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A Reader's Journey of Discovering A Love For Reading
A Reader's Journey of Discovering A Love For Reading
Annie Hollett
The University of Georgia
Master of Education in Reading Education: New and Digital Literacies
Spring 2017
Table of Contents
About Lynleigh Slide 3
Conclusion Slide 59
Recommendations Slide 60
References Slide 62
2
About Lynleigh
Lynleigh is a Kindergarten student at a small private school in
Atlanta, Georgia. Lynleigh turns six in June, making her one of the
youngest students in her class. She is the oldest of three children in
her family. Her sister is two years old and her little brother was just
born.
Lynleigh and I have been working together once a week this semester
to help Lynleigh learn reading strategies and skills to advance her
reading abilities. We have also worked on boosting Lynleighs
confidence and help her discover a love for reading.
Working with Lynleigh has been such a fun experience. I have seen
her grow so much in her reading ability, and her confidence has taken
off. I am beyond proud of her!
3
Assessments Administered
Interest Inventory (slides 5-8)
Qualitative Reading Inventory 5 (QRI-5) (slides 9-23)
Running Records (slides 24-26)
Fry List (slides 27 and 28)
Informal Phonics Inventory (slide 29)
Informal Decoding Inventory (slide 30)
Primary Spelling Inventory (slides 31 and 32)
Cloze Assessment (slides 33 and 34)
Fluency Assessments (Slide 35- 37)
Multidimensional Fluency Scale (Slide 36)
5-Point Fluency Scale (Slide 37)
Checklist for Evaluating Retelling (Slides 38-40)
Early Reading Checklist (Slide 41)
4
Interest Inventory
An interest inventory is used to help teachers discover a students
likes and dislikes. For the interest inventory that I completed with
Lynleigh, I combined a reading attitude survey and an incomplete
sentence interest inventory. The interest inventory that I created and
the one in which I administered is called the , Incomplete Sentence
Interest Inventory (Kindergarten). The purpose of this inventory was
to discover Lynleighs interests, self-perception, feelings toward
reading, and other areas that a Kindergartener would be interested.
5
6
Interpretation of the Interest Inventory
8
Qualitative Reading Inventory- 5
(QRI-5)
The Qualitative Reading Inventory or the QRI-5 is a reliable
assessment instrument used to assess a students reading ability. The
QRI-5 is used for students at the Pre-Primer 1 reading level all the
way to high school reading levels.
9
Qualitative Reading Inventory- 5
(QRI-5)
Reading Levels Descriptions:
10
Qualitative Reading Inventory- 5
(QRI-5)
As an emergent reader, Lynleigh was tested on the very first level of
QRI-5 materials, Pre-Primer, for both the initial testing and final
testing.
11
QRI-5 Word Lists
The QRI-5 word lists contain words that have been selected from the
QRI-5 passages at the same level. For example, the Pre-Primer 1 word
list contains 17 words from the Pre-Primer 1 passages. At the
beginning QRI-5 levels, the word lists contains mostly all high
frequency words.
Below is a chart that reflects the leveling system for Pre-Primer 1 word
lists:
Independent Instructional Frustration
15-17 words 12-14 words Below 12 words
identified identified identified
correctly correctly correctly
12
Initial QRI-5 Word Lists Results
For the initial testing of the
Pre-Primer 1 word list,
Lynleigh scored on the line of
instructional and
independent.
To start the passage testing, I used the first two Pre-Primer 1 narrative
passages. The passages in the QRI-5 book increase by difficulty level
as you continue through levels. Meaning, the first Pre-Primer 1 passage
is slightly easier than second Pre-Primer 1 passage.
Reading: Comprehension:
Total Accuracy: 97% (1 miscue) Comprehension Accuracy:
100%
Level: Independent Level: Independent
15
Initial QRI-5 Passages Results
Pre-Primer 1 Narrative: I See-
Reading: Comprehension:
Total Accuracy: 91% (3 miscues) Comprehension Accuracy:
100%
Level: Instructional Level: Independent
16
Initial QRI-5 Passages Results
Pre-Primer 2 Narrative: Just Like Mom-
Reading: Comprehension:
Total Accuracy: 86% (6 miscues) Comprehension Accuracy:
80%
Level: Frustration Level: Instructional
17
Running Records
A running record assesses a readers fluency and reading
comprehension. At St. Martins Episcopal School, the school Lynleigh
attends and the school in which I currently teach, Lynleigh is a level B,
according to the Reading A-Z programs leveling system.
The program, Reading A-Z, provides students with leveled books that
are just right for a student, once they have been initially assessed.
24
Running Records
25
Running Records
26
Fry Word List
The Fry Word List contains words that readers encounter all the time-
these are high frequency words or sight words. These sight words are
words that a reader should recognize automatically in order to build
their fluency.
Out of the first 100 words from the Fry Word List, St. Martins
Kindergarten students should be able to recognize 58 of the words.
