Martinez, 1

Amanda
6 years old
1st grade
Female
Reading Level: Independent (D)

Introduction

Amanda is quiet and reserved. She can very shy, which affects how she approaches

assessments. In the classroom setting, she listens and follows directions. Her teacher was happy

to have me work with Amanda because she knows she reads and works well. During my

observation of her during the Read to Others center, I noticed that there are some books that she

is comfortable with. She read them fluently and quickly, so it might be that she was exposed to

them in the previous grade or could master the vocabulary quickly.

The classroom itself is literacy ready. The alphabet is hung up twice around the

classroom, but it is not at eye level. Phoneme charts are also hung up and those are below the

board where the students can see them. There is also Word Family center where the pocket chart

is used to create words. I have observed students in this center and seem to enjoy. They look at is

as a race to see who can create the most words.

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Assessment results

CAB/CPC

Amanda is a great reader, but she demonstrated some difficulties when it came to

concepts about books. For the title of the book, she pointed to the author and when asked about

the title page, she pointed to the cover. Under conventions of print, she noted that we begin to

read at the cover of the book. The directionality, return sweep, and recognizing where the book

tells the story were all correctly identified. In concepts about words and letters, Amanda only

made one error that relates to the beginning of text. She referred to the cover when asked about

the beginning and first word. Under the concepts about punctuation, she correctly identified a

period, but did not know its use.

PAT 2

Amanda demonstrated strong phonological awareness. With distinguishing spoken

words, she independently marked tallies for the words she heard. She only incorrectly marked

today as two separate words. Amanda understands and can easily produce rhyme. We went

through that section quickly and she even contributed her own examples. She understands

syllables and easily constructs words from the given syllables. For the deconstructing of

syllables, she used the tallies to mark the syllables and knew some by ear. Amanda demonstrates

a strong knowledge in identifying initial sounds and understanding phonemes. She only

misidentified actor. Only two errors were made with counting phonemes. An extra phoneme was

counted for seven and yes. She could switch phonemes to make new words, but two of the five

words were nonsense words.

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Sight Words

Amanda read the first column of the first 100 words without an issue. Some of them had

come up in the books she read when I observed her. In the second column, she stopped at the

word words. Judging by her facial expressions, I asked if she wanted to try or skip it. She chose

to skip it. In the third column, she had more difficulties. Amanda was not able to identify use, an,

each, their, about, and these. Even though I had the rest of the words covered up, I could tell she

was nervous. Her eyebrows were crinkled into a worried look. I did not want to pressure her into

continuing if she did not feel confident enough with moving on, so I asked her. After so, she did

not want to move on.

Running Record

Amanda did a great reading If You Give a Moose a Muffin. She is at an independent

reading level with 95-100% reading accuracy. When I asked her teacher the level of book I

should have her read, she let me know that Amanda was between D and E levels. The book I

selected is level 2.3. It was not too easy nor too challenging.

Amandas reading was word by word and there was no stopping at periods. She made

three insertions and two substitutions. When she came to the word theyre, she read it as they

are, disregarding the contraction. For feels, she inserted felt and for puts, she left out the s and

only read put. The substitutions were difficult to classify. For borrow and notice, she

phonetically read them but did not read the actual word. I noticed she was slowly sounding out

borrow, so I attempted to repeat the word, but she continued to read the rest of the text. For

notice, she also sounded it out and continued reading before I could assist her.
 Martinez, 4

Writing Samples

All the writing samples are from the first couple weeks of school. They demonstrate that

Amandas writing is fully developed. In kindergarten, she must have done a lot of writing of

letters and full sentences. Amanda writes using conventional spelling and her actual writing

resembles that of adult writing. Her spelling is in the Transitional Spelling stage. She

successfully spelled most of the words. There is some spacing between the words, like in pati

ent. She also wrote chef the way it sounds, shef. This goes back to the running record where she

phonetically sounded out words.

Strengths and Learning Areas

Amanda demonstrated to be a phonologically aware. She can recognize individual words

in a sentence. Her rhyming abilities are also well developed. Even though she said two nonsense

words, Amanda understands what a rhyme entails. She can also distinguish among the number

syllables as well as constructing them into words. Her understanding of phonemes is also well

developed.

I suggest Amada starts reading level E books that are slightly challenging than her

reading level. It can be that she has some memorized already, making them easier to read. She

did well during her reading, but her fluency can be improved if she is challenged. While she was

reading on the carpet, she used more inflection and did not sound as verbatim. Amanda also

should have more practice with sight words. I think she might have gotten nervous because the

words she missed were no more than five letters long. She had correctly identified the previous

words, so I can only assume she must have gotten nervous. Reading books that she is not used to

can also expose her to the sight words she missed. Finally, more reading can help practice
 Martinez, 5

pausing after a period. With the books she was reading on the carpet, she knew when to pause. It

can be that the smaller print may seem too difficult.