Electronic Portfolio

Lindsay Shelton
LLED 6020
Spring 2016

All About Kaylen

Kaylen is a six year old little girl who is
currently finishing her Kindergarten year.
I selected Kaylen for tutoring because along
with my co-teachers and her parents we felt
as if she would benefit from a little bit of
extra one on one support.
Kaylen is an enthusiastic, loving, caring,
confident child and it has been an absolute
joy to work with her.

Assessments Given (more

specific information to follow)
Incomplete Sentences Inventory
Elementary Reading Attitude Survey
Qualitative Reading Inventory-5 (QRI-5)
Word List
Reading Passage

Running Record
Fry Word List
Informal Phonics Inventory
Informal Decoding Inventory
Five Point Fluency Scale
Checklist for Evaluating Retelling

Incomplete Sentences
Inventory
The incomplete sentences inventory is made up of sixteen questions
designed to get to know a student better. It helps you to get a feel for
the student as a person and how the student feels about reading.
I learned a few different things about Kaylen through this inventory--I
enjoyed the incomplete interest inventory because it taught me about
not only Kaylen's interests at school but also her interests as a person. I
learned that she is interested in art and in Shopkins/animals. I learned
that she enjoys looking at the pictures in the story, yet finds reading the
words to be difficult.
These were all good things to learn about Kaylen because I used the
information to inform our different tutoring sessions. I knew to make
things interesting and keep Kaylen in engaged so as to maintain her
focus and keep things enjoyable. I was able to incorporate her interests
into our lessons as well.

Incomplete Sentences
Inventory

Incomplete Sentences
Inventory

Elementary Reading Attitude

Survey
I chose to administer the elementary reading attitude
survey to Kaylen because it served as a wonderful tool to
help me get to know about Kaylens attitude toward reading
both inside and outside of school.
The survey showed me that reading is definitely a struggle
for Kaylen. She does not seem to have a strong passion for
reading, which I believe has to do with the fact that she
finds it to be a struggle. This information helped me when
planning our tutoring sessions because I know that I need to
find games and stories to make reading exciting. I want to
expose her to a variety of books to try to ignite her love for
reading.

Qualitative Reading
Inventory-5
The Qualitative Reading Inventory-5 (also known as
the QRI-5) is a reliable informal assessment instrument
used to asses childrens reading abilities. It can be
used for emergent readers through advanced readers.
I tested Kaylen on the following components of the
QRI:

Word Lists
Oral Expository
Narrative Passages
Comprehension Questions

Qualitative Reading
Inventory-5
The Qualitative Reading Inventory-5 is
typically used to provide information in the
following areas:
To identify a students instructional level
To determine areas of reading in which the
student is having difficulty
To document growth based on a type of
instructional program or intervention
(Leslie and Caldwell, 2011, p.22).

Qualitative Reading
Inventory-5
The QRI has a variety of different reading levels since
it ranges from emergent to advanced readers. The
levels range from Pre-Primer 1 through high school.
It determines whether the child is on an independent,
instructional, or frustration level for each passage.
Independent: A student can read a passage without
assistance.
Instructional: A student can read a passage but with
assistance from the teacher.
Frustration: A student is unable to read the passage.

Qualitative Reading
Inventory-5
I began by administering the word lists to Kaylen. The word
lists are lists of different words that the child has to read. The
results are then used to help determine which reading
passage the child should be administered first.
The word list assessment was useful because it gave me a
starting place with Kaylen. I was also able to see proof of her
growth throughout our time together.

The results from my initial testing showed that Kaylen is a

pre-primer one instructional/independent levelshe is right
on the cusp.
The results from the final testing showed that Kaylen is on the
pre-primer 2 instructional level.

Qualitative Reading Inventory-5

(initial word list)

Qualitative Reading Inventory-5

(final word list)

Qualitative Reading
Inventory-5
After learning that Kaylen was initially on the
Pre-Primer 1 level, I decided to administer
the reading passage for this level. I wanted
to check on her fluency and comprehension
as well as her ability to read the different
words included in the passage.
She finished on the Pre Primer 2/3 level.
I have only included the results from the
narrative results.

