Standard 3: Assessment and Evaluation When teaching, assessments are vital to drive instruction. I gave the student the following assessments and determined his stages based on the assessments. I then adjusted instruction and recommended books based on my findings. Assessments: DRA, Concepts of Print, “Moster” test Gentry’s Stages and Thompkin's Reading stage Completed by: Miranda Peterson EDUC 524 Spring 2012 This is him in 2008. I am a Chalkley Steeler! This is him this year! Him (10 months) Him (to the left) at 5 months. He enjoys reading. He struggles with comprehending what he reads. He does a lot of “pretend” reading. He likes to chose books that are popular, but above his level. I used Thompkin’s Stages of Reading to determine his reading stage. This was a hard task. In small group and whole group reading time he is working on discussing and using a reading log. A lot of times what he answers or writes in his log are out of line with what the question or text says. I went back and forth, but finally decided on Stage 3: Responding. He does try to write down his feelings and thoughts about what he is reading. I don’t feel he has gotten to the analytical side of reading. Especially in looking at his “Interpretation” and “Reflection” section of the DRA. He has a difficult time expressing the answer to “why” questions. He did most of these with ease. He knew how to hold the book, turn the pages, show the direction of the print; however he had a hard time with “put your fingers around any word on a page”. He placed his fingers around, school at night, instead of a single word. This is what he wrote: I placed him in Gentry’s Phase 3. He spells the words as they sound (letter to letter), such as the word open (hopen). The word when is spelled without the h (wen). In his lizard writing he spelled used as you’s and going as gowing. He is also inconsistent in his spelling. In the lizards and crickets writing he begins writing crickets crickes, however he ends up spelling it correctly. In the candy writing he spells wrapper, raper. But in the lizard writing he spells wrappings, wapings. It was interesting to see the different spelling, in two different writings, of almost the same word. I do believe that he does show signs of Phase four with chunking words, however I feel he needs assistance in words study to help him fully achieve Phase 4. •Begins to consider audience •Writes pieces with a beginning, a middle, and an end •Revises by adding description and detail •Listens to peers’ writing and offers feedback •Forms letters with ease In both of his writings he has a beginning, middle, and an end. In the lizards piece these parts are easier to distinguishBeginning-They were super ajinns and they flow up the air and bust the top off. End-Then war inded then they never had war again. He added specific words (vivid verbs and adjectives) to give his piece details and some descriptions. He knew another teacher and I would be reading this and he is able to form his letters with ease. After giving the “monster” test to him, I determined he is in the fourth phase. His “monster” test. In the next slide I will show why I chose phase 4. In the first word monster, I put him in phase 3 because he spelled- moster-missing the n United was spelled correctly, along with hiked, human, and bumped-which were phase 4. Bodum, egal, and clossed were in phase 4. The last word was typed. He spelled it teped. This was a very hard one for me. I put him in a phase 3 for this one because he had the t and the ped. He scored mostly 4s therefore, I found him to be in phase 4. While working with him this year and throughout this case study I have learned that he likes to read more than he likes to write. He has a difficult time coming up with ideas and the words to explain what he wants to say. He is a student who wants to be finished and not go back and check the spelling in his writing, which is apparent in his samples. After looking at all the information that I have collected about his reading and writing I have to say that he is behind in grade level in both reading and writing. His DRA is not at a fourth grade level. His writing and spelling are not at grade level either as seen in his two sample writings. Category Strengths Growth Phonemic awareness When he listens he can repeat it Phonics Will try to break words down Long vowel spelling Fluency Can read with rhythm Expression Word study and vocabulary Understand the meaning and spelling of words Comprehension Grasp the concrete Needs to be able to think about the analytical Other Works hard most of the time Needs to be consistent Area Teaching Technique Phonemic awareness http://www.raz-kids.com This is a website that Malachi has been using recently to help. He is able to listen to stories. Phonics http://www.fcrr.org/Curriculum/PDF/G2-3/23Phonics_3.pdf --Same but Different- helps to identifying correct vowel patters Fluency Readers Theatre-This is something he enjoys doing and it can be a tool to help his fluency. Word Study/Vocabulary http://www.fcrr.org/curriculum/PDF/G45/45VPartThree.pdf --This is a dictionary cube that he can use to help know what words mean. Comprehension http://www.fcrr.org/curriculum/PDF/G45/45VPartThree.pdf Using graphic organizers to help with comprehension (sequencing, characters, important details/main idea). On the following slides I will recommend children's books for him based on his love of sports and The Diary of a Wimpy Kid series. Matt Christopher has a series that are all about sports, for example some of the books are The Great Quarterback Switch, Touchdown for Tommy, and Halfback Attack. Another author and set of books I would recommend for Malachi is the Ronde Barber and Tiki Barber books. These books include Game Day and By My Brother’s Side. I would recommend Superdog: The Heart of a Hero and Black Belt Club Series for Malachi because they are in the “comic” style like Diary of a Wimpy Kid. Buehner, C. (2004) . Superdog: The heart of a hero. HarperCollins. Barnes, D. (2007). Black belt club series. The Blue Sky Press. Christopher, M. (1991, 1985, 1987). The great quarterback switch, Touchdown for tommy, and Tough to tackle. Little, Brown Books for Young Readers Barber, T. and Barber R. (2004, 2005). By my brother’s side, and Game day. Simon & Schuster/Paula Wiseman Books •Amazon.com •Yahoo! Images •Scholastic.com •Breaking the Code-J. Richard Gentry •Literacy for the 21st Century- Gail E. Tompkins •Blackboard power points •Florida Center for Reading Researchhttp://www.fcrr.org/