When I first tested Lynleigh in mid- February, she scored 47 out of 100
of the words.
27
Fry Word List
Initial testing: Mid-February
47/100 correct: 47%
28
Informal Phonics Inventory
The Informal Phonics Inventory is an informal assessment that can be
used to evaluate a students phonics skills (letter and sound recognition).
29
Informal Decoding Inventory
The Informal Decoding Inventory is an informal assessment that assesses
a students skills to decode both single syllable and multisyllabic words.
Within the test, there are portions that test real CVC words and nonsense
CVC words.
I used the portion of the Informal Decoding Inventory with Lynleigh that
assesses single syllable CVC words because Lynleigh is an early reader.
Lynleighs results showed that she knows how to decode short vowel both
real and nonsense CVC words. Lynleigh scored a 90% on the portion
assessed.
30
Primary Spelling Inventory
The Primary Spelling Inventory is an informal assessment that assesses a
students spelling knowledge. The Primary Spelling Inventory is used for
grades Kindergarten through third grade.
9. stick
10. shine
11. dream Guide to
12. blade
13. coach misspellings
14. fright
15. chewed
31
Primary Spelling Inventory
Below is the Primary Spelling Inventory Feature Guide. The Feature Guide
is used to calculate a students spelling ability level and determine future
areas of instruction. From the results below, Lynleigh is in the Middle to
Late Letter Name- Alphabetic spelling stage. She was able to generate the
correct letter for the beginning, middle, and ending sounds. Lynleigh has
knowledge of diagraphs (ch, th, sh), and some knowledge of blends (sl, bl,
fr).
32
Cloze Assessment
A cloze assessment is generated using a passage written at a
students reading level. Within the passage, words are omitted and
the student uses clues within the context or in this case, pictures, to
help fill in the blanks correctly. The purpose of a cloze assessment is
to see how a student uses their context clues to fill in the blanks. A
cloze assessment is used to assess comprehension and ability to
make meaning from a passage.
Once the cloze was completed correctly and reread, Lynleigh was able
to tell that the cloze was about her. She thought this was so cool!
p.1
p.2
34
Fluency Assessments
Fluency is the ability to read in a way that sounds and flows like
spoken language. When a reader reads fluently, they are able to
comprehend text more easily.
The following slides show the two fluency scales used for both fiction
and nonfiction books on Lynleighs readability level.
35
Multidimensional Fluency Scale
The Multidimensional Fluency Scale is used to rate a readers fluency
level. A reader is tested on their phrasing ability, their reading
smoothness, and their pace of reading.
36
5-Point Fluency Scale
The 5-Point Fluency Scale is also used to rate a readers fluency level.
A reader is tested on phrasing, smoothness, expression, punctuation,
and rate. Below is the completed 5-Point Fluency Scale that I used
with Lynleigh for both fiction and nonfiction passages. For both
passages, Lynleigh was able to read mostly in phrases, in a rate
generally smooth and conversational. She used appropriate
expression and recognized punctuation throughout both pieces.
37
Checklist for Evaluating Retelling
A Checklist for Evaluating Retelling is an assessment a teacher can
use to assess how a reader comprehends a piece of text. The student
is required to read, remember, and retell a passage they have read. In
the Checklist for Evaluating Retelling, a reader is required to retell the
story without any assistance prior to receiving prompts from an
evaluator.
Lynleigh did a wonderful job
inferencing and retelling all
of the elements of the fiction
story, I Love Art Class.
However, she had a difficult
time retelling the story in
the correct sequence.
39
Checklist for Evaluating Retelling
Interpretation
Overall, Lynleigh had a much easier time retelling story elements
in a fiction book than she did in a nonfiction book. I think this is
because she is more familiar with fiction book concepts and text
structure than the nonfiction book she was presented with.
40
Checklist For Early Reading
A Checklist for Early Reading is a form of assessment that can be
completed by simply observing and having a conversation with the
student. Below is the completed Checklist for Early Reading that I
completed on Lynleigh.
41
Tutoring Goals
Based on the results of the assessments administered, I generated
tutoring goals that reflected Lynleighs interests, strengths, and
areas of reading that needed to be focused on during our time
together.
42
Tutoring Goals
To help Lynleigh see that she is capable of being a great reader, we
created tutoring goals that we would try to meet each tutoring
session. As stated on a previous slide, I put the goals together in the
form of a sticker page. Once Lynleigh met one of the goals, she would
put a sticker next to the goal. When each goal had 8 stickers, she was
able to say that the goal was completed. Below is the completed
tutoring goal sticker count.
43
Areas of Focus: What did we do each
session?
When collecting the data and sifting through the results of the Qualitative
Reading Inventory-5 that I conducted the first two sessions, I noticed that
there were three main areas that Lynleigh needed to improve in:
decoding/ encoding strategies, word recognition, and vocabulary
instruction. One area where Lynleigh excelled was in her ability to
comprehend and retell the assessment passages. However, I believe that
it is important for me to provide her with more comprehension and
retelling strategies in order for her to be a great reader.
