Summary Of Not Too Cold For Polar Bears By Addison

The baseline data was established using the Fountas & Pinnell Benchmark Assessment System (BAS). This test assesses reading comprehension through the process of students reading a text at the appropriate instructional reading level and answering comprehension questions. This assessment tool measures students' ability for accuracy, self correction, fluency, comprehension, and writing. An overall level score is given through a letter identification, A-Z. For the baseline data purpose the letters A-Z were numbered off 1-26 to give the students' scores an adequate numerical score. The assessment determines whether students exceed expectations, meet expectations, approaches expectations, or does not meet expectation. A third-grade student at the

The San Diego quick assessment was originally devised by Margaret La pray and Ramon Ross and published in the “Journal of Reading” in 1969, as a quick way to gauge a student’s readability. Words were selected for 13-grade level, Pre-Primer through 11th grade by drawing words randomly from basal reader glossaries. (Blackley) Words were also drawn from the glossaries of basic readers and from 1931 “Teacher’s Word Book of 20,000 Words by E.L. Thorndike.

The Fry Sight-Word Inventory is an informal, criterion-referenced screener which measures high-frequency word achievement. Fry 's Instant Words have been determined as the most common words used in English ranked in order of frequency. Specifically, Fry found that twenty-five words make up approximately a third of all items published, one-hundred words comprise almost half of all of the words found in publications, and three-hundred words make up approximately sixty-five percent of all written material. The first three-hundred words on Fry’s list should be mastered by the end of corresponding grade levels, and lists four through ten should be mastered between fourth and fifth grades. Each hundred words are broken down even further into twenty-five words per list, according to difficulty and frequency, and should be assessed sequentially. The goal of progress monitoring high-frequency word mastery is to increase fluency on high-frequency words in order to further automaticity within our students’ reading, which ultimately impacts overall comprehension.

Overall, Lauren’s performance on the assessment demonstrated that her decoding skills contribute to her delay in overall reading development. When presented with unfamiliar words, Lauren engaged in avoidance behavior by skipping word that she finds complex. Indicating that she lacks confidence in her ability to employ structural analysis when confronted with challenging

Addison read a narrative and an expository passage at Level P, “Plenty of Pets” a narrative passage and then an expository passage, “Animal Instincts”. Addison read both passages with 96% and 99% accuracy respectively. She scored satisfactory on both passages. When reading Level Q, she read a nonfiction passage, “Not Too Cold for a Polar Bear” with 97% accuracy and excellent comprehension. At Level R, she read with 95% accuracy and satisfactory for comprehension, although it is deliberate and arduous. However, when Addison read a narrative and expository text Level S, “Could Be Worse” and “Amazing Animal Adaptations”, reading both passages below 95% accuracy. When considering a fluency score, Addison primarily reads in three and four word groups, however it is not smooth and lacks expression with a slow rate most of the time. Aimweb progress

Fluency in reading and writing involves many steps that can be taught at home or in the classroom; however, when a teacher and/or parent focus is primarily on the preparation of a variety of activities that include practice in one particular area, such as a popular activity called Scoop the Pelican. This activity involves cut-up sentences. Scoop the Pelican is a productive activity for children who are having difficulty learning about letters, sounds, and words. When reading continuous print, children seem to forget what they know. When we test in isolation, most students seem to know letter-sound relationships, phonograms, or high-frequency words; however the reader uses both pauses and intonation to parse sentences into meaningful phrases.

Richard’s performance in reading and mathematics measures his capability is multiple areas across each domain. When reading Richard has an understanding of the association of letter to sound when reading. He was able to associate letters with their proper sound with both vowel and consonants. The Dolch word list and WJ subtest 1 measured word identification, Richard decoded words and blended the sounds to read the entire word. He was able to automatically identify letters with one of two syllables with minimal hesitation. When reading DIEBELS and words in the Dolch word list, Richard was able to identify high frequency words in isolation and when reading the words within the passage. Measuring Richard’s comprehension, Richard was capable

The reading level comprehension from the website www.readabilityformulas.com, scored this writing at a seventh-grade level. The analysis of the word statistics reveals the material published uses long sentences, words containing more than three syllables, as well as, words with many letters. The average sentences length average for a fifth to sixth grade level should be ten to twelve words, whereas the material has and average sentence length of thirteen to sixteen. The percentage of words containing more the three