Qualitative Reading Inventory-5

(initial)

Qualitative Reading Inventory-5

(initial)

Qualitative Reading Inventory-5

(final)

Qualitative Reading Inventory-5

(final)

Qualitative Reading
Inventory-5
Kaylen has shown steady progress
throughout our sessions together. She has
improved her level on both her word lists
assessment and also the reading passages
assessment.
She continues to work on her fluency skills
this is one of my main goals for her moving
forward.

Running Record
I administered a running record on Kaylen
from the Fountas and Pinnell assessment
system. She was (and is) currently on a level
B. While she did not move up in a level
during our time together she did improve
greatly on many of the different foundational
skills such as fluency and comprehension.

Running Record

Running Record

Running Record

Running Record

Fry Word List

The Fry Word list contains the most common
words used for reading and writing. These
sight words are important for students to
recognize immediately in order to build their
reading fluency. Our expectations for
students at the end of Kindergarten is that
they are able to recognize the first fifty sight
words from the Fry Word List.

Fry Word List

* made an extreme amount of progress in
learning her sight words throughout the year.
At the beginning of the year she recognized
a total of 4 out of the 50 sight words. When I
tested her at the end of the year she
recognized 35 of the 50 sight words.

Fry Word List

Informal Phonics Inventory

The informal phonics inventory is an informal
assessment that can be used to evaluate
students phonics skills (knowing the letters and
the sounds the letters make). In this case I used it
to assess Kaylens knowledge of letter/sound
awareness. Kaylens results show that she needs
review--after completing the first part of this
inventory I realized that we needed to continue to
work on vowels and vowel sounds. This remained
our focus for the majority of our time together.

Informal Phonics Inventory

Informal Phonics Inventory

Informal Decoding Inventory

The informal decoding inventory assesses
skills to decode both single syllable and
multisyllabic words. The subtests contain
both real and nonsense words. I began with
the CVC words because Kaylen is an early
reader. We stopped after these wordsshe
got 12 out of 18 words correct. She mixed up
many of her e and I vowel sounds.

Informal Decoding Inventory

Five Point Fluency Scale

The five point fluency scale for oral reading can be
used to asses a childs fluency over time. The
scale ranges from a score of 1-5.
I have put Kaylen as a level 2 on the fluency scale.
She has shown some awareness of punctuation and
adds some expression to her reading but has a slow
rate and definitely hesitates throughout her reading.
Using this scale to assess Kaylen reminded me that
working on her fluency is one of my overall goals for
her moving forward.

Checklist for Evaluating

Retelling
The checklist for evaluating retelling is used as another
means for assessing a students comprehension.
I based this assessment off of the story The Country Bunny
and the Little Gold Shoes by Du Bose Heyward.
The results of this assessment showed me that Kaylen needs
aid when retelling stories. Without being prompted she was
able to provide a general gist of the story but was not able to
include events in a proper sequence. She did not use many
words or phrases from the text. However, with a little bit of
help from me she was able to recall all of the events in
sequence (and provide detail as well). Moving forward I would
like for her to begin to work on making inferences.

Checklist for Evaluating

Retelling

Summary/Reflection of
Assessments
Based on the cumulative results of the
assessments, I was able to determine both
Kaylens strengths and the areas in which
she needs growth. Kaylen has grown
throughout our time together. She has vastly
improved her sight word knowledge. She
improved in her comprehension as well. My
goals for Kaylen would include continuing to
work on her fluency in reading and also
continuing to differentiate between her
vowel sounds within CVC words.

Tutoring Support
I focused on several main components
during our different sessions together. I
would say that the four main things that we
focused on are:

Sight Word Recognition

Differentiating vowel sounds within CVC words
Comprehension
Fluency (tied in with all of the other three
areas that we specifically focused on)

Sight Word Recognition

One of the things that we focused on in the beginning
is how to improve Kaylens sight word knowledge. I
thought that by increasing her sight word vocabulary
it would help improve her fluency in reading. The main
strategy that I found to be helpful is repetition.
Repeatedly going over the sight words in a variety of
ways was beneficial for Kaylen.
I used many different instructional materials so as to
switch things up. We played sight word hopscotch, sight
word Bingo, and (Kaylens favoritesight word ZAP!
Which is shown on the following slide).

