Mary is an ELL students whose first language is Spanish. She was in the 4th quarter of 3rd grade
She receives "pullout" intervention in the resource room.
Assignment #1:
Level 1 Word List Result:
Correct Automatic: 16/20 = 80%
Correct Identified: 2/20 = 10%
Number Correct: 90%
Decision examiner made: Since Mary was reading at independent level in Level 1 Word List (with 18 words correct, out of 18, 2 identified), she was given Level 2 Word List
Assignment #2:
Level 2 Word List Result:
Correct Automatic: 15/20 =75%
Correct Identified: 2/20 = 10%
Number correct: 85%
Decision examiner made: Since Mary was reading at instructional level in Level 2 Word List (with 17 words correct, on the borderline of instructional and frustration), so she was given Level 3 Word List to read further to make sure Level 2 is the right passage to begin the assessment
Assignment #3:
Level 3 Word List Result:
Mary was only able to read 5 words including 3 automatic and 2 identified. Mary had struggled significantly on this level and therefore teacher decided to stop this test.
Totals for level 3:
Correct Automatic: 3/20 = 15%
Correct Identified: 2/20 = 10%
Number Correct: 25%
Decision examiner made: Since examiner sensed that Mary started to struggle and was reading at frustration level in Level 3 Word List, the examiner immediately stopped and decided to begin comprehensive assessment with Level 2 (2nd grade) passage.
Assignment #4:
The examiner used a level 2 expository passage, Whales and Fish, to calculate scores and determine Mary's strengths and needs. Normally students do better with text with story structure.
She receives "pullout" intervention in the resource room.
Assignment #1:
Level 1 Word List Result:
Correct Automatic: 16/20 = 80%
Correct Identified: 2/20 = 10%
Number Correct: 90%
Decision examiner made: Since Mary was reading at independent level in Level 1 Word List (with 18 words correct, out of 18, 2 identified), she was given Level 2 Word List
Assignment #2:
Level 2 Word List Result:
Correct Automatic: 15/20 =75%
Correct Identified: 2/20 = 10%
Number correct: 85%
Decision examiner made: Since Mary was reading at instructional level in Level 2 Word List (with 17 words correct, on the borderline of instructional and frustration), so she was given Level 3 Word List to read further to make sure Level 2 is the right passage to begin the assessment
Assignment #3:
Level 3 Word List Result:
Mary was only able to read 5 words including 3 automatic and 2 identified. Mary had struggled significantly on this level and therefore teacher decided to stop this test.
Totals for level 3:
Correct Automatic: 3/20 = 15%
Correct Identified: 2/20 = 10%
Number Correct: 25%
Decision examiner made: Since examiner sensed that Mary started to struggle and was reading at frustration level in Level 3 Word List, the examiner immediately stopped and decided to begin comprehensive assessment with Level 2 (2nd grade) passage.
Assignment #4:
The examiner used a level 2 expository passage, Whales and Fish, to calculate scores and determine Mary's strengths and needs. Normally students do better with text with story structure.
- Assessment of Prior Knowledge: Mary couldn't answer most of the questions as she didn't know much about whale and fishes before reading.
- Oral Reading Miscue Analysis:
- Miscues: 10 --> 198-10= 188, 188/198= 95%
- Meaning-change miscue: 5 --> 198-5=193, 193/198=97%.
- Words per Minute (WPM): 198/257 x 60 sec = 46
- Correct WPM: (198-11)/257 x 60 sec = 44
- Mary is at Instructional Reading Level. Overall I think she did well based on the reading accuracy, self correction and story retelling. She will be better if she can be improve on phonic skill and practice more sight words so she can be more confidence in reading out unfamiliar words.
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