within the text. This procedure can improve students'
reading comprehension; it teaches students how to ask questions about their reading and where to
find the answers to them; and, it inspires them to think creatively and work cooperatively while
challenging them to use higher-level thinking skills. This strategy would be in alignment with
Common Core Standards: RL.3.1 - Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers; RL.3.2 - Recount stories,
including fables, folktales, and myths from diverse cultures; determine the central message,
lesson, or moral and explain how it is conveyed through key details in the text; RL.3.3 - Describe
characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions
contribute to the sequence of events; (NVACS, 2019, p. 18) SL.3.4 - Report on a topic or text,
tell a story, or recount an experience with appropriate facts and relevant, descriptive details,
This assessment is easy to administer and fairly easy to evaluate and provides
information for both reading fluency and comprehension. This assessment is limited in the
genres of passages and administering this to a less enthused student can prove difficult. I believe
the key in administering an assessment such as this is teacher enthusiasm, focused interest, and
dedication of time. This assessment can be time intensive and requires teacher and student
focus. As a literacy teacher I must be aware of preconceived notions of what I think the student
comprehends, as opposed to what they actually comprehend. Teaching at too high of a level can
create a problem both in the short and long term for my students. Developing strategies that
target student learning after conducting properly administered assessments will help not only this
student, but my future students. Before administering this assessment I familiarized myself with
how to properly conduct all of the protocols and I organized the material to lessen both my
References
Cooter, R., Flynt, E., & Cooter, K. (2014) The Flynt/Cooter comprehensive reading inventory-
from https://youtu.be/EUldCNMosqs
https://youtu.be/baIu2HAhiVQ
Nevada Department of Education. (2019). Nevada Academic Content Standards for English
Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.
Retrieved from
http://www.doe.nv.gov/uploadedFiles/nde.doe.nv.gov/content/Standards_Instructional_S
upport/Nevada_Academic_Standards/K-12_ELA_Standards_ADA_Accessible.pdf
Tompkins, G. (2013). Literacy for the 21st century: a balanced approach. Prentice Hall.