Sight Word Recognition

Sight Word Recognition

CVC Words
I found out early on in our time together that Kaylen does
best when we play games and do movement activities. Her
engagement is vastly improved. We played many different
games to help work on decoding CVC words. I found that it
was helpful to incorporate different CVC words/word families
in order to really help Kaylen begin to differentiate her
sounds.
Some examples of the instructional materials that I found is a
Popcorn CVC game that used a variety of different vowel sounds
and word families (picture on the following page). We also played
CVC word bingo and used different educational websites to find
games to help in this area (such as PBS kids Chicken Stacker).

CVC Words

CVC Words

Comprehension
One of my goals from the beginning of our tutoring
sessions was for Kaylen to improve her comprehension
during reading. I think that she has definitely met this goal.
Her comprehension skills have grown immensely.
We have worked on comprehension in a variety of different
ways. One of that ways that we worked on comprehension
was by using the different resources from the Reading A-Z
website.
This website contains a variety of levelled books that are
accompanied by different comprehension sheets. These sheets
encouraged Kaylen to look more closely at details, to
acknowledge the main events, etc.

Comprehension
Another way that Kaylen and I worked on her
comprehension skills was through her
response to reading. Kaylen is very
passionate about artwork. I found that by
having Kaylen draw her response to reading
she was very engaged and her
comprehension skills really showed through.

Comprehension

Fluency
Each of the different areas listed above was practiced
in order to help Kaylens overall fluency skills. She has
improved greatly in this area. By increasing her sight
word knowledge and practicing her CVC words she has
been able to improve her fluency when reading.
We have, however, done several activities to directly
focus on fluency. Kaylens favorite activity that we did
together was the Readers Theatre. Reading A-Z has
many wonderful Readers Theatre for young readers.
Kaylen loves to perform so she was extremely engaged
during the Readers Theatre activities.

Conclusion
Kaylen has made excellent improvement throughout
this semester. She has dramatically increased her sight
word knowledge, improved her automatic recognition
of CVC words, and strengthened her comprehension
skills as well.
Overall, I am most excited that Kaylen has deepened
her love for reading. She now gets excited to read with
me. I find her reading in her spare time in the
classroom. I think that this newfound love for reading
will help to improve her reading skills across the board.

Recommendations
I have several future recommendations for
Kaylen:
Work one on one with someone biweekly for
extra support
Continue to work on her fluency skills
Continue to practice differentiating between
vowel sounds within CVC words

Work one on one with someone biweekly for extra support

I think that Kaylen benefits from one on one

work. It helps to hold her attention and
increases her engagement. I recommend
that she works with someone throughout the
summer and into the next school year in
order to get the additional practice that
seems to benefit her so well.

Continue to work on her fluency skills

While Kaylen has dramatically improved her

fluency skills, I think that this is an area in
which she still needs to practice. I think that
repetition will be beneficial. I think that
working on having sentences flow smoothly
and paying special attention to punctuation
would be helpful for Kaylen as well.

Continue to practice differentiating between vowel sounds within CVC

words

Kaylen still tends to get confused with her I

and e sounds between CVC words. I think
that this is something that will need
continued practice in the future. I would
encourage using a variety of games to help
Kaylen stay engaged and work on these
sounds.

THANK YOU!
I just want to say thank you for the
wonderful time that I have spent with
Kaylen! I have learned so much from her.
She is a delightful young girl and has a very
bright future ahead of her.

References
Caldwell, J. S., & Leslie, L. (2012). Intervention strategies to follow
informal
reading inventory assessment: So what do I do now? (3rd ed). New
York: Pearson.
Leslie, L., & Caldwell, J. (2011). Qualitative reading inventory-5. New
York:
Allyn & Bacon.
McKenna, M. C., & Stahl, K. A. (2009). Assessment for reading
instruction (2nd
ed). New York: Guilford.