Assignment 1:
Mary's first language is Spanish and she's in the third grade, however, we are not sure of her reading level so we start with 1st grade words as a reference tool for her progress. After reading the word list, we learn that Mary was able to identify 18 words out of 20 and identified 2 words. This level of reading falls under the independent level.
Assignment 2:
Mary is moved to the 2nd grade word list and she is able to identify 17 words out of 20, which is known as instructional but borderline frustration. In order to determine if she is on level, we must then present her with level 3 words to confirm her understanding.
Assignment 3:
After Mary is given level 3 words, the instructor notices Mary is struggling with the words and will be tested at frustration level. After being tested with 3 different levels, we know that Mary is slightly below her learning level. The next step will be to provide the student with a level 2 passage to get a better understanding of her comprehension levels.
Assignment 4:
During Mary's reading, she stumbles only a few words (8 words in total) which will be deemed instructional, there are some words that she struggled with but took her time and was able to identify. Some of the words Mary struggled with included flippers, tails and through. In addition to struggling over some of the words, Mary had difficulty retelling the story, she was able to provide some key facts, but there were many details that were left out that Mart was not able to identify. Based on the chart, Mary was able to recall 13 ideas from the story, and approximately 49 words per minute, when calculated, that estimates to about 44 CWPM.
Mary's first language is Spanish and she's in the third grade, however, we are not sure of her reading level so we start with 1st grade words as a reference tool for her progress. After reading the word list, we learn that Mary was able to identify 18 words out of 20 and identified 2 words. This level of reading falls under the independent level.
Assignment 2:
Mary is moved to the 2nd grade word list and she is able to identify 17 words out of 20, which is known as instructional but borderline frustration. In order to determine if she is on level, we must then present her with level 3 words to confirm her understanding.
Assignment 3:
After Mary is given level 3 words, the instructor notices Mary is struggling with the words and will be tested at frustration level. After being tested with 3 different levels, we know that Mary is slightly below her learning level. The next step will be to provide the student with a level 2 passage to get a better understanding of her comprehension levels.
Assignment 4:
During Mary's reading, she stumbles only a few words (8 words in total) which will be deemed instructional, there are some words that she struggled with but took her time and was able to identify. Some of the words Mary struggled with included flippers, tails and through. In addition to struggling over some of the words, Mary had difficulty retelling the story, she was able to provide some key facts, but there were many details that were left out that Mart was not able to identify. Based on the chart, Mary was able to recall 13 ideas from the story, and approximately 49 words per minute, when calculated, that estimates to about 44 CWPM.
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