I have finished doing an informal reading inventory and I have determined the student I am working with has:
Word I.D. - first grade
Listening Comp. - primer
Silent Reading Comp. - preprimer
For my goal, I want to increase each of these areas by at least one level for the year. My question is: What should my objectives be?
Any ideas would be helpful.
Thanks,
Lee
5 comments:
I love how this informal assesment helps to guide instruction. Because of the IRI it is obvious that this kiddo's main problem is print processing. Karen mentioned how there is a Level 2 component to this. You need to figure out what part of print processing is the problem (inner speech, eye movements, projecting prosody, print-to-meaning links, and integration of everything!) This is where you can look at fluency. As Dave says, just make sure the student doesn't know you are timing the reading.Otherwise, the student may think that the goal is to read faster. Look at the kind of mistakes the child is making while reading. (Is the mistake due to lack of a print to meaning link, trouble with decoding, etc. Does the child self-correct any errors?) You also would want to see if putting more space between words or sentences helps. Is the kiddo pointing to each word as he/she reads?
One thing that "hit me over the head" the first year of camp, was the importance of easy text. This kiddo needs tons of easy text at the pre-primer level. He/she also needs repeated readings of the same text. I have found the following site to have easy text for Readers'Theater. That would be a great way for working on repeated readings, inner speech (having to follow along with the other parts in the play), and prosody. http://www.readerstheatre.ecsd.net/collection.htm
Here are a couple of objectives I have used for print processing.
When reading orally at the pre-primer level, the student will accurately read 97% of the words, as measured by staff data.
When reading a variety of texts at the pre-primer level (Readers'Theater, narrative, non-fiction) with at least 97% accuracy, as measured by staff data.
Happy Thanksgiving!
Barb
Thank you Barb. You are a wealth of invaluable knowledge. Thank you, Lee
Lee, I know you also asked about objectives for language comprehension and word id. Two summers ago Karen asked me for examples of objectives I use. She made some modifications to them and added additional ones. Here are some of them.
Given 10 vocabulary words from an ability-appropriate passage, NAME will sort the words into 2 given categories, with 80% accuracy and provide one reason for the categorization, as measured by staff data.
Given an ability-level passage, Name will will relate three or more newly acquired pieces of information to past understandings, on two or more occasions, as measured by staff data.
Given a ability-level narrative passage, NAME will listen to or read the passage and summarize it orally, including information from the beginning, middle, and end, for 4 0f 5 opportunities, as measured by staff data.
Given 5 or more events from an ability-level passage, NAME will sequence the events in the correct order, with 80% accuracy, as measured by staff data.
Given an ability-level narrative passage, NAME will make a prediction, read or listen to the passage and then sequence the events in the correct order,with80% accuracy, as measured by staff data.
Word ID
Given daily opportunities to participate in Word Wall instruction, NAME will independently use the Word Wall as a support in reading and writing at least 3 times a day, as measured by staff data.
Given 3 ability-level passages, NAME will successfully decode 97% of the single syllable words that contain high utility onsets and rimes, as measured by staff data.
Thank you again Barb. I will take a look at the student fluency on Monday. I think his main problem is lack of exposure to texts at his level. I think it is a print-to-meaning problem. He is beginning to decode words and self-correct. I think he really needs repetition with variety. He also needs background knowledge and life experiences.
Lee
I have determined that my student's fluency level is:
1st grade level - 98 wrc/m
2nd grade level - 86 wrc/m
3rd grade level - 32 wrc/m
I did a miscue analysis and it appears the student is looking at the first letter of unfamiliar words and substituting a word he does know. I am fairly convinced the students difficulty is print to meaning. He just doesn't have the experiences and background knowledge to understand and recognize words.
Post a Comment