Jennifer has a history of difficulty with early reading skill milestones. She had difficulty learning the letters of the alphabet in kindergarten as well as trouble with initial sounds, sight vocabulary and rhyming. Her overall language development was

Sebastian does well answering basic “in-text” questions, but struggles with abstract concepts that require him to think beyond the text. When factoring out comprehension, Sebastian’s reading fluency is at roughly a second grade level. He is currently being progress monitored for fluency development at a third grade level in AIMSweb. In the area of reading fluency, Sebastian shows difficulty with multisyllabic and irregular words. When presented with unfamiliar words in a text, Sebastian will often substitute the unfamiliar word with a familiar word that looks similar or contains similar letters or sounds rather than attempting to decode the word. Sebastian is familiar with many decoding strategies and practices decoding strategies in class on a daily basis, but often doesn’t apply them to reading with

Assessing the results of the IRI test performed, it reveals that the student’s independent reading level is at the primer level. While performing the graded passage at the primer level, the student read the passage out loud, pronouncing 59 out of 62 words correctly, and read relatively fluent. For the reading comprehension of this section she answered all five comprehension questions correct. Her instructional level resulted in first grade, 3 out of 71 words, and answered two factual comprehension questions incorrectly. She performed poorly during the re-telling of the passage, only recalling 17 words out of 71, which reflects in the comprehension section that she had poor memory the content after reading the passage. Based on her results, her

The words ranged from simple words like "a" to more complex words like "number". For this assessment, I printed the sight words onto bigger cards and I laid them out for J.R. Her job was to read the words that were listed. If she read them correctly and without hesitation then she got it correct. However, if she had to spell out the word or if she hesitated for a long period of time then I marked it wrong because she is supposed to recognize them right away. J.R. did fairly well on this assessment. She was able to recognize 88 sight words out of 100. I recognized that the words that she got wrong were the harder sight words. The second assessment that I completed with J.R. was the spelling inventory assessment. For this assessment, I gave J.R. a simple spelling test. I would say the word to her and include the word in a sentence. As I did this, J.R. wrote the words down. This assessment was given to see if J.R. could hear and write the constants (initial and final), the short vowels, digraphs, blends, and common long vowels that appear in the words that were given. This was one of the assessments that J.R. struggled with. She spelled most of the words wrong and she had trouble identifying digraphs and blends in words. The third assessment that I conducted was the phonemic awareness assessment. This assessment tested skills such as rhyming, phoneme isolation, oral blending, oral segmentation, and

For a child who is just starting to learn to read, they need sufficient practice in reading a variety of different books to achieve fluency. Reading can be complex and has many different aspects (Burns,1999). It is suggested that children who have problems reading and writing at a young age will find it hard to catch up as they get older and will not reach their full potential as adults, many will withdraw from school or society and some becoming involved with crime (MacBlain,2014). 40 percent of children find learning to read a challenge but with early help, most reading problems can be prevented (Reading Rockets, n.d.).

Many students are passed on through the education system without having proper reading skills. These skills consist of fluency, comprehension, and phonemic awareness. Reading skills are foundational building blocks for elementary aged students. Students who lack proper reading skills, such as fluency or the rate in which they read, will ultimately lack comprehension of what they are reading due to the amount of time in which it takes the students to read. This leads to the question, how does fifth grade students lack of fluency affect his or her reading comprehension? Unfortunately, because reading skills taught in kindergarten and first grade focus mainly on phonemic

When data from students who had average accuracy and fluency scores, but lower comprehension scores were compared to data from those with similar accuracy and fluency but average comprehension, the consistent differences were found to be lower oral language and vocabulary skills in the poor comprehenders upon entry into formal schooling. (Nation, Cocksey, Taylor & Bishop) Thousands of dollars each year are spent on intervention, trying to improve the reading of children that show delays. When one reads, the clear goal is comprehension of what is read. Without communication of ideas between the author and reader, decoding texts is pointless. Most intervention programs are focused on phonics and word decoding. Oral language interventions concurrent with vocabulary and comprehension tasks at age eight have been shown to lead to significant improvements in reading comprehension. (Nation, et al., 2010). Reading comprehension is not merely a product of being able to decode words and sentences. How we teach children to process and integrate the ideas found in text can have a large impact on their ability to function in a world of ever expanding knowledge and information.