Order Description
(Keep in mind that the highlighted bold letter subsections in this handout should serve as the subheadings in your own final report. Do use a cover page for the report.)
Demographics: Pseudonym of Child
Her/His Grade when tested
Her/His Age when tested
Date of testing
Examiner
Sufficient Background Information:
• Describe the comments of the teacher(s) or parents about the reading abilities of the child. You should also include information from an Interest/attitudinal surveys to comment on student’s reading interest.
• Describe the rapport with the examiner during the process of testing. For example, how comfortable the child appears to be during testing, and how the testing process is affected by the relationship.
• Describe the environ of the assessments and duration/frequency of assessments
Tests to choose from: (description) [the following are some examples but you should certainly not limit yourself to these, nor include all of them. Choose or use only what you believe to be relevant to the child you are assessing and working with.]
• Interviews for interests or use an interest inventory (for students as well as care-givers) [you may also describe this only in the previous subsection]
• Print concepts (book handling, basic print knowledge such as punctuation knowledge)
• Letter knowledge (any informal reading inventory if an alphabetic inventory is included)
• Story concepts (picture stories, texts in informal reading inventory such as in QRI)
• Phoneme skills (Rhyming, initial sound and ending sound recognition and manipulation, Blending, segmentation such as Yopp-Singer, others)
• Phonics skills (Stahl’s informal inventory, letter-sound knowledge, Names test, etc)
• Spelling development (Sentence dictation tests; Spelling inventories, teacher-developed or commercially prepared, free writing samples)
• Sight words (any appropriate inventory on grade levels, Dolch list)
• Word recognition (in and out of context, such as found in any informal reading inventory, or through context-based running records)
• Vocabulary knowledge (such as CORE Vocabulary Screening)
• Oral reading: fluency (informal reading inventory such as QRI)
• Comprehension(s) (informal reading inventory such as QRI)
• Listening abilities (informal reading inventory such as QRI)
• Writing development (directed writing and free writing, spelling and text-oriented assessments)
• Language development (such as Peabody Picture Vocabulary Test)
Summary
• Follow the tests one by one in making the summary and explicitly state whether student’s scores are in terms of assessment rubrics (such as average, exceeding expectations). You should provide summative data for each of the corresponding assessment. For example, for Yopp-Singer assessment and letter name recognition, you will clearly state (a hypothetic kindergarten reader’s score in this example):
• Yopp-Singer Segmentation: 20/22 exceed expectation
• Letter name recognition: 50/52 meet expectation
Interpretations and Recommendations
This part has two sections. In the first section, you will provide summative interpretation of what all the assessments put together mean for a child in his/her developmental stages. This section essence is described in the first bullet point in the following list. The second section would include a tailored program for the child based on the summative interpretations you have made about the strengths and weaknesses of the child. The second, third, and fourth bullet points in the following list are for the second section.
• You will provide an item by item analysis and interpretation of the assessment and then put all together for a summative interpretation
• Design a program that follows closely what you think are the strengths and weaknesses of the child based on the data. Justifications will be needed for the general framework of the intervention program (state why this is needed). Make sure that the justifications should not merely be your gut feeling. They should also be tied in to theories that support the use of literacy interventions or solutions to corresponding issues that you have diagnosed through assessments.
• In the program, be sure to state explicit objectives. For example, instead of saying that you need to improve student’s phonemic awareness, state clearly what types of phoneme activities.
• Plan a week’s worth of lesson planning: five-day reading lessons (about 45 minutes a day) for implementing what you recommend. You can follow a Guided Reading Lesson Plan principles and format (as attached at the end).
• Video-tape at least one working session with students either on the assessment or on intervention
Guided Reading lesson Principles
Introduction
Support for successful reading of the text
Activate prior knowledge and give background information
Discuss text features particular to genre
Review vocabulary or difficult words
Make predictions
Introduce strategy or skill focus
Guiding student reading
Students red text individually (whisper or silent)
Provide task/guidelines to support lesson focus (Post-Its, notebook)
Spot-check and coach–group
Post reading
Check for comprehension, summarize text
Revisit strategy focus/skill
Address new skill for future use
Extend student thinking
Which Day’s Lesson Plan for _____________________________
(Name of student)
ELA Standards Addressed:
Main Objectives:
Focus Planned Activity Assessment
Fluent Reading: Student reads or rereads text (book, poem, play, etc.) at his/her independent reading level.
Supported/Guided Reading: Introduce and help your student read and think his/her way through an instructional level text. Give as much support as needed to encourage strategic reading. Include pre-, during, and post reading activities.
Explicit Word Study: Focus on phonics, spelling, word structure, and vocabulary through Word Sorts, Making Words, Guess the Covered Word, Using Words You Know, and materials that contain studied features. Use assessment of oral reading and spelling to choose your focus for letter-sound associations, phonograms, key word patterns.
Writing: Decide with your student to use dialogue journals, graphic organizers, text frames, literature response, projects, text innovations, language experience approach, or a combination. Encourage risk-taking, but make sure the student uses what he/she knows about spelling. Teach writing conventions as well as idea development.
Read-aloud a Challenging Book. Read to or with the student a short story, poem, joke, book chapter, magazine article, etc. of the student’s interest.
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