Personal Information:

Student: Alex Pepin

Grade: 5th
Age: 10 years, 8 months Evaluator: Mary Anderson
School: Newman Elementary Dates of Evaluation: April 8, 2016
Word List Level: Instructional 4th April 18,
2016
Instructional Narrative Reading Level: 4th grade
Instructional Expository Reading Level: 4th grade

I. Interview/Informal conversations and Interest Inventory:

Alex is currently a fifth grade student who has received reading intervention
and support since second grade. Her intervention support has been through
Read180 at the school she attends. She has a love for reading, is energetic
about reading, and thoroughly enjoys working one on one.

Through our card game and book tasting, Alex and I became comfortable and
familiar with each other. The goal was to find some background knowledge
on Alex. Through the games and activities, it became apparent that Alex loves
school, likes singing and dancing, and is a confident learner in school. Alex
and I played the card game together. I created a card game with academic
and non-academic questions. There were open-ended and blank cards in the
game. Alex and I took cards, spread them on the table, and randomly flipped
over the cards. We created a respectful environment, by allowing her or I to
skip cards if we wanted to! The assessment information that was gathered
here was to see what types of things Alex likes to do, likes to read about, and
all together to get to know what Alexs background knowledge is. Based on
what I found out from the card game, I was able to find out that Alex likes to
read non-fiction, and really does enjoy reading.

The other activity that we completed was the book inventory assessment.
Together, Alex and I went through a variety of book titles. She sorted the
books into piles of either books she wanted to read, or books she would not
read. Through discussion, Alex mentioned that she does not have books at
her home to read. Her home environment has played a role in Alexs learning
attitude.

II. Word Lists

3rd Grade: 16/20 or 80% (75% automatic)
Four errors that were made all involved digraphs and vowel doubles.
For example, she did not follow vowel rules and patterns.
4th Grade: 15/20 or 75% (60% automatic) Instructional Level
4 out of 5 errors were made with decoding in the medial position of
the word. She self corrected one time where she decoded over and
over, allowing herself to segment correctly.
 5th Grade: 6/20 or 30% (30% automatic) Frustration Level
Many decoding errors were with decoding errors and long and short
vowel sounds. She was frustrated and simply replied, dont know to
3 of the words.
III. Oral Narrative and Expository Passages
A. Passage Starting Level: Three--Narrative
B. Quantitative Information:
Independent Level: Three- Narrative
o Accuracy-97%
o Comprehension- 100%
o Reading Rate: 79 cwpm

Independent Level: Four- Narrative

o Accuracy-93%
o Comprehension-75% without look-backs, 100% with look
backs
o Reading Rate: 70 cwpm

Instructional Level: Four- Expository

o Accuracy: 91%
o Comprehension: 75% without look-backs, 100% with look
backs
o Reading Rate:67 cwpm

Frustration Level: Six. She read this passage very slowly and became
easily frustrated. Instead of stopping testing, we continued to read
this passage together.
IV. Comprehension of narrative and expository passages
Independent Level without look-backs: 4th grade
Independent Level with look-backs: 5th gradehighest complete
assessment
Instructional Level without look-backs: 4th grade
Instructional Level with look-backs: 4th grade
Frustration Level with look-backs: 5th grade
Frustration Level with look-backs: 5th grade
V. Fluency:
a. My students reading rate ranged from 67-79 correct words per
minute (cwpm). Her recommended range is 62-118. She is placed in
the moderately low range of reading rate. Alex reads with a range of
fast and slow reading. Her fluency of cwpm was similar in her
independent level and instructional level. I did not notice a huge
difference in this.
VI. Other pertinent information
Alex is very eager to work with me in a small group setting. She is very
excited to work on reading, but gets distracted easily. She gives up easily and
 wants to be engaging in more social activities. Keeping her on task will be a
challenge.
VII. Summary
Independent: Level 4 narrative and expository
Instructional: Level 5 narrative and expository
Frustration: Level 6 narrative and expository
VIII. Instructional Recommendations
i. Areas of strength
1. Alex is very strong in her comprehension skills. Her
ability to read for detail is excellent. She continually
scored between 87% and 100% on her QRI passages.
With look backs, looking and paying attention to detail,
she consistently scored 100% on her comprehension
questions. She was consistently strong with her ability
to make inferences and discuss the story using the main
idea and problem/solutions. Overall, when reading at
her independent level (level 3), Alex was a strong
reader; she was able to discuss and engage in reading
and after reading activities with confidence.
ii. Areas of weakness
1. Alexs confidence is lacking. She often stops, looks for
affirmation and then continues to read. She thrives off
of positive praise, but needs constant reassurance. Her
fluency, phonics, and vocabulary are all areas that she
could benefit work on. They are detailed bellow.

A. Fluency
a. Working to increase Alexs fluency is one of the major areas that I
want to see her grow in. We will accomplish this by doing a few
activities. Assisted reading where Alex and myself read orally
together is one way that we will work on improving her fluency. It
will be important to link all of the work to have meaning for Alex.
Choosing words that are meaningful to her, and being able to
discuss the words and her fluency will be crucial. Doing the
assisted reading will allow her to hear specific pace, accurate and
appropriate punctuation, rate, and expression. We will read her
book that she has for homework in this manner. Another fluency
activity that we will do is echo reading. Because Alex lacks
confidence, I will have her chose a book that is at her independent
reading level. This should help her become more confident and
feel successful at reading.

B. Phonics
a. Alex needs direct phonics instructions reviewing and applying
rules to reading. Working on onset and rhymes, as well as vowel
 rules and exceptions. During her QRI assessment, she continually
confused short and long vowel sounds. Alex also struggled with
miscues that changed the meaning of her reading. If she continues
to make enough meaning changing miscues, she will start to have
comprehension problems. She does not use her context clues to
check to see if it makes sense. Most of the time, Alex used the
beginning letter to base her miscue off of. She is focusing on initial
letters and needs practice on spelling patterns and vowel pairs to
help her problem solve when reading. We will work on decoding
and spelling problems for a part of our time together. We will
work on reading by analogy. Together we will make anchor charts
and develop word families that have similarities.
C. Vocabulary
a. Alexs vocabulary base is limited. She needs to understand that her
concept knowledge is connected to the learning. She needs work
to build a broader knowledge base. Because of Alexs limited books
and resources. This can be accomplished by doing a multitude of
things. For science and social studies topics, using the Internet,
movies, videos and visual methods can help expose and enhance
learning for Alex. Before deciding which concepts are critical for
understanding, prior knowledge must be assessed with Alex. This
can be done in a variety of ways.