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Tory Stout

 
 
499 words correct. Level 5- comprehension: frustration
Words Read Correct Score Kyle is an 8-year-old who is in 3rd grade. He has no disabilities; this is why the plan is being
and Reading Level
written based on his frustration passage. This assessment was given on November 13, 2016.
 
 
 
Fluency and Prosody Strengths
Analysis: strengths and -   Intonation is intact, uses expression when reading.
difficulties -   Some rough words that he worked hard to decode, interrupted the fluency but he was able to get back on
track (ex African Americans)
•   Repetitions -   Self-corrected use of commas after “poem”
•   Hesitations -   Self-corrected when omitted words “and”
•   self-corrections
•   intonation/phrasing  
and flow (word by Difficulties
word, choppy) -   Will read over a sentence slowly, decoding every word, then repeat the sentence more fluently.
-   In some sentences, ignored punctuation. Especially commas. (“who,” “attention,” “again,”)
provide examples directly
from the reading to support
your analysis

Decoding Analysis: strengths Strengths


and difficulties -   Ability to decode by segmenting and blending is very strong (inspiration, foundation, maximum,
List: scribbling, encourage, biographies)
•   Words the student was -   Word knowledge is extensive, a lot of words are sight words to him (something, thoughts, would, could,
able to read famous)
•   Words they had -   Only had 7 words he didn’t know how to pronounce, in a passage 2 levels above where he should be.
difficulty with Difficulties
•   Substitutions and - Occasional omissions. The sentence was “They gave her a lot of love and attention” and he read it as “They gave
omission (were the a lot of love and attention” The omission didn’t affect the meaning of the sentence.
substitutions were - Substituted “had” for “has”
graphophonically  
similar or not etc.)
Tory Stout
 

Comprehension Analysis:
strengths and difficulties Throughout the whole of the QRI, Kyle told me, “I’m not good at remembering things.” Throughout all levels this
•   What types of was evident, as ideas recalled was under 15 in all levels. When asked to recall ideas, he was unable to remember
questions was the many details. But with the explicit and implicit questions he did a little better.
student able to answer
•   What did they have Names like Paul Laurence Dunbar, Mary McLeod Bethune, and other authors, I think messed Kyle up a bit
trouble with? because he was so focused on getting those names correct, and not attaching why their names were mentioned in
•   What are some the text.
answers that were
particularly insightful Was able to recall 4 out of 32 ideas, and the ideas he did recall were 2 “goals” and 2 “events”. The describing
(either because they details are being passed by.
were very astute or
they were totally 3 of his answers to explicit and implicit questions were “I don’t know” or “I don’t remember”
incorrect)?
•   Draw parallels One question asked “How do we know that Patricia was determined to be an author” and he asked me what
between the students’ determined meant. I found this to a be surprising, since he was able to decode harder words. This made me think,
ability to read the that even with more difficult sight words, he may be able to decode them, but it doesn’t necessarily mean he
passage and their knows what the definition is.
ability to answer the
comprehension Kyle is reading fluently with little errors, but he isn’t attaching meaning to what he is reading.
questions.
provide examples directly I could tell that Kyle was not interested in reading about Patricia McKissack at all, especially because he didn’t
from the reading to support know who she was to begin with. Biographies hold no interest to Kyle.
your analysis
Was unable to activate any prior knowledge because this topic was so isolated.
 
 
 
Measurable goal(s) for area(s)  
of need Kyle will be able to answer comprehension questions about a given passage with 80% accuracy.

Kyle will be able to recall 75% of the ideas on a given passage with 80% accuracy.  
 
 
 
 
Tory Stout
 
 
 
 
Remediation Plan Ideas and  
Strategies for Not needed.
Fluency/Prosody  
 
 
 
 
Remediation Plan Ideas and  
Strategies for Decoding  
 
Not needed.
 
 
 
Remediation Plan Ideas and  
Strategies for Comprehension -   Make sure that with every passage, to activate prior knowledge to assist in the comprehension process
-   Graphic organizers to organize ideas and details in the passage.
-   Split a text into chunks and summarize each chunk after reading it.
-   Strategies to help ideas stay in his head for example drawing important details to summarize what he has
read.
-   Teach Kyle that there is a purpose for everything that we read, and that before we start reading, we need to
determine WHY we are reading.
-   Take notes on important details that occur while reading the passage.
-   Teach guided reading (predicting, clarifying, questioning, summarizing).
-   Use post it notes to mark important details in a passage.
 
 

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