EDR 626

Collaborative Learning Community Data Analysis Students first name: Calvin Assessment Administrator: Sara Eilers Collaborative Group members: Date: 2/4/2014

A. Context and Purpose (Completed by teacher in advance of meeting.) Relevant Background on Student, Concern, Instructional Context Provide what is necessary (e.g., student age, concern is comprehension of content area texts, new to school, asks for repetition of directions), not what may direct participants (e.g., suspect adhd, autism) Calvin is an 8 year old boy who is in 2nd grade. He loves to play with Legos, play video games, and read books. Calvin is very willing to read with me and give his best effort. When I asked him to be my partner for this semester, he exclaimed I would LOVE to!!. While reading, Calvin will replace an unknown word with a word that is not in the text. The word that he inserts will often have the same beginning sound as the word in the book. At other times, he insert a word that doesnt belong, he will say wait, that doesnt make sense! Consistently monitoring his accuracy is a concern. Calvins rate while reading is below grade-level, although he does read with some expression. Comprehension is a concern when he is reading a text above this level because his comprehension suffers with his word-by-word reading and decrease in accuracy. Assessment Name assessment(s) used, briefly describe materials or procedures not known to others (e.g., QRI, using contrasting narrative and expository passages from grade levels pre-primary through 4th grade). The DRA2 measures the readers comprehension, fluency and accuracy. With this assessment, the reader reads an entire narrative book. Pre-primary through the end of 2nd grade, students are assessed using a narrative text only. Post 2nd grade, students are assessed with a expository and narrative text. At each level, there are two narrative texts to choose from. When students begin reading, the administrator sets a timer. The reader reads the first three pages of the book. The reader then stops and makes three predictions about what might happen in the rest of the story. The reader then finishes the remainder of the book silently. At the end of the text, the reader does an oral retelling and answers comprehension questions (interpretation, reflection, connection). B. Observations What do you see? Students reading, writing and related behaviors in context of text, setting using this assessment Limit remarks to observed behavior, (e.g., One can see a student respond to a comprehension question with a comment about a favorite movie; one cannot see his focus); suspend judgment; what not why.

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Include context as specifically as possible (e.g., responded to comprehension questions with info from own experience (rather than from text) in the context of passages that involved animals, a favorite topic). 1. What could the student do? -Give a thorough retelling of the narrative story with no prompts (included characters by name, used language from the text, told in sequential order) -Make thoughtful predictions (predictions that went beyond the pages in the bookthe boy will accidently get lost while the giant is hunting and the giant will chase the little boy) -Reflect by identifying a significant event and giving a relevant reason for his opinion (What was the most important thing that happened in the story? When the boy saved his life and threw the soap at the giant because he could have gotten eaten.) 2. What skills is the student developing (can almost do)? -Fluency -Read with expression throughout the whole text -Read in longer phrases -He repeated lines occasionally -Read accurately (cold for cool, want for wanted, also for always) 3. What is the student not yet able to do (that he really needs to do)? -Read at an appropriate rate (read 65wpm, goal: 80wpm) -Interpret a texts meaning (when asked what do you think the author is trying to tell you in this story? Calvin replied, If you stay out too long by getting distracted, something might come after you and you might save the day) -Problem-solve unknown words by looking at the whole word (when he miscued, he inserted a word that had a similar beginning as the word in the text: cold for cool).

C. Analysis How to organize what you see? Look for patterns of strengths and needs. Think about how student may be processing or thinking about text. Bring order to data and develop more complete understanding of how student approaches text, tasks. Provide specific examples as evidence of patterns that you discover. -Strong engagement and dedication to reading and interpreting passage -Makes predictions beyond the pages read aloud -Comprehends the story and can give a thorough, accurate retelling that includes main details of the beginning, middle and end. -When he miscues, it typically is a word that would work there so it doesnt affect comprehension.

