I.

Oral Narrative and Expository Passages

Starting Passages: Level: 6
o Expository Passage: Building Pyramids
Level: Independent (Miscues: 98% total acceptability)
o Narrative Passage: Abraham Lincoln
Level: Independent (Miscues: 99% total acceptability)
Next Passages: Level: Upper Middle School
o Expository: ImmigrationPart 1
Level: Instructional (96% total acceptability)
o Narrative: Jaime Escalante: Teacher Extraordinaire
Level: Instructional Frustration (94.5% total acceptability)
Next Passage: High School
o Expository: World War IPart I
Level: Frustration
My student scored 0/12 on the Concept Questions and had many
miscues in the first paragraph. I stopped him from reading, as he had
reached frustration level.
Independent and Instructional Miscue Analysis
o Miscues in these passages were primarily substitutions and
mispronunciations. Nate was able to self correct several minor errors that he
made while reading the text.
Patterns of Error Types
o When Nate makes a minor miscue, he is most often able to go back and self-
correct after reading a few more words in the sentence. The most common
miscue involved the end syllable in multi-syllabic words being misread. For
example: settled was replaced by settler, and immigrants was replaced by
immigrations. This suggests that Nate makes errors from a lack of attention
to details and a difficulty with multisyllabic words. Other miscue types
included mispronouncing vowel sounds. For example: fled was pronounced
as flied, and scarce was pronounced as scar. This suggests that Nate makes
word guessing errors by replacing unfamiliar words with one that is
familiar to him.
Frustration Miscue Analysis and Patterns of Error Types
o Miscues for this passage mostly ones that would change the meaning of the
next and were not corrected. This passage contained the names of several
European and Asian countries which Nate mispronounced. He has not been
in Social Studies all through middle school because he is instead in reading
intervention, so this may have played a role. He scored 0/12 on the Concept
 Questions and doesnt have the background knowledge required to read a
text that is several grades above his current grade level. I stopped him after
the first paragraph, as the frustration was clearly building.

II. Comprehension of Narrative and Expository Passages
Starting Passages: Level: 6
o Expository Passage: Building Pyramids
Level: Independent (without look backs)
Background Knowledge:
o Narrative Passage: Abraham Lincoln
Level: Independent (without look backs)
Background Knowledge:
Next Passages: Level: Upper Middle School
o Expository: ImmigrationPart 1
Level: Instructional (without look backs)
Background Knowledge:
o Narrative: Jaime Escalante: Teacher Extraordinaire
Level: Frustration (without look backs)
Retell Ability
o Nate demonstrated strong retell ability at his grade level. He used the
specific language from the texts when retelling the story and answering
implicit and explicit questions. His retell was given in proper sequence for
level 6, but was slightly shuffled for upper middle school level. As the text
complexities increased, response times became delayed and more labored,
but still were within independent (level: 6th grade) and instructional (level:
upper middle school) ranges.

III. Fluency
Starting Passages: Level: 6
o Expository Passage: Building Pyramids
WPM: 97
o Narrative Passage: Abraham Lincoln
WPM: 98
Next Passages: Level: Upper Middle School
o Expository: ImmigrationPart 1
WPM: 95
o Narrative: Jaime Escalante: Teacher Extraordinaire
 WPM: 91
Observations
Nate read fluently at his independent and instructional levels. At these levels, he
read primarily in meaningful phrase groups, but with little to no expression. For
these levels, the student rates between 3 and 4 for prosody. As he reached
frustration levels, reading rate decreased and word groupings became awkward. At
this level, he rates between 1 and 2 for prosody.