SED 607 IRI template part 3

Sanford College of Education Department of Special Education SED 607 ASSIGNMENT Madison Case Study Student Pseudonym: __”Madison” ________ DOB: 1/7/11 Grade: __________3 ________ Chronological Age:________9 _______ I. BACKGROUND HISTORY Share information gathered ● Background Knowledge – Family ● Madison is well mannered, polite, and reserved. She follows the rules and is very respectful. She has 1 younger sister and 1 older brother. Her first language is English. There is limited support for homework and reading activities, since there is only one parent at home, and her mother works evenings. Madison is often left with an older grandparent while her mother works. When asked if she is read to at home, Sally said “no”, but she likes it when the teacher reads to her at school. ● Background knowledge – academics ● Madison is new to the school this year. She moved here from Utah. She stated that she was nervous about starting a new school because she didn’t like math at her old school, but now she is happy because she likes math at our school. Her attendance is steady, with occasional absences. ● Present Levels of Performance – Madison is 1.5 grade levels below in reading and 1 grade below in math. She receives extra support services from intervention specialists for both subjects. ● Background History - health ● No medical issues II. ACADEMIC CONTEXT ● Environment: Classroom environment is positive, with students on-task and a well-organized teacher. Students participate in a variety of activities on a regular basis such as music, science, technology centers, reading, math, and PE. Madison is polite and eager to please; no behavior issues noted. ● School culture is friendly. The school wide theme is kindness and positivity. The school has positive words on posters hung throughout. Students are friendly and respectful. ● Literacy in the classroom is taught with the grade level curriculum. Madison sees an intervention specialist for specialized literacy instruction that is at her level. ● Madison is motivated by positive reinforcement. She likes verbal praise and is a good role model. She is often rewarded with a school wide ticket that can be turned in for a chance to win something from a raffle. III. ADDRESS ANY OTHER AREAS OF CONCERN ● Academic-1.5 grade levels below in reading and 1 grade level below in math ● Behavioral-no behaviors ● Social-calm and quiet, but has a lot of friends. She has good relationships with her peers IV. INTEREST AND ATTITUDE ASSESSMENTS 1. I chose the Reading Attitude Survey because I like to find out what students know about the basics of books and how reading fits into their personal lives outside of school. 2. The results of the Reading Attitude Survey were that Madison would prefer to watch tv or play a video game when she relaxes. She stated that a fiction book is “a book that is fake. It does not have real pictures, just drawings”. She stated that nonfiction is “a real story. The pictures are photographs.” The kind of book she would like to buy with her own money would be something funny. She enjoys “books with comics in it”. She said she reads because her mom tells her to and her teachers tell her to, but it wouldn’t be the first activity she prefers. She commented that school reading assignments are kind of boring and reading in her free time is a little more interesting. She kind of giggled when she said that because she didn’t want to be disrespectful for SED 607 IRI 1

saying school reading was boring. Finally, she said school reading assignments would be more interesting if the books were more interesting to what she is interested in. Carpenter IRI Assessment video Carpenter IRI Assessment video COLOR KEY: MODULE 2 MODULE 3 V. RESULTS OF INFORMAL READING INVENTORY AREA DATA MODULE 2 MEANING MODULE 3 Word Reading Use first part of IRI video record correct words read at each level level read Grade 1 level read Grade 2 level read Grade 3 Test According to the data collected, Madison was able to read the words but self- corrected the words (say & said). For word list grades 1 & 2 Madison missed 1 word (head). For word list grades 3 & 4 Madison missed 5 words, this makes it evident that her frustration level is 3. This means that Madison reading level is between grades 1 and 2. Her frustrating level reading is grade 3. This relates to her education in many ways Madison struggles to understand the content of what she read which can lead to other problems. To help Madison her teacher should differentiate RUNNING RECORD Use ‘Oral Reading’ section of IRI video MSV Number of miscues self-corrected: In this part of the test Madison SED 607 IRI 2