Ashley Holloman Assessment Project October 17, 2012

Observations: Location: Butler Avenue School Date: October 10, 2012 Time: 8:00 Grade: 3rd Age of students: 8 Information about Students: The class I was observing in divided into three groups during reading time. They all were reading and doing work on the same passage but each group was doing a different activity. Each day they did a different activity on the same passage each week. One of the first groups I looked at where reading a passage in their workbook. I observed the students looking back through the passage to answer questions. I found it very interesting that if the student did not understand a word then they could use their dictionary for further information. I saw each student use their dictionary while reading, answering questions and at other times throughout the day. After reading the passage there was several questions that had to be answered at the end. Their focus last week was on main idea, supporting details, and vocabulary words. Each question focused on these three descriptions of the story. Another group I observed was three girls, taking turns reading the pages of the story. The small group of girls seemed to work well together. After reading a page they would stop and discuss the picture or what they just read. This was not mandatory but it gave them time to converse the story and be able to understand it better. For example, Mary, asked what does huddle mean? The other two girls gave their personal examples and thoughts of their definition of huddle. I also noticed that most of the students would follow the story with their finger. They would help them keep track of the words and sentences. These three students were able to understand their story by asking questions and taking turns reading. The last of the three groups were in a guided reading group with the teacher. Mrs. Wells guided the small group of four students while reading the same passage the other two groups were reading. Similar to the other group of girls, each person took turns reading one page. When the student had a question they would pause and ask about what they were reading. These students in the guided reading group are not considered high level readers. At the end of the

passage Mrs. Wells would ask questions about the main idea, supporting details, and vocabulary words in the story. This guided reading group helped these readers grasp a better understanding of the story so they could stay on the same page as the rest of the class. One example of a question in their workbook would ask the student to find the definition of each underlined word then find a synonym of the underlined word. After these groups were finished Mrs. Wells called another group of ten students to read another passage on the same topic. Again each student took turns reading a different page. All the students stayed focused while reading. Most of the time when a student stumbled on a word they were able to correct themselves without the help of the teacher. After reading the story Mrs. Wells would ask about the main idea, supporting details, and vocabulary words. All the students returned to their desk to continue working on the question about what they had read earlier. Reflection: I was not able to see two individual students reading but watching each group of readers was beneficial as well. I was able to see them answer questions in response to their reading individually and see how they worked well with others while reading. I thought I was able to gather a good amount of information about my observations. The students were open to me being there and watching them read. Some things I learned from my observation were how to keep each student occupied and focused. By letting each group work on a different passage of the same topic they do not get bored doing a repetitive lesson each day. I also learned that as a teacher this is a good time to spend with the lower level students. While other students are working the teacher could be working closely with students that need just a little bit extra help with understand the stories. I also learned that it is best to do this first thing in the morning. The student knew their routine and their minds were sharp and ready to learn first thing when class started. My mom tells me all the time, sometimes its better to sit back and listen. Well in this case it was entertaining to sit back and watch the students in their natural habitat. I impressed with their drive and thrill of reading. Mrs. Wells has a reputation of keeping her students in order and it showed while I was in her class. Observing my students will be important when I become a teacher. It will show me that the students are able to do work on their own and how they act while doing it. Interest Inventory Interview Location: Butler Avenue School Date: October 10, 2012 Time: 9:30 Grade: 3rd Age: 8

Student 1: Sarah

Student 2: Jane

1. How do you feel about reading? Be honest! Explain why you feel that way. Good, I like to learn I like it! I like to pick what kind of books I like to read. 2. What are some of the things you like about reading? Animals, interesting stuff, books about dogs, and books about Dora the Explorer Tree House Books 3. What are some things you dont like about reading? SpongeBob and Diego Taking AR Test 4. Do your friends think you are a good reader? Maybe, they just read together Yes, good at it 5. Do you think you are a good reader? Yes Yes, because I am at a high level, 3.0-4.0 6. How much time do you spend reading? Do you read every day? I read two books a day, both at home and school. At home I read by myself. A long time, by myself 7. What are some of the things you have read lately? Junie B. Jones, Pirates, books about numbers, and non-fiction books Big Nate, Magic Tree House 8. What king of things do you like to read?