My hope was that by focusing on all four of the areas above, I would
slowly prove to Lynleigh that she is fully capable of reading and she is
great at reading!
44
Word Recognition- Sight Words
One area that Lynleigh needed to improve on was her ability to
recognize sight words. I thought that it would be beneficial to
Lynleighs fluency, comprehension, and confidence to work on sight
words every session. When Lynleigh recognizes these words
immediately, she will be able to focus all of her attention on
comprehending the text.
45
Word Recognition- Sight Words
Zap!
One person grabs a popsicle stick from the stack and reads the word.
If they read it correctly they keep it, if they read it incorrectly, they
place it back in the can. This play continues until someone pulls a
stick that says Zap!- then all of that persons sticks go back into
the can. When no more sticks are in the can, the person with the
46
most sticks wins.
Word Recognition- Sight Words
Zingo!
This was Lynleighs favorite game. It is essentially a two player BINGO
but with a twist. When a button is pressed, the dispenser shoots out a
sight word. The player who pushed the button is then required to read
the word. Both players then check their boards to see if they can
cover up a spot. The player with the board covered first wins.
48
Decoding and Encoding CVC Words
Another area that Lynleigh needed to improve in was her ability to
decode and encode CVC words. Decoding CVC words with ease will
allow Lynleigh to read through passages without having to constantly
sound out words.
Each session, there was some activity that Lynleigh engaged in where
she used strategies to decode and encode CVC words.
Below are two of activities that I used with Lynleigh to help her
practice strategies to decode and encode words with ease
1. Mystery word
2. Roll-a-word
49
Decoding and Encoding CVC Words
? ?
Mystery
? Word ?
Mystery Word
The Mystery Word game can be played on the SMARTBoard, white
board, or light board. The game is a phoneme segmentation and
manipulation game. I would say a word, and Lynleigh would have to
write the word. Then I would tell her to change one sound at a time to
make a new word. For instance, change pet to pen. Lynleigh
would be required to separate the sounds and determine which sound
needed to change in word to make the new word. 50
Decoding and Encoding CVC Words
Roll-a-Word
The Roll-a-Word game is a game played with big dice. Each dice is a
different color. There is one beginning sound dice, one middle sound
dice, and one ending sound dice. Lynleigh would roll each dice
separately and put them in order to spell a real or nonsense word. She
would then need to say the word and determine if it was real or
nonsense. When Lynleigh started to get the hang of word families,
there would be two dice, one beginning sound dice and one word 51
Vocabulary Instruction
The third area that I focused on with Lynleigh was vocabulary
instruction. Vocabulary knowledge is essential in order to comprehend
passages. Providing Lynleigh with instruction on vocabulary helped
her be able to recognize the words more easily and read with
meaning.
52
Vocabulary Instruction
Vocabulary Quilt
A vocabulary quilt is essentially the same thing as a, pictionary. I
created this vocabulary quilt to go along with the book, Baby
Animals. This book taught Lynleigh the names of a handful of baby
animals. She thought it was so cool. I even heard her explaining it to
her friends the day after and she remembered the names of the
54
Comprehension
All of the goals and areas of focus stated prior to this slide are vital
components in order for comprehension to happen. One of the areas
that Lynleigh did well on in the QRI-5 assessment was comprehension
and retelling of passages. However, I feel that these skills are
important to practice and to continue to learn in order for Lynleigh be
a great reader.
There were three strategies that I used to help Lynleigh practice her
retelling skills and show her comprehension.
1. Acting it out
2. Journal Writing
3. Roll and Retell
Lynleigh is a very artistic and active student. Acting out the stories to
retell them was something that I immediately thought about. Using
fun activities to get Lynleigh talking about the story that she just read
will result in Lynleigh seeing the true purpose of reading!
55
Comprehension and Retelling
Acting It Out
Acting it was out so fun for Lynleigh. We did this for two different
stories, The Three Little Pigs and Applesauce. For The Three Little
Pigs, Lynleigh used stick puppets to retell the story. For the nonfiction
story, Applesauce Lynleigh was required to write a recipe (the steps
stated in the book) and use the recipe to make fake applesauce!
56
Comprehension and Retelling
Journal Writing
Writing and illustrating on journal paper was something that Lynleigh
enjoyed doing to show her comprehension of a piece of text. Raz-Kids,
a leveled reading program, has an abundance of books for each
reading level. For each book, there is a comprehension quiz and an
extension activity. For the book, Beach Fun, Lynleigh was asked to
show her comprehension by writing about what she likes to do at the
beach and draw a picture. 57
Comprehension and Retelling
59
Recommendations
Below are a few future recommendations for Lynleigh:
Continue to practice sight words daily
Practice, practice, practice- repetition is beneficial to Lynleigh!
Read for at least 20 minutes every day
It is important to Lynleigh to read every day to build her fluency