Student This student is very happy-go-lucky.

Nothing seems to faze her and she has a genuine love for life. She enjoys reading about animals the most. Her reading level is around a 2.8 and should be around a 4.7. She has a high skill level when it comes to comprehension despite occasional miscues. When this student miscues, she typically replaces it with a word that makes no sense in context but does not interfere with comprehension. Some miscues will have a few letters in common with the word in the text. She struggles with non-fictional texts but does well with fictional texts. In addition to working with this student on word accuracy, I would also like to focus on inferences and reflections. Assessments MLPP Rhyming When tested on her ability to rhyme, this student passed with ease. She was able to rhyme all words given. The only error that occurred was that she did not spell Lee correctly but it still rhymed with the word be.

Developmental Reading Assessment (DRA) Fiction 30, Page 1 Busy Helpers o After reading Busy Helpers, this student read at an intervention level with 61 words per minute but at an independent level for number of miscues. A couple of miscues did interfere with the meaning and did not make much sense. For example, she said I wont forget the main thing when the text said I wont forget my things Other miscues were visually similar, such as her saying listened when the word was listening. However, some miscues were only visually similar in the beginning, such as her saying store instead of story. When she self-corrected, she did so by re-reading the word or sentence. She was able to complete the text features without a problem and with accuracy. She just didnt provide three details for each character. Prediction was logical and plausible. The summary was also accurate; she used her own language, uses characters names and uses details from the text. She struggled a bit with an accurate interpretation and reflection. Her literal comprehension was very good. Non-Fiction 28, Page 4 Animals Can Help (Only a summary component for comprehension) o After reading Animals Can Help, this student read at an independent level with 90 words per minute. She had a total of one miscue that was not selfcorrected. These miscues were visually similar to the text on the page and interfered very little with meaning. When the student self-corrected, she did so by re-reading the sentence or word. The summary was self written and was not 100% accurate but did demonstrate an understanding of the text. She did not provide many details and used some language from the test,

such as blind and deaf. She did well at putting the summary into her own words Non-Fiction 28 Page 1 From Peanuts to Peanut Butter o After reading From Peanuts to Peanut Butter, this student read at an advanced level for words per minute but at an independent level for number of miscues. She had a total of 13 miscues with 4 of them being selfcorrected. These miscues were both visually similar and not visually similar. There were also some insertions. At times, these miscues interfered with meaning. When the student self-corrected, she did so by re-reading the sentence or word and sometimes she used letter-sound clusters. She needs a little help on heeding punctuation and reads with great expression. She struggled with non-fiction text features and with providing details in her summary. The summary was farfetched and did not have much to do with the actual text. I found this interesting because in the non-fiction text, Animals Can Help, she didnt seem to struggle as much with providing a focused summary. We stopped filling out the comprehension worksheet after the summary section due to a struggle in giving a complete and accurate summary. She did really well predicting what the text would be about.

Developmental Reading Assessment (DRA) Benchmark Testing Fiction Level 30, Passage 2 The New Pet o After reading The New Pet, this student read at an instructional level for both words per minute and number of miscues. She read 74 words per minute with a total of 11 miscues not self-corrected. However, she scored a total score of 7 out of 8 in the second section, monitor comprehension. She scored a total of 12 out of 12 in the third section, in-depth progress monitoring. Receiving these types of scores puts her at the advanced level for comprehension at a Level 30.

Next Steps This student rarely seems to struggle with comprehension despite any miscues. Miscues are her biggest obstacle. Sometimes it seems as if she only reads the first few letters of the word and then tries to guess the rest of the word without looking at the rest of the letters. Other times, she just seems to replace a word or words with completely different words. She also will, occasionally, insert a word that is not in the text. She seems to have more exposure to fictional texts than non-fictional texts and therefore, does better with fictional texts. She also struggles with pulling the out the important details and events from a text. Therefore, with all of that being said, I would, first and foremost, like to work with her on miscues and give her strategies to use in order to be more successful. I would also like to expose her to more non-fictional texts, so that she gains more experience with these types of texts. Lastly, I would like

to give her some strategies to use to help her sort out what is important to pull out from the text and what is not.