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Assessments
Assessment 1: Oral Reading & Comprehension (9/17)
I. read a short passage about a girl named Ellie on page 114 of the Improving Reading
Inventory (IRI) book. She then answered the comprehension questions on page 129 of the IRI
book and she scored 6/8. I then asked her a set of my own questions below.
o What kind of punctation do you see? How does it impact the text?
o How do we know Gram is important to Ellie?
o How old do you think Ellie’s sister is?
o What would be a good title for this passage?
o What is a synonym for tired?
o How could this story be more detailed?
o Tell me the order of events.
She scored a 6/7 on the questions I asked her. This oral reading and the comprehension
questions (along with my own questions) assessed her comprehension of key details from an
orally read passage, her knowledge of punctuation, inferencing, vocabulary (finding synonyms),
and sequencing.
While she read, she used her finger, showing that she is using her metacognition. I
learned that she doesn’t really grasp what is being read. She does alright with literal questions,
but inferential and applied comprehension questions need more practice and strategies. She
grasps some of the main ideas, but details get lost easily. When given a hint or an unrelated
example, she takes that example and barely changes it to “make it her own.” She doesn’t really
like to think about her answers or check to see if they make sense. Her attitude while ready
seemed pleasant and indifferent.
I then asked her to write what happens next in the story. This assessed her predicting
skills and making connections with the text. She basically rewrote parts of the story and included
details we wish we knew (which really didn’t have anything to do with the story). I learned that
she doesn’t like to think deeply and take the time to write meaningful text that makes sense. She
doesn’t go back and reflect on her writing, nor does she fully understand what makes sense in
connection with the text she read.
area of improvement for her is learning how to pick out key details by herself. Again, she
enjoyed working with the cards.
direct instruction and scaffolding for all levels of comprehension questions (literal, inferential,
and applied). From this assessment, I learned that I. does not like to silent read. When left to her
own devices, she hurries so she can be done, is easily distracted by anything else going on in the
room and doesn’t pay attention to details in the text.
I read I. 5 sentences and ask her to revise them or change them so that they make sense. Each
contained a piece of information that didn’t make sense with the rest of the sentence. An
example is, “To celebrate Halloween, we watched How the Grinch Stole Christmas.” I. did very
well with identifying what didn’t make sense and offering logical revisions to make the sentence
appropriate. I learned that she is observant when something doesn’t quite fit in the context of a
sentence or passage.
I. did better with conceptual understanding of the words than contextually or definitionally,
though. She also enjoys drawing, so asking her to draw a picture of her suggesting something
was far more appealing to her. One thing I found throughout these assessments was her lack of
understanding how to write. For instance, at one point she began writing right to left while
creating a conceptual understanding of the word. Overall, I. could use more instruction regarding
these vocabulary words and how they relate to her learning.