Week 5 Assisnments

Assignment#1 

Use p.106 examiner’s word list, QRI6, page 87, to calculate Mary’s level in word identification.

Decision examiner made: Since Mary was reading at independent level in Level 1 Word List (with 18 words correct, out of 18, 2 identified), she was given Level 2 Word List(see QRI5, p101, QRI6, page 87, subject word list and p.107, QRI6, page 93, examiner’s word list to read further (http://www.youtube.com/watch?v=gqj3ZVerm_g).

Result: The reader answered

• 13/20 correct automatic at 65%
• 3/20 correct identified at 15%
• 16/20 total number correct for total of 80%

This put the reader at an inst4uctional level (14-17) (70-85%)

Assignment#2 

Use p.107, QRI6, page 93, examiner’s word list to calculate Mary’s level in word identification.

Decision examiner made: Since Mary was reading at instructional level in Level 2 Word List (with 17 words correct, on the borderline of instructional and frustration), so she was given Level 3 Word List (see QRI5, p102, QRI6, page 88, subject word list and p.107, QRI6, page 93, examiner’s word list to read further to make sure Level 2 is the right passage to begin the assessment (http://www.youtube.com/watch?v=TED2ZGSD0S8).

 Result: The reader answered only

• 3/20 correct automatic at 15%
•  1/20 xorrect identified at 5%
•  4/20 total number correct for total 20%

This put the reader at a frustration level (below 14) (below 70%) and examination was immediately stopped.

Assignment#3 

Use p.107, QRI6, page 93, examiner’s word list to calculate Mary’s level in word identification.

Decision examiner made: Since examiner sensed that Mary started to struggle and was reading at frustration level in Level 3 Word List, the examiner immediately stopped and decided to begin comprehensive assessment with Level 2 (2^nd grade) passage.

Result: 

The student only knew one of the concept questions and received a 3/12 at 25% which categorizes as unfamiliar with the concept.

Assignment#4 

Use examiner’s scoring sheet(pp.223-225)to calculate the scores and to determine Mary’s strengths and needs(I will share with you the examiner’s results and analysis next week,week 6)

Result:

• Total Accuracy: 11 miscues
• Total Acceptability: 3 miscues
•  According to my results, Mary was at the instructional stage in total accuracy and independent stage for total acceptability.

Mary read at 46 WPM and 44 WCPM

Conclusion:  

Mary was able to retell the story quite well. She left out some major details when retelling the story but remembered intricate details about alikes and differences. Her WPM and WCPM were very close in range identifying that she was reading with good accuracy. The fact that Mary did get lost often and lost her place in the story or number word she was on shows that she is definitely still in the instructional stage and is not reading at an independent level.