Education assignment 5

Student Name and Grade Level: Emma, 3rd Grade

Goal for the Session: To assess Emma’s ability to recognize and read Grade 3 sight words fluently and accurately.

Assessment Administered: Sight Words Test: Basic Sight Words (Test 2b) Ekwall/Shanker Reading Inventory, 7th edition (Shanker & Cockrum, 2019)

Assessment Results:

· Emma correctly identified and read 28 out of 36 sight words, achieving a 78% accuracy rate.

Observations: Summary of Data Analysis: Emma was able to recognize common sight words but struggled with less frequently used words such as “through” and “laugh.” She hesitated on words with irregular spelling patterns and needed extra time to process them. Her reading pace slowed noticeably with these more complex words. However, Emma was confident with simpler, more familiar words and maintained a positive attitude throughout the test.

What CAN the Student Do, Based on This Session's Data Findings?

· Emma can recognize and fluently read most of the frequently encountered sight words for her grade level.

· She can read simpler sight words with ease and confidence.

What Does the Student NEED in Order to Be ON or ABOVE Grade Level?

· Emma needs focused practice on sight words with irregular spelling and silent letters.

· Repetitive reading exercises, using flashcards or word games, will help improve her recognition speed and accuracy for more challenging words.

Reference

Shanker, J. L., & Cockrum, W. A. (2019). Ekwall/Shanker reading inventory (7th ed.). Pearson.

Student Name and Grade Level: Emma, 3rd Grade

Goal for the Session: To assess Emma’s ability to apply phonics skills, particularly initial consonant sounds.

Assessment Administered: Phonics Test: Initial Consonants (Test 3b) Ekwall/Shanker Reading Inventory, 7th edition (Shanker & Cockrum, 2019)

Assessment Results:

· Emma correctly identified 7 out of 10 initial consonant sounds, resulting in a 70% accuracy rate.

Observations: Summary of Data Analysis: Emma was able to recognize common initial consonants such as "b" in "ball" and "m" in "moon," but struggled with less familiar consonants like "ph" in "phone" and "th" in "think." She tended to guess at the sounds of more difficult words, indicating a need for further instruction. Her overall engagement was good, though she became frustrated with more challenging sounds.

What CAN the Student Do, Based on This Session's Data Findings?

· Emma is proficient in identifying common initial consonants in simpler words.

· She can confidently apply his phonics skills with words she frequently encounters.

What Does the Student NEED in Order to Be ON or ABOVE Grade Level?

· Emma requires additional practice with less common initial consonants and blends, such as "ph" and "th."

· Engaging phonics games and activities focusing on these difficult sounds could help reinforce her understanding and improve her performance.

Reference

Shanker, J. L., & Cockrum, W. A. (2019). Ekwall/Shanker reading inventory (7th ed.). Pearson.

Student Name and Grade Level: Emma, 3rd Grade

Goal for the Session: To assess Emma’s ability to use structural analysis skills, focusing on compound words.

Assessment Administered: Structural Analysis Test: Compound Words (Test 5f) Ekwall/Shanker Reading Inventory, 7th edition (Shanker & Cockrum, 2019)

Assessment Results:

· Emma correctly identified and pronounced 6 out of 8 compound words, resulting in a 75% accuracy rate.

Observations: Summary of Data Analysis: Emma demonstrated a good understanding of common compound words like "basketball" and "sunflower." However, she struggled with less familiar or more complex compound words, such as "lighthouse" and "butterfly." Emma could recognize the individual parts of the words but had difficulty blending them into a single word, especially with longer compounds. She remained engaged during the assessment and showed interest in learning the meanings of unfamiliar words.

What CAN the Student Do, Based on This Session's Data Findings?

· Emma is proficient at recognizing and pronouncing familiar compound words.

· She can identify the two individual parts of compound words with ease.

What Does the Student NEED in Order to Be ON or ABOVE Grade Level?

· Emma needs more practice with blending and pronouncing complex compound words.

