9th Grade Informal Reading Inventory

The student I worked with is in 5th grade. We did a DRA on a story called “Cry Foul”. This is a great assessment to assess a student’s reading ability in order to enhance his or her literacy achievement. I learned many things about my student that he likes to read adventurous books and books regarding sports. He wants to become a better reader by enhancing his understanding and vocabulary of the text. It’s also a bit difficult for him since English is his second language and a year ago he was taking ESL classes. It’s amazing that he has great goal settings that determines that he wants to become a better reader. The things that I observed about the student is that his oral reading is fluent since he had about three miscues in which one was

Stormy is in my class this year, and so I know her strengths are that she loves to read just about anything she can, she is in the advanced level of reading and vocabulary group. On the oral language reading test, she read all three stories and told each story back to me. She does very well with speaking clearly and with great ease, Stormy said that her mom read to her as she grew up. Another strength that she has been that she has great writing skills, reading skills and sounding skills and she can spell all the challenge words each week. She is at a fifth grade level for reading, writing, and math. Stormy loves to read out of the Reading Street Book (Pearson,

: As a reader Addison does well reading the passages and making few mistakes. Being able to read with little mistakes will only help her as she improves on her reading journey. Most of the time Addison does a good job with her comprehension questions after she finished the stories. Comprehension is a huge part of being able to read. With Addison having that ability to comprehend so well it will take her many place on her reading journey. Addison on a third grade instructional level for the narrative passages and a first grade level for the expository passages. The main item that needs to be focused on with her reading in how to read silently. This can be done by telling / showing her what is meant when she it told to read silently. The older

Her classroom is rich print and she has various reading leveled books in many genres from different publishing companies; especially Pearson. The students that she servers are recommendation from the General Education English teacher(s). When a teacher deemed a student to be struggling through formal or informal reading assessment, Ms. N is asked to work with that individual students. She does her own assessment (usually informally) to have a starting point. She usually pulls them out during their English class and work either in groups of 5-7, independent or sometimes one-on-one if the need arises. She said that there are no set reading programs for our school so she uses a wide variety of programs or materials to enhance the students reading. She said that if a student’s reading is severe, she uses basic phonic skills. She sometimes uses the Wilson Reading Program (phonics components). Journeys was another reading program she mentioned as a basis for phonemic awareness. Guided reading is a strategy she often uses with her students. According to scholastic website, “guided reading is an instructional approach that involves a teacher working with a small group of students who demonstrate similar reading behaviors and can all read similar levels of texts. The text is easy enough for students to read with your skillful support. The text offers

Ifriam is currently a sixth grade student at Northeast Middle School, he is a transfer student from Easton School District. He is identified with having a Specific Learning Disability in reading(phonics, fluency,comprehension) and written expression(sentence composition, spelling). Ifriam is in itinerant learning support. He is attending academic support twice in a six day-cycle to assist him with assignments, assessments, organization and to work on his academic skills.

After researching a few names on the list, I choose Marie Clay as my literacy research to complete my paper on. At first glance, I saw that she developed the program Reading Recovery and was well known for the use of a running record. But as I dug through and found some of her research, I become more interested in her because she had completed her background research in young learners and their emergent reading behavior. She focused on students in their first year of school and their behavioral changes in their reading and writing tasks. This intrigued me, since I am in a Title I position where I work with readers at the emergent level. I thought through reading her research it would help me learn some of the developmental practices of emergent readers.

Alexandra struggles with word recognition and phonemic awareness. She should be taught in the reading at a Grade 1 Level and reading independently at a Primer/Pre-Primer Level. Meanwhile, she showed a growth at the reading sight words independently and was able to use them in sentences by her own. Data from the post-assessment shows a growth in her comprehension and oral reading skills level. She needs to work more on sight words recognitions and fluency.

Does my student comprehend characters and can customize the writings she reads by making connections as an active reader?

Addison is a third grade student at Westside Elementary School in the West Fargo Pubic School District. Addison is nine years old. Addison lives with her parents and two younger brothers. Addison’s mother stated Addison is not a proficient reader. She feels that Addison reads slowly. Addison’s mother stated Addison struggles with longer words and struggles to keep the flow of the sentence, but acknowledges Addison’s comprehension is a strength when mom reads with her. Addison becomes frustrated easily when reading multisyllabic words. Addison enjoys reading books to her parents and to her younger siblings. However, she often lacks the motivation to read independently. Typically, Addison reads 10-20 minutes daily at home. Addison’s parents are very supportive and provide many opportunities for Addison to read at home. Addison has a public library card and has access to a wide variety of reading materials in the home. Addison understands the importance of reading and works extremely hard to improve her reading skills. Addison’s attitude towards reading is positive. When considering the information provided via the Elementary Reading Attitude Survey, Addison’s score fell in the 95th percentile.

In the second grade class of Mrs. F’s class, Carmen is one of her students that is having challenges with reading. Carmen is a seven-year-old girl that is extremely outgoing and loves to help her peers. She is currently performing at a low reading level but is hard working on improving her reading and writing. When doing the letter identification assessment she was comfortable with me in comparison to the first time we worked together. She was confident with the process of the assessment and was not shy asking questions about a letter. My second interaction with Carmen, she was more open to talking to me and becoming interactive with the assessments. Knowing that Carmen is more comfortable with the assessment will allow me to help her see her full potential in improving her reading skills.

I plan on doing my (reading observation) on a student in my 11th grade 2nd period class. My students’ name is Marielle. She is from Sweden and her second language is English. Marielle has had some issues with reading for me in the past, but she has improved tremendously. She uses effective strategies like: notes, and pictures to help her understand unfamiliar words. I am interested to see how she is going to respond to The Color Purple by Alice Walker.

Once the student’s instructional level was identified I began administering the silent reading comprehension assessments and the oral reading assessments. I started at level one because this was the level below the placement sentence that he made two mistakes in. On the level one silent reading assessment he only retold the most basic components of the story and I had to ask most of the questions in order for him to answer the comprehension questions. On the oral reading assessment portion for level one the student only made three errors and self-corrected twice. The level two silent reading assessment’s results were similar to level one with him needing the prompting to answer the questions and missing one completely. On the level two oral reading assessment, he had two

Student read 156 words at 98% accuracy. She had 3 errors and 2 self corrects. She missed boredom, I told her the word. She changed plan for idea, setting, characters, and beginning. She had trouble with middle and end. She did know the main idea but could not list supporting details. I would move this student to a higher level text. This text was easy for the student.

After the midpoint reflection, most of the work Soany and we did was focused on comprehension questions and pronunciation. We created a new assessment tool that supports her emerging literacy. We call it the learning log, and it covers what we are reading, what she learned today, new words and their meaning, and what happened in the story. This way, it covers the skills she has a satisfactory grasp on, and it scaffolds her new learning and understanding of complex texts.

For our reading conference, A. chose to read the book Duck For President by Doreen Cronin, which her mother had recently purchased for her. First, I asked her to read the book by herself without me interrupting her with any questions. I did this so I could assess her reading skills. Once, she was done reading, I asked her to tell me what she understood about the story. What I observed is that A. reads a little too fast, sometimes misreading a couple of words. She also does not read the nonconventional parts of the text (things written within the pictures), which would help her better understand the story. A. did ask what certain words meant (senator, government), but she did not try to find them out for herself. She did