Oliver was more than willing to read the Pre-Primer I word list.

He saw the words and told me

that he should have no problem with reading them. He was very confident in his abilities. Oliver
recognized 16 out of 17 words on the list automatically. When he got to the word “with”, he paused for 2
seconds and then said the word. This student read 100% of the words correctly, meaning that this student
was reading at an Independent level for the Pre-Primer I word list.

Oliver was presented with the Pre-Primer 2/3 word list. He was able to identify 16/20 words
automatically. There were four words that he had to pause to think about. There were no words missed on
this word list, proving that Oliver is reading at an Independent level.

Next, Oliver was presented with the Primer word list. He was able to identify 15/20 words on the
list automatically. There were five words that he had to pause and think about. He did not have to make
any self-corrections. Because the student read 20/20 words correctly, he is at the Independent level.

Oliver was then presented with the First Grade word list. The student automatically identified
10/20 of the words. There were eight words that Oliver paused on but answered correctly. The student did
not correctly identify the words, “bear” and “thought. When he was presented with the word “bear”,
Oliver immediately said “beer”. When presented with the word “thought”, he hesitated before saying
“through”. Altogether, the student got 18/20 words on this list correct, for a 90% accuracy rate. Oliver is
at the Independent level.

Oliver was asked to read the Second Grade word list. The student automatically identified 6/20
words on the list automatically. He was able to identify nine of the words, given time. Oliver missed five
out of twenty words on this list. The words he missed were “excited”, “pieces”, “suit”, “though”, and
“breathe”. Because he read 15/20 correctly, this student read at an Instructional level. The student read
75% of the words correctly at the Second Grade level.

In order to make sure that Oliver was properly assessed, I presented him with the Third Grade
word list. Oliver identified one word in this list automatically. He eventually identified twelve of the
words, given time. Oliver missed seven of the words on the word lists. As a result, this student read at a
Frustration level with 13/20 words read correctly, which is broken down to 65%. Given this information, I
was able to recognize the current abilities of the student.