Name: Jason Grade: First Teacher: Karry Paulson Interests: Football, Eating Pizza, Cars, The Book Go Dog Go!, Playing

Introduction:
Name: Jason
Grade: First
Teacher: Karry Paulson
Interests: Football, eating pizza, cars, the book Go Dog Go!, playing
with his brother who is in second grade, playing games such as Go Fish
Other: Jason is African American. He turned 7 years old over the
semester. He says that he enjoys reading, but that it can be hard at
times. He is a sweet boy who appears excited to see his reading tutor.
He lives with his mother, brother, and grandmother. He says that he is
a good reader sometimes.
Assessments:
o Week 2: formal pre-assessment: Literacy Interview for Young
Children
Purpose: To assess learner attitudes about reading. To
assess learners interests. To get a sense of what the
learner needs help with.

Results: Drew a smiley face about reading and said that
he is a good reader sometimes. Said that some things
that are hard about reading are hard words. (When
prompted, what are hard words, he said, long words).
Drew the cover of Go Dogs Go! By Doctor Seuss.

o Week 3: running Records D & E
Purpose: Assess learners reading level.
Results: 16% error rate on level D, 23% error rate on
level E
o Week 4: running records B & C and blending rime and onset
Purpose: Assess learners reading level because the
levels from the week before were too difficult.

Results: 30% error rate level B, 1% error rate level C
[this was a strange result, so I decided to re-test the
next week to confirm]
Purpose: Assess learners ability to blend rime and onset

Results: The learner was able to blend the rime and
onset easily with two letter onsets. Three letter onsets
blended with some prompting.

o Week 6: Running record B & C and Rasinkski Rubric for
Fluency
Purpose: Confirm learners reading level
Results: 10% error rate level C, 6% error rate level B
Purpose: Assess learners reading fluency
Results: score 10. Student is making progress in fluency.
Needs to work on consistent expression, volume, and
pacing.
o Week 7: Informal pre-assessment of writing
Purpose: Assess learners writing abilities and
knowledge of complete sentences.

Results: Student wrote a sentence using a subject,
predicate, capital, and period.

o Week 8: Informal assessment of critical literacy
Purpose: Assess learners understanding of crucial
literacy themes in the book One. Could the learner
identify the bully and the character that stopped the
bully? Could the learner relate the theme of the book to
his life?
Results: The learner was able to identify the bully, who
stopped the bully, and how the bully was stopped. The
learner was able to relate the theme of bullying from
the book to his own life and experiences seeing bullying
at school. The learner expressed that if he saw someone
being bullied, he would tell the bully to stop.
Running Records:
Level:
16% error
23% error
Date
Given:
10/13/15
rate
10/21/15
30% error
1% error
11/10/15
rate
6% error
rate
10% error
rate
rate
rate
Strengths & Needs:

Strengths:
Summarizing
Using visual aids
Self-correction
Writing complete sentences
Expression
Needs:
Blending multisyllabic words
H digraph words (H brothers)
Pacing
Reading with confidence
Reading at the first grade
benchmark
Instruction:
In order to address Jasons need in the area of blending, I had
him practice using a game called Magic Spoons (Week 4). In this
game he would pick a spoon with a letter on it and place it before a
combination of letters, then he would blend the letters together in a
spoken work, real or unreal.
In order to practice h digraph words, Jason and I played several
games. One game that we played had four cups with the names of the
h brothers written on them. I would say a word that started with one of
the h brothers and then he had to throw a Ping Pong ball into the cup
with the proper h brother on
it.
We also played h digraph Go

Fish with playing cards that
had h brother words written
on
them. This was his favorite

game that we played and he
asked to play again and
again! We also created h
digraph spiders: I wrote h digraphs on the bodies of spiders and Jason

wrote words with that h digraph on the legs of the spiders.
Recommendations:
I would recommend that Jason continue working on h digraphs:
phonemic awareness of them, the phonics of them, and reading them.
He responds well to games, so I would include games that practice
these things. He also needs continued practice with sounding out
words and blending together the onset and rime of words. Finally,
Jason mentioned to me several times that words were too hard to
read or spell. His confidence needs to be built up to the point where he
has the confidence to try to do these things. I would do this through a
gradual release method.

Name: Jason Grade: First Teacher: Karry Paulson Interests: Football, Eating Pizza, Cars, The Book Go Dog Go!, Playing

Uploaded by

Copyright:

Available Formats

Name: Jason Grade: First Teacher: Karry Paulson Interests: Football, Eating Pizza, Cars, The Book Go Dog Go!, Playing

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Name: Jason Grade: First Teacher: Karry Paulson Interests: Football, Eating Pizza, Cars, The Book Go Dog Go!, Playing

Uploaded by

Copyright:

Available Formats

Introduction:

learner needs help with.

Drew the cover of Go Dogs Go! By Doctor Seuss.

levels from the week before were too difficult.

Purpose: Assess learners ability to blend rime and onset

blended with some prompting.

knowledge of complete sentences.

predicate, capital, and period.

Strengths & Needs:

We also played h digraph Go

them. This was his favorite

digraph spiders: I wrote h digraphs on the bodies of spiders and Jason

You might also like