Comprehensive Reading Inventory (administered 2/24/12): **The purpose of the CRI is to check comprehension during silent reading, oral

reading, and listening comprehension. Summary of results: I worked with Ariana today who is in first grade. I first gave her the level 1 sentences for initial passage selection. She received five mistakes, so I decided to begin the CRI on the primer level assessment beginning with the short story , Lets Go Swimming. After reading the story, I found that she knew how to do the following: She is able to tell a story using pictures. Knows print moves from left to right, top to bottom. Creates part of the text using book language and knows some words on sight. Uses context to guess at some unknown words and uses them in guessing unknown words. Seems to sometimes use syntax to help identify words in print. Recognizes some word parts, such as root words and affixes. Sometimes uses context and word parts to decode words. Retells the passage easily and may embellish the story line. Shows some awareness of vowel sounds. During the oral reading, she got two mispronunciations, but still scored adequately. I decided to go on to the next passage, You Cannot Fly! During the silent reading, the only information she recalled from the story when asked what the story was about was that Sam wanted to fly, but he couldnt. Afterwards, I began asking her the questions and she got two correct and could not answer the rest. During the oral reading, she received 24 error totals for mispronouncing words. Then I did the error analysis, and noted that some of her errors were due to meaning, syntax, and visual mistakes. When I did the listening comprehension she was able to state four details from the story on her own when asked what the story was about, and she was able to answer one when I aided her with the questions. She could read 7 words in 30 seconds, reading at a rate of 60 words per minute. The miscue analysis shows that she reads word by word, mispronunciates, asks for help, attempts to self correct, blends sounds, and sounds out. She has left to right directionality and searches for clues. With the silent reading comprehension, she scored more than 3 wrong, as well as in the oral reading accuracy, so I decided to not continue the assessment.

I learned that Ariana really tries hard to sound out words, even if she ended up stating them incorrectly. It almost seemed like she focused a lot on sounding out and didnt pay attention to what she was reading. She can do the strategies listed above in bullet points. She can also depict who the character(s) is/are in a story. She can easily decode decodable words, and she tried to use context clues to try to self-correct a mispronunciation. She needs help with being able to depict the setting of a story, describing a character, and she needs help depicting the theme of a story. She had a hard time with the second passage depicting the problem and resolution that took place. With the miscue analysis, I learned that she sometimes does not check for meaning to see if a sentence makes sense. She mispronounces the verb at times (syntax error), which changes the meaning of the story too. She also seems to have difficulty decoding CVCV words. Goals: I will help Ariana to comprehend what she reads. We will work on theme, setting, problem/solution, and being able to recall the main events in a story. We will do before, during, and after reading strategies. We will begin by reading the decodable books that she is using right now in her interventions, and we will hopefully move up from there based on how she is doing. We will work on using context clues more often to help her sound out words correctly; I will help her with her vocabulary so that she can decode more words and be more fluent when she reads. Her reading instructional level is: Primer. Qualitative Spelling Inventory (administered 02/24/12): **The purpose of the QSI to assess a students spelling to find out which spelling stage they are in. Based on this information, a teacher can form instructional groups and differentiate the instruction for each student. Ariana got 1 word out of 25 spelled correctly. She received 18 feature points, and 19 out of 87 total. I categorized her as being in the middle letter namealphabetic spelling stage. Ariana can decode initial consonants and final consonants. She can also decode most short vowels. Ariana can blend some words, such as the fl in float, the br in bright, and the sp in spoil. She was able to phonetically spell when, but she missed the h in there. She has a hard time with long vowel

spellings, like float and favor. She does not know that c can sometimes sound like an s, like in civilize. She thinks that sometimes the c sounds like a k. She needs work on digraphs, common long vowels, blends, other vowels, inflected endings, syllable junctures, unaccented final syllables, and bases/roots. Goals: I am going to work with Ariana on her spelling. We will begin with practicing words that have short vowel i, and we will go on from there. We will do word sorts together, and I will use vocabulary strategies from the Words Their Way book. I hope to be able to move her to late letter name alphabetic or early within word pattern. Elementary Reading Attitude Survey (administered 2/24/2012): **The purpose of this survey is to find out how the student feels about recreational and academic reading in general. She had no problem answering honestly to each question. I think this survey was fun for her because there was no incorrect answer. I learned that Ariana is in the 46th percentile. I learned she doesnt like using dictionary. She really likes taking a reading test, reading a book at school during free time, getting a book as a gift, starting a new book, being asked questions about what she read, reading worksheets, and she really likes learning from a book.