Emmas Assessment Protocol Narrative Summary By: Stacy Carpenter March 8, 2011 Diagnostic Assessment and Instruction Literacy

EDRL 461 Instructor: Kyle Kaalberg My initial meeting with Emma was on February 2, 2011. On that date I administered Part I and Part II of Cooter, Flynt, and Cooters (2006) Comprehensive Reading Inventory. The wordless picture book format presents four illustrations that tell a story when read or retold sequentially. From this information, we learn how the student has progressed through the initial stages of the early reading process. This information is useful in that it gives us a starting point with books based on if the student is making early connections to reading, connecting to pictures to form a story, or is capable of transitional or advanced picture reading. Emmas assessment results demonstrated that she has beginning emergent reading behaviors. Those behaviors include attending to and describing pictures in books, providing a limited sense of the story, following verbal directions for the activity, using oral vocabulary appropriate for her age/grade level, displaying attention span that is appropriate for her age/grade level, responding to questions in an appropriate manner, and appears to connect pictures or see them as interrelated. These behaviors complete Stage 1 this section of the Preprimer Assessment Protocol. In addition, Emma attends to pictures

and develops an oral story. Emma also uses childlike or descriptive/storyteller language to tell the story, rather than book language. For example, Emma may say, There once was a little boy or Once upon a time Emma is using the reading strategy of looking at pictures for context clues, making predictions about the text, and she has left to right directionality when reading. Emma draws conclusions from the illustrations but when retelling the story does not sequentially put them in order. Emma needs to be instructed in during reading strategies to assist her in comprehension while she reads. Emma is confusing the author and title of a book. Another area of need in Emmas instruction is with basic letter sounds and blends. Identifying Emmas areas of need helps me to effectively plan for her instruction. Future tutoring instruction with Emma will include a review of the author and illustrators roles and where to find their names on a book. Next, Emma will practice identifying the author and illustrator [NV 2.K.1]. Emma will be introduced to pre-reading, during reading, and after reading strategies to aide comprehension [NV 2.K.2] [NV 2.K.3]. Emma will make written reading responses to practice written language and connect to the story [NV 5.K.2]. Lastly, Emma will listen for and identify setting and the sequence of events (beginning, middle, end) [NV 3.K.1].