· Using visual aids or word-building activities that break down compound words can help improve her comprehension and pronunciation of longer words.

Reference

Shanker, J. L., & Cockrum, W. A. (2019). Ekwall/Shanker reading inventory (7th ed.). Pearson.

Assessment Administered:

· Test 6: Knowledge of Contractions

· Ekwall/Shanker Reading Inventory, 7th edition (Shanker & Cockrum, 2019)

Assessment Results:

· Emma correctly pronounced 41 out of 47 contractions, achieving an 87% accuracy rate in pronunciation.

· Emma correctly identified the two words that make up the contraction for 38 out of 47 contractions, achieving an 81% accuracy rate in identifying the base words.

Observations: Summary of Data Analysis:

Generally, Emma was confident in pronouncing most of the contractions, especially the common ones she read frequently. She was less successful with less common contractions such as "there'll" and "anybody'd." While she did a good job of pronouncing common contractions, she sometimes forgot the two words involved, especially if the contraction included an auxiliary verb like "had" or "would." Even when the test taker had some problems with pronunciation, she was alert during the test and tried each contraction presented with much eagerness.

What CAN the Student Do, Based on This Session's Data Findings?

· Emma can articulate most common contractions smoothly and correctly, especially those that she sees often in everyday reading.

· She knows what common contractions mean, such as "can't" as "cannot," and "I'll" as "I will.".

What Does the Student NEED in Order to Be ON or ABOVE Grade Level?

· Emma needs focused practice with contractions developed from less common or irregular word combinations: "there'll" or "anybody'd".

· Flashcards of contractions, matching games of contraction words, and repeated readings in a more engaging manner may help solidify the two words that make up a contraction, increasing her accuracy.

Reference

Shanker, J. L., & Cockrum, W. A. (2019). Ekwall/Shanker reading inventory (7th ed.). Pearson.

Student name and grade level: Emma, 3rd grade

Goals for the session: To gain insights into the student's interests, preferences, and engagement opportunities by completing a student interest survey.

Assessment(s) administered – (Name and bibliographic Information) and Assessment Results

Lynn scored 26/27 on level on the lowest level. However, she did well on the high level. She scored 80/80. She took her time. She read fluently and she stopped at the period with confidence.

C. Knowledge of Contractions

Lynn scored 94/94. She scored 47/47 on the pronounced words and 47/47 on the known words. She did well and read with excitement.

D. Check of Context Clues Use

Lynn scored 2/5. She was unable to provide more than one meaning of the word.

E. Graded Word List (GWL) or San Diego Quick Assessment

Independent Reading Level Grade _ 4__

Instructional Reading Level Grade _ 5_

Frustration Reading Level Grade _ 8

Then, copy and paste your six (6) assessment forms from Assignment 2. If you use any other assessments such as DIEBELS or school administered assessments, list them here, too.

Part Three: Implications and Recommendations for Instruction

Based on your analysis of the completed assessment data. (Part Two), summarize all findings including the student’s reading levels, (decoding and comprehension, three levels each- frustration; independent; instructional), writing competencies and behaviors, spelling stage/level, and specific recommendations for instruction. Match the student’s instructional levels and interests with classroom materials, appropriate texts, and cultural and linguistic background to assessment results). I suggest making at least five (5) recommendations of classroom materials. Suggest several recommendations for intervention strategies.

Part Four: Share Results with an Audience

IF YOU PARTICIPATE IN THE AVATAR PRESENTATION, YOU WILL NOT NEED TO COMPLETE PART FOUR.

Discuss how you shared the results and recommendations with a team consisting of the student’s classroom teacher, parents or guardian (if available), and any others who work with the student. You might also share with your grade-level chair or department head /assistant principal. Did they have comments or suggestions for you?

Be sure to submit a cover sheet; be sure to cite all tests in APA bibliographic format;

Proof read your paper for simple typos and errors .

Good luck. I am here to assist you in any way.

DR. P