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-When he miscues, he is not looking at the middle and end of a word (just the beginning sound). -He gives each question his all, but there may be a lack of clarity in some of the questions. This is leading to confusion. -Pauses at inappropriate times while reading

D. Interpretation Why? Consider data, patterns, evidence, and specific areas of relative strength and areas that need support to grow. What factors may be contributing to students strengths or affecting growth areas? Consider possible hypotheses and support your thinking. Take into account learner resources, text characteristics, and elements of instructional context as well as sociocultural context of school (e.g., all students read like their hair is on fire for 3 minutes at the outset of each language arts class), home (e.g., home language), and community. -High confidence and enjoyment of reading that has been instilled at home as both parents encourage, value and enjoy reading themselves. -Strong reliance on beginning word sound when coming upon an unknown word and inserting a word (miscue). He does not seem to utilize/know decoding strategies that are more reliable when coming upon an unknown word. -He is not self-correcting his miscues because they make sense in the context of the story. -Inexperience with answering questions regarding a texts theme/teaching or confusion in what the question is asking. -Repeating lines to solidify and ensure comprehension.

E. Plan Regarding assessment: What additional information might you gather to support or modify your hypotheses about this students learning? How might you collect that information? What further questions might you have? What will be your next step? Regarding instruction: What are implications of for instruction of the patterns that you see and the hypotheses that you form? -Administer additional DRA2s to look for more reliable and accurate patterns. Assess reading with favorite books (Fly Guy, animal non-fiction) and see if patterns and strengths/weaknesses stay the same. -Teach and model strategies for decoding words (word attack skills), with an emphasis on looking at the whole word. My hypotheses is that this will transfer into Calvins reading when he comes to an unknown word, making his less likely to guess a word with a similar beginning.

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-Reword post-reading questions that provide clarity. Instead of what do you think the author is trying to tell you in this story?, it might make more sense if he were asked, what did you learn from the little boys experience that you should remember in your own life?. -Provide more opportunities to discuss texts after reading them. Particularly with questions that encourage application, interpretation and reflection. -Provide opportunities and encourage the reading of texts that are a lower-level or familiar to increase fluency. Audio record Calvin as he reads a text fluently and then play it back so he can hear how it sounds when he reads. F. Rationale How does this IRI assessment align with or fail to align with your definition of reading? Be sure to reference your definition and provide support from the literature for that definition. To the extent that this IRI assessment does not fully meet the requirements of your definition of reading, what do you want to build into your next assessment to capture what is missing from the IRI? My definition of reading includes: the understanding and meaning making of written text. Reading combines a multitude of strategies including: phonics, phonemic awareness, sight word knowledge, decoding strategies and meaning making. Reading conveys information from one person to another. Reading is a learned skill that is developmental and impacted by ones prior knowledge, experiences, vocabulary and motivation. High-quality texts are crucial, as they play a significant part in a students motivation and interest. This IRI assessment fails to align with my definition of reading for the following reasons: - The main way this IRI assessment falls short is in the quality of the text, A Giant in the Foest. As my definition of reading emphasizes, reading high-quality texts are crucial to understanding a childs true ability and engaging them. When I assess Calvin with a text that highly interests him, I am anticipating that his strengths and needs will be clearer and more accurate. - Short sample of his reading (I only heard Calvin read aloud for 2:02 minutes), and, as my definition of reading states, there a multitude of strategies including: phonics, phonemic awareness, sight word knowledge, decoding strategies and meaning making which are being assessed. This is difficult to do in such a small sample size. The IRI assessment does align with my definition of reading in the following reasons: - As stated in the definition of reading, there is a multitude of components that go into reading, and the DRA2 recognizes this as it assesses a students comprehension, accuracy and fluency. I do not think it does an ideal or thorough job of assessing these areas, but, it at least, recognizes the importance. In my teacher-created assessment, I would like to build in the following aspects: - A longer passage as I am trying to gather a vast amount of information from a student who, at times, only is reading aloud for 2-3 minutes. A longer passage would give me further evidence to test my hypotheses.

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Add questions that get at the heart of interpreting and comprehending a story. These questions would be higher-level, open-ended questions. Utilize high quality, engaging texts. A component that studies the miscues and determines the reasoning behind the miscue (miscue analysis). The DRA2 simply counts a miscue as an error and they are not investigated further.