STUDENT ASSESSMENT AND INTERVENTION PROPOSAL

Student: Tori Student D.O.B.: February 1, 2004

Parents: Jack & Jill Age: 12 years 6 months

Date: August 17, 2016 Grade: 6.9

Examiner: Curt Preston Location: Middle School library

Tori is a 12-year, 6-month-old sixth grader. Tori is a very friendly, physically active girl who is willing to read. She enjoys reading any fiction or nonfiction books and magazines about animals. One of Tori’s goals is to read faster so that she can read more books. Tori enjoys science classes. She is very social and makes new friends easily. She is an animal lover. She has a dog, two cats, and an extensive fish aquarium. Despite being in a tier II reading intervention program called LLI, Tori’s STAR scores have declined; fall scale score of 649 (25%), winter scale score of 635 (20%), and spring scale score of 634 (10%).

Tori was given the QRI6 (Qualitative Reading Inventory) wordlist assessment. She scored at the independent level in reading levels pre-primer through level 4. She scored instructional on levels 5 and 6. She reached a frustration level of 60% on the Upper Middle school level word list. The errors revealed struggles with middles of words, word endings, vowel patterns, and syllabication. Further assessment is recommended to pinpoint specific word work instruction. However, a miscue analysis of both the wordlists and errors made while reading actual passages showed a pattern. Tori was miscuing a word with a similar beginning sound for the actual word. Some examples include: the for this, beginning for being, this for these, emerged for emerge. Parts analysis activities where Tori is asked to divide words is recommended to heighten her awareness of all word parts.

Tori was given QRI6 level 5 narrative and expository passages that she read orally. Her accuracy for the expository text was 98% while the narrative accuracy rate was 99%. Both are considered to be at the independent level. Even though her reading rate (CWPM) for both passages was in the instructional rate range, her fluency was slow and choppy. The recommendation would be to use easy leveled text to practice grouping words into meaningful phrases with expression. Explicit modeling of this along with echo reading should be implemented to improve fluency. Tori would also benefit from listening to recorded literature while following along with the text. After listening, she should read the text independently. Tori can continue to practice fluency by reading independently from books that provide few decoding challenges.

Tori demonstrated an instructional comprehension level with the level 5 narrative and expository passages. Tori made a total of four reading errors in both passages that effected the meaning. She went back and corrected 3 of those 4 errors. This proves Tori’s strength is thinking about the meaning of the story as she reads. She demonstrated unfamiliar prior knowledge with the narrative text. She demonstrated familiar prior knowledge in the expository passage. Ironically She did not transfer her

prior knowledge about animal camouflage being used for protection to answer an implicit question about the octupus’ use of camouflage. Explicit modeling where the teacher uses think alouds and guided practice is recommended to help her make the connections from what she already knows to inferring within a text.

During the retelling of the expository passage, Tori recalled 11 out of 54 ideas or 20%. Most notable was the absence of any main ideas in her retelling. The explicit modeling, practicing and using of retelling guides is recommended to help Tori identify key ideas in an expository text. More specifically, a 2 column ideas and details chart would be a beneficial tool.