Student: Student Grade: 5th School: Greenwood Elementary Term: Fall 2011 Date of Report: December 6, 2011 Examiner:

Samantha West Background Information Student is a ten year old female in fifth grader at Greenwood Elementary. We met every Tuesday in the fall of 2011. We met in an ELL classroom at Greenwood Elementary. There was another tutor and student in the classroom with us. This was not a huge distraction. We used them to our advantage and sometimes we would interact with them. She was in a good mood every week, was cooperative, and enjoys reading! Tests Administered I administered a fluency rubric. The fluency rubric was a test where I listened to her read and then determined where she fell on the rubric. It covered Expression and Volume, Phrasing, Smoothness, and Pace on a 1-4 scale. Student received a 3 in expression and volume, 3.5 in Phrasing, 4 in smoothness, and a 4 in pace.

I also gave Student an Elementary Reading Attitude Survey test. This made a quick indication of her attitude towards reading. It consists of 20 items. They are statements and then under each statement has four pictures of Garfield. Each pose is designed to depict a different emotion, ranging from very

positive, to very negative. Student circled what mood the statement made her feel. Her raw scores in Recreational reading were 29 out of 40, and her academic raw score was 31 out of 40. The percentile ranks for Students reading attitude survey were 53% for recreational reading and 82% for academic reading. The full scale percentile rank is 70% for Student. I was able to use this test to determine strengths and weaknesses of the students related to reading likeness. The last test I gave to Student was the Words their Way spelling inventory. It consists of a list of words chosen to represent an assortment of spelling patters at rising levels of difficulty. The words were designed to assess knowledge of spelling features that correspond to the different spelling stages. When given the Elementary spelling inventory test Student spelled 18 out of the 25 words correctly. Below is a chart of the different features under the spelling stages and Students scores.

Features ConsonantsInitial and final Short vowels Digraphs Blends Common Long vowels Other vowels Inflected Endings Syllable Junctures Unaccented Final Syllables Harder Suffixes Bases or Roots

Score 7/7 5/5 6/6 7/7 5/5 7/7 5/5 5/5 3/5 3/5 1/5

Total Feature Points Words spelled correctly

54/62 18/25

When given the Upper-level spelling inventory Student spelled 10 out of the 20 words correctly. This chart below shows the different features shown in the words given to Student for spelling and her scores.

Features Blends and Digraphs Vowels Complex Consonants Inflected Endings and Syllable Juncture Unaccented Final Syllables Affixes Reduced Vowels in Unaccented Syllables Greek and Latin Elements Feature Points Words spelled Correctly Observations

Score 5/5 7/9 5/7 6/8 6/7 3/ 4 0/2 1/ 4 33/46 10/20

Student took the Elementary reading attitude survey. The results of this test showed that Student did enjoy reading. She enjoys Academic reading more than Recreational reading. This is a good test for teachers to look at to see what their students are comfortable with and what situations could make them feel uncomfortable. Student feels good when she gets to read a book during free time in school. She doesnt feel great about completing reading workbook pages and worksheets, but is okay with the teacher asking her questions about her reading. I administered the Fluency rubric for Student. This is based on expression and volume, phrasing, smoothness, and pace. She is an accurate reader, but inconsistent with fluency. If she struggles decoding one word then the rest of the sentence got choppy. Once she gets choppy, she begins to ignore punctuation. During tutoring sessions, Student was able to locate a main idea in a text, but often took her ideas straight from the text instead of in her own words. Student took the Elementary Spelling Inventory from the Words their way program in the fall of 2011. She spelled 18 out of the 25 total words correctly. As indicated by this assessment, Student is in the syllables and affixes spelling stage. She demonstrated proficient knowledge in categories of consonants, short vowels, digraphs, blends, and common long vowels, other vowels, inflected endings, and syllable junctures. She had difficulties in some of the harder words. She struggled with areas such as unaccented final syllables, harder suffixes, and bases or roots. This is the area to focus on when instructing her. She misspelled words like pleasure as plesure and fortunate as forunate, just leaving out one letter. When given the Upper- Level Spelling Inventory Student spelled 10 out of 20 words correctly. It is obvious from these reports that Student needs instruction in vowels, inflected endings and syllable juncture, reduced vowels in unaccented syllables, and Greek and Latin elements.

Recommendations I recommend that when reading; have Student focus on the little words. She substitutes words that make sense but that the author has not chosen. She would benefit from reading more non-fiction texts. She is interested in these, but they are not as entertaining to her as fiction books so she struggles more with comprehension while reading these books. Student does a great job retelling word for word what was in the book, but struggles putting it into her own words. Student also is inconsistent in fluency and needs work getting back on track after having to decode a word. She does great on easier books with fluency, and fluency activities but with books at her level she lets the decoding alter her fluency. Student does need work in spelling. She can recognize the sounds but doesn't know how to represent them correctly.