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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
From the results of the Interest Inventory that I completed on my first day
of tutoring with Lynleigh, I noticed that she is a very positive student. She
is an extremely cheery student and excited about reading. However,
she seems to not have many strategies to help her read and needs
extra instruction to help boost her confidence. Through the conversation
that I had with Lynleigh, her parents read to her a couple books a night,
but she does not like reading to them, because she is scared she will get
something wrong.
This interest inventory has helped me see that Lynleigh responds very
well to incentives and encouragement. I believed that if I continued to
reciprocate Lynleigh's positive attitude and encourage/praise her work
and effort, she would respond very well to the material that I present to
her. I decided to use a Tutoring Goals sticker chart. Together, Lynleigh
and I came up with five goals to work on. When Lynleigh gets eight
stickers next to each goal, we can call that goal completed. On the
following slide, I have attached the Tutoring Goals document.
7
Tutoring Goal Sheet Template
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:
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
Final QRI-5 Word Lists Results
For the final testing of the Pre-
Primer 1 word list, Lynleigh
scored _______.
18
Initial QRI-5 Passages Results
Pre-Primer 1 Narrative: I Can-
Reading: Comprehension:
Total Accuracy: Comprehension Accuracy:
Level: Level:
15
Final QRI-5 Passages Results
Pre-Primer 1 Narrative: I See-
Reading: Comprehension:
Total Accuracy: Comprehension Accuracy:
Level: Level:
16
Final QRI-5 Passages Results
Pre-Primer 2 Narrative: Just Like Mom-
Reading: Comprehension:
Total Accuracy: Comprehension Accuracy:
Level: Level:
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).
I used the Informal Phonics Inventory with Lynleigh to assess her knowledge
of the letters and the sounds that each letter makes. Lynleighs results
showed that she knows the consonant sounds and vowel sounds. Lynleigh
also knows almost all of the diagraphs. Lynleigh scored 100% on the
consonant sounds, 100% on the vowel sounds and 80% on diagraphs.
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.
In the assessment, there are 26 total words that a student is asked to spell.
Kindergarteners and emergent readers are asked to spell the first five to eight
words. In late Kindergarten and early first grade, teachers are to assess the
first 15 words on the list. I assessed Lynleigh on the first 15 words on the Primary
Spelling Inventory List (pictures below).
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!
33
Cloze Assessment
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.
38
Checklist for Evaluating Retelling
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 most sticks wins.
46
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
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 family dice. 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 animals!
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
Lynleighs sight word recognition ability has improve immensely since the
beginning of the semester, and her ability to decode CVC words with
ease is continuing to improve with each day passing. Lynleighs
comprehension and retelling ability has strengthened since the
beginning of the semester as well. She is now able to make inferences
and put the passage events in the correct sequence when 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
It is also great for Lynleigh to hear an adult read to her. Hearing an
adults tone of voice and expression while reading is beneficial to
a childs reading and language development.
Point out words that Lynleigh might not be familiar with in texts and
talk about their meaning
The more Lynleigh knows about a word, the more likely she is
going to remember it.
Talk about the book after reading it
This not only builds communication skills and retelling skills, but it
also can assesse comprehension of text.
One-on-one biweekly support
I think that continuing to work with someone biweekly will help
Lynleigh keep her confidence. I also think that it would be
beneficial for her to practice what she is learning with someone
else at school and then again when she gets home.
60
Thank you!
THANK YOU so much for letting me work with Lynleigh this semester. She is
such a sweet and kind girl and she has been an absolute joy to work
with! I have learned so much from her. I know that she will continue to
grow in her reading ability. Her confidence and love for reading will only
grow from here!
-Annie Hollett
61
References
Leslie, L., & Caldwell, J. (2011). Qualitative Reading Inventory- 5 (5th ed.).
Boston, MA: Pearson.
62