Week 5 Assignments

Week 5 Assignment  #s 1-4

As Mary did the First Level Word Lists, her total score was 90%- Independent Level.  She identified 80% automatically which placed her at instructional level.  She didn’t know the word “brain” and skipped it. She also said “aired” instead of “heard”.  Since her total score is at independent level, the proctor then moves along to the Level Two Word List.  Her Total score is at instructional level- 85%, even though her identified automatic was at frustration level- 65%. Since her total score was just at the verge of independent level, the proctor then administers the Level  Three List.  Mary reached frustration level quickly and gave up trying after the word “wear”.  Only the words- lunch and lion were identified correctly. 

                Based on the results of the word recognition, the teacher decided to start Mary off with an expository text from Level 2: “Whales and Fish”.  I tried my best to record any miscues.  She scored total accuracy of 96% (8 miscues) and total acceptability of 97%.  There were about 5 miscues that would be considered “meaning changing”.  Both of these scores are at instructional level.  Mary had teacher direction on the word- “tails”.  Her reading rate was about 46 WPM- which is within range of oral reading rates of students reading on a first level-  instructional level. 

                I believe that some of Mary’s strengths is the fact that during her expository text, she resulted in no miscues of insertions or omissions.  Her weaknesses might include her low reading rate for her age group.  During the word recognition, she sometimes omitted the final consonant.  While reading aloud, Mary sometimes loses her position on the page.  Her fluency definitely needs improvement.  When the teacher asked Mary what the story was about, she had a hard time adding details in order to retell.