Non-fiction Big Nate, Magic Tree House, Diary of a Wimpy Kid 9. What is/are your absolute favorite books? Junie B. Jones Diary of a Wimpy Kid 10. What is something you would like to get better at when it comes to your reading? She said she would like to get better at reading non-fiction Taking AR test 11. Do you ever get books from the school library? Yes, and take the home to read Yes at school, sometimes at the Clinton library How often do you have to go to the library at school? What is it like when you are there? Do you like to go there? Why? I go to the library every other day. I turn the old books in then pick out new ones that I like. I check them out and read them at home or sometimes in the library. I also get to pick out what books are on my level I go to the library once a week, and get two books at the time. I choose chapter books, and which ones look interesting. 12. About how many books do you have? Borrows books from her friends or cousins Maybe 20 13. What are some book you would like to have? If you were at a bookstore and could pick out any book, which book or type of book would you pick out? Chapter books, they remind her of non-fiction books, the library Big Nate 14. Do you like to read the newspaper?

Yes, she reads the obituaries with her grandma and whatever else her grandma likes to read No not the newspaper, fashion magazines 15. Do you read on the computer? What kinds of things do you like to read on the computer? I read on the IPAD in the classroom, I play games on the computer, and watch movies and read books on the computer. No, just take AR test and do learning games 16. Do people who live with you like to read? Tell me about that. Yes, my grandma and cousins. My mom does not like to read. My mom reads the newspaper 17. What are your favorite TV shows? Full House, The Parkers, the news, American Dad, and Family Guy Full House, Shake It Up and Austin & Ally 18. Circle the genres/ types/topics of reading material you like or might be interested in. Games, art, science fiction, plays, history, poetry, drama, singers, non-fiction, internet, how-to-do-it books, travel, supernatural stories Mysteries, art, folktales, non-fiction, adventure, book in a series, how-to-do-it books. Reflection: I enjoyed talking with two of the students and getting to know more about their reading. At first they seemed a little shy and unsure of how to answer the questions. The students that I met with have different reading levels. Sarah is at a low level and Jane is at the higher reading level 3.0 to 4.0. Each student had different responses to the questions. I did find it interesting that if the student, Jane, is on a higher level then she thought she read good. But, Sarah, on the lower level was unsure if she read well. The students at this age are able to translate their levels into good or bad reading skills. Some things that I learned from the inventory are that it is important to ask the students these questions. Not only does it help the reader herself remember what she likes about reading but it helps the teacher as well. I also learned that it is important to know your students and connect on other levels with them. One thing I will try to do next time is get more details about reading from the students. These girls were able to answer the questions but I would have

liked more from them. But after conducting the inventory I had a better understanding of what they enjoyed reading and this helped me choose the reading passage for the QRI-5. QRI-5 Students First Name: Sarah Recorders Name: Ashley Holloman Date of Assessment: October 12, 2012 Grade/ Age: 3rd, 8

Reflection: Overall, I feel that I understood how to grade everything. I looked back in the book for examples and in the links you posted online. The student was fine with reading the story and I chose a story I thought was close to non-fiction, which she expressed that she like in her interest inventory. I know the instructional level and the passage level I picked do not exactly match but I dont think she would have been able to comprehend a level three passage. The numbers gathered from the retelling and questions indicate that it was her instructional level. Maybe she was better at reading the vocabulary words in the words list which made her seem to have a higher instructional level. I feel like I was prepared for the QRI-5 and administered it well. I do regret not letting Sarah look back into the story, she would have probably been able to answers some of the explicit and implicit question better.

Overall Comments and Reflection: This assessment project has given me really good practice and experience on how a teacher assesses students. It is definitely a lot of work and as stated in another document it would be extremely time consuming assessing all students with the QRI-5. I like how the QRI-5 broke down each level and found out their true level of reading. This is my second QRI-5 that I have administered and at first I was nervous for both of them but I had my papers and notes prepared and they went very smoothly. I dont think this type of assessment would be as practical with younger students. I think third grade is a good grade to start at because students are realizing they need high level in order to read longer and better books. The power point presentation in the readings for module two was the most helpful document to me. I read through each slide and made sure I understood each step of the assessment. As I noted in our discussion you have to be prepared to administer this properly and after reading the power point and refreshing my memory on QRI-5 I felt ready. It was helpful that I was placed with a practicum teacher that was open to the things I had to complete. Before the placement I always thought I wanted to teach first grade but I enjoyed the intermediate grades a lot. I felt more connected to the students and the information they were learning. The QRI-5, interest inventory and observation have been a great learning experience and very pleasant for me. I look forward to the guided reading project and read aloud that we will have to complete coming up.