Introduction:

Name: Deonte
Grade: 1
st
Grade
Teacher: Mrs. Jager
Personal Interests: He likes to race, likes cars, superman, skate boarding, Craigs Cruisers, likes
playing video games
Other Information: He told me once that his mom reads to him at night sometimes.
Assessments:
Assessments given: Literacy Interview, Running Record X3, Writing about book, Working with
Words (Wordo), Comprehension strategy at the end of Running Record, did a little bit of
Elkonian Boxes, Inferring
Describe assessments:
o Literacy Interview- This we did on the first day of meeting out students. This allowed us
to figure out the level our student was kind of at because it allows us to see their writing
ability in a quick sense as well as their reading ability by reading the questions.
o Running Record: I did this activity with him three times, and the point of this assessment
was to actually figure out the reading level of Deonte.
o Writing about a book: This assessment was an informal one. After a couple of the books
that we read, whether I read them or he did, I had him write and draw a picture about
what would have happened in the book next. This gets him to write and think about
thinking about what could have happened next.
o Working with Words (Wordo): This assessment was in the form of a game. This
assessment was to get him to continue working with words and identifying words on the
Fry List.
o Comprehension at the end of Running Record: At the end of the books for the running
records given, I gave him a quick comprehension to see how much of the book he
understood and could remember.
o Elkonian Boxes: To help him better say some words, I created some Elkonian boxes to
help him say the sounds of the words and then combine the sounds to make the word.
o Inferring: This allowed him to learn a new strategy to help him figure out what some
different words mean and to help him better understand the context of the book.
Results of assessments:
o Literacy Interview: I got him to fill out the sheet with a little assistance, and I was able to
take what he filled out and use it for my information about what books to bring for him
to read.
o I had him read 9 different books. The first 6 had both words and pictures, but he would
read the pictures instead of the words and he would get everything wrong. The last 3
books, I gave him just the words to read and he did much better without the
distractions of the pictures. I never got an accurate level him because he struggled so
much even on the easiest level I gave him, but he could comprehend it so I guessed he
was a Level B.
o Book Title o Level
o What is in the Box? o E
o Friends in the Stars o F
o Maria Joins the Team o G
o Lucy Did it o C
o The Wheel o D
o A Week with Grandpa o E
o The Big Game o B
o I can Help o C
o Frog is Hungry o D
o Writing about a Book: This informal assessment was given after we finished reading a
book. This allowed him to write something or draw a picture about what he thought
would have happened if the book continued.
o Working with Words: this assessment was a game. This game helped him identify words
on the word wall. I had him read me the words and then we would fill out our words
boards. This helped me understand some of what could have kept going if I had more
time with him.
o Comprehension at the end of Running Record: this allowed me to assess where his
comprehension level is at. His comprehension was pretty good because he could tell me
what happened; he just couldnt read the material very well. He might have been
thinking back to the pictures in the running record, but it seemed like his
comprehension level was pretty good.
o Elkonian Boxes: This really wasnt as assessment; I just used these as a way to get him
to better say some words. Some of the words that he would struggle with, I used these
because he tried sounding out each individual letter and that did not help him get the
word correct. Once I set up Elkonian Boxes, he was better able to see the sounds of the
word and get closer to the word.
o Inferring: This was my comprehension strategy that I was teaching him. I read a book
called Baloney and this book uses all kinds of different words for objects. I had him then
write down the weird words and what he thought they meant. We then read the book
back, using what he thought the words meant to see if they made sense. He did a good
job with this, but he didnt really understand what he was doing until I read the story
back with him.
Strengths and Needs:
Strengths-
1. He has a great imagination that lets him think about what might happen next in the book. He
always has such great ideas of what to do and how to do things.
2. His participation. He has a great sense of participation whether I want him to read, or get up
and run and act out different things that happen in the book. His participation is what made it
fun to work with him.
3. Attitude-his attitude whenever I came was always a good one. He always was in a good mood
and because of this attitude he was willing to participate. With a good attitude he was prepared
and brought a book with him for us to read through a few times. We did read that book or part
of the book until we ran out of time, but his attitude for reading and writing was a good one.
Weakness-
1. Being able to identify sight words. Some of the words that were on a Word Wall, he had a hard
time reading them. Those words are ones that I would think he should be able to know if there
is a word wall in the room, I would figure he would be able to read them.
2. Fluency-he would have a hard time staying consistent with his fluency. When he struggled with
his fluency, he wouldnt be able to remember the story and would focus more on decoding the
words rather than how the sentence flows.
3. He would always get distracted whenever someone would walk past. It would then take a few
minutes to get him back on track, but it would be difficult to get him back on track. The only
time I got him to maintain his concentration was when we were playing Wordo.
Instruction
To help Deonte do better with identifying sight words, we played a game of Wordo. It is basically bingo,
but with words. See the artifact with his board. Those are the words that we chose together, and I had
him read me every word that we drew. We played the game three times and by the end of the third
time, he was able to read and identify them easily.
Whenever Deonte got distracted, I tried to bring him back to what we were doing. Sometimes I had to
say his name and remind him what we were doing. For one of the activities that we did, I had Deonte
read me a nonfiction book about how animals move (see book). We read it once as a cold read, and
then we worked on what some of the words meant. The book said some animals slithered, ran, hopped,
jump and kick at the end of the book. In order for him to understand the words better, we got up and
actually acted out the actions that they said. This really helped because he was involved in what we
were doing and when people walked by he didnt even bother to look at them. Another activity we did
is I downloaded an app on my ipad, and sometimes at the end of the session I would let him play this
game on it that had Deonte spell the word correctly by placing the letters. Then there was a sentence
and he had place the words in the correct order, and I then had him listen to the sentence that they
said, and then he had to read it. It worked to keep his attention on the activity at hand.
Recommendations:
1. If I could continue working with Deonte, I would keep having him read. If I could include
nonfiction books that would be helpful, because he seemed to understand those stories better
than a fiction one. With him continuing to read, if someone would read to him on a consistent
basis I think he would be able to read better and comprehend more.
2. If I could keep working with Deonte, I would focus more time on sight words and identifying
those words faster. He still gets caught up on those words, and if he could read those easier, I
think his fluency would be able to improve and he could decode those harder words.
3. If I could keep working with Deonte, I would continue decoding those harder words to try and
improve his vocabulary. For him to be able to continue working on sight words, but also to
introduce some other words to him, I think would be a very good idea.
4. If I had more time with Deonte, I would spend more time teaching him different comprehension
strategies because we had to do a running record three times and that took time away from
being able to do anything else. Being able to teach him some other comprehension strategies
for him to remember and understand what he is reading would be more helpful.
5. If I could keep working with Deonte, I think the biggest thing I could have done, is to spend more
time with him. If I could see what kind of student he was in other subject matters just to get a
better understanding of the student he was. Whoever teaches him next should spend time with
him one and one to try and build that relationship, but also to be able to better teach him.
6.