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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.
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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.
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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.
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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.
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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/