Professional Documents
Culture Documents
National University
Tasha Taylor
Background Information:
Pressley is an eight year old third grader who enjoys playing and twirling baton. Her favorite
subject is math, but enjoys writing and would like to spend more time reading.
Assessments Used:
Completion Statements for an Interest Inventory (text p. 552): many interests in playing, sports,
writing, math, and interested in spending more time reading.
The San Diego Quick Reading Assessment : Grade 1:Instructional level, Grade 2: Frustration,
Grade 3: frustration
Strengths:
Phonemic Awareness: Syllables, rhymes, initial sounds, middle sounds, and ending sounds.
Writing and Math: The student likes to write and can write in complete sentences. She also has
a strong interest in math, which could be integrated later into some lessons.
Reading Interest: The student may not like to read and spell but she shows interest in wanting
to spend more time reading and learning about it.
Areas of Need:
Reflection:
During the assessments I felt that the administering part was fine, however the professor
stated it should take anywhere from 10 to 15 minutes and mine ran at about 20 minutes which
was 5 minutes over the time frame. That had me thinking that perhaps I was administering
them too slow or explaining too much. At the same time though, it also depends on the student
being assessed and this particular student was a little more thoughtful about the process and
took her time, which I liked because it showed how seriously she was taking it. I think my
explanation of what was happening was the most effective part but what was most difficult was
the analysis as she was taking the test. This student self corrected many times throughout and
so I needed to write the initial statement of what she said and also the restatement or correction
which I wasn’t sure would throw her off seeing me write so much for one part and only a little
Within correcting the assessment, I needed to look up exactly how to grade certain
assessments like the phonemic awareness assessment and the Words Their Way Primary
Assessment. Next time I think it might be better already knowing exactly the breakdown of
points to each assessment so it is more clear to me and in return more clear to the scholar that
the assessment is being administered to. The only other specification would be for me to have
everything laid out in front of me even if I did not think I would need it, because it is difficult to
be trying to find things when the recording is going and the scholar is waiting for you to do or
instruct them in the next assessment. For the most part I had everything laid out and in order, but
I did have my stopwatch at first across the table and spent a couple seconds leaning over trying
to find it.
References:
Sousa, David A. 2014. How the Brain Learns to Read 2nd Edition. Thousand Oaks, California:
CORWIN.
Thara, et al. “Story Maps: Classroom Strategy.” Reading Rockets, 13 Sept. 2019,
www.readingrockets.org/strategies/story_maps.