Anna Wilson 1

COMPREHENSION
STRENGTHS: With scaffolding, I. does well with comprehending text, especially orally. The 3rd
grade level seems a little bit too difficult for her (she stops to incorrectly and slowly decode words multiple
times in each line of text), but the 2nd grade level seems much more appropriate. She can recall some events
from the story, but she can summarize the passage well. I. makes connections to the text, especially with
prompting, and slows her pace down to attempt to pronounce words. She follows with her finger at times, and
she scores higher with oral reading comprehension than with silent.
Silent reading comprehension strengths are that she follows along with her finger at times to keep her
place. She can recall some information and explain what is happening in the story.
Her listening comprehension skills are very good. She is able to identify details easier and is much
more pleasant since she didn’t struggle through decoding words. She enjoys listening to the stories, looking at
pictures, and can analyze the story afterwards. She seems to focus more when a text is being read to her.
Oral Skills
- Retell parts of the story/passage
- Recall parts of the story/passage
- Identify some characters
- Answer some who, what, where, when, why, how questions
Silent Skills
- Can retell parts of the story/passage
- Can recall parts of the story/passage
Listening Skills
- Analyze the story with scaffolding
- Identify characters
- Identify details
AFI’s: I. need to improve upon her silent reading comprehension, listening comprehension,
independent oral reading comprehension, and the effort she puts forth when reading silently. She struggles to
stay focused and gather key details when asked to read silently by herself. She would benefit from
comprehension strategies (how to identify key details, how to make inferences, how to identify the main idea
of the passage) and being taught what to pay attention to while she silently reads.
Oral Skills
- Retelling the story with accuracy
- Recalling events and character names
- Identifying key details
- Inferring characters’ opinions and feelings both through pictures and through text
- Identifying information in the text to construct literal comprehension questions from the
text
Silent Skills
- Slowing down her reading speed to focus
- Summarizing the story/passage
- Retelling and recalling important events and characters
Listening Skills
- Identifying key characters and events in the story
- Identifying key details from the story

VOCABULARY
STRENGTHS **graph at bottom of this section to show which words she knew in each
category.
WORDS
CONCEPTUAL: When I. has an idea of what a word means, she is able to describe
it conceptually before anything else, both through drawing and explaining what it “feels” like. She enjoys
drawing and definitely becomes more engaged when she is able to draw. Specific words she understood
correctly with confidence included draw, organize, locate, and describe. She scored 14/17 on the conceptual
understanding of the vocabulary terms.
 Anna Wilson 2

Updated after remediation: I. is able to give the conceptual

definition of compare, contrast, identify, describe, and suggest with 100% accuracy. She does so by
completing tasks in which she demonstrates these vocabulary words or through an example she provides. She
does well when she can explain verbally or show her understanding.
CONTEXTUAL: Contextual implementation of vocabulary words is another strong
area of I.’s. Even if she doesn’t fully understand, she is able to at least use it in a sentence, many times having
the word make sense. These sentences are simple, but they make sense. Specific words she used appropriately
in sentences were draw, organize, locate, suggest, and explain. She scored a 11/17 in this section.
Updated after remediation: I. is able to give the contextual
definition of compare, contrast, describe, and suggest with 100% accuracy. She was unable to provide a
sentence for identify that made sense. She does a good job of relating the vocabulary to her life, especially
when suggesting mac ‘n’ cheese and hot dogs for dinner in an example sentence.

DEFINITIONAL: Definitions of vocabulary terms are a growing aspect of I.’s

vocabulary skills. However, when working with antonyms, I. scored 100%. She really understood antonyms,
especially with coordinating pictures. Specific words of strength were draw and organize.
Updated after remediation: I. is able to give the definition of
compare, contrast, and suggest with 100% accuracy. She was unable to give a definition for identify, and she
received half credit for her definition of describe. Identify was a word she scored 100% accuracy on the initial
assessments, so I was correct in surmising that she didn’t fully understand that word, and even with
remediation, it seems she may need more instruction. Definitions for the vocabulary is still an area where I.
could improve.

STRATEGIES: On a few occasions, I. would see how a word made sense with the rest of the
sentence, but she hasn’t shown very explicit signs of trying to use specific strategies to help her determine the
meaning of words. She may sound out words when she felt she needed to.
OTHER: When asked about certain words (especially conceptually) she tries to relate them
to her own life.

AFI’s **graph below to show which words she need help with, indicated with an x beside the
word.
WORDS
CONCEPTUAL: Understanding words conceptually is always an area of
improvement. While she did a good job of relating words to her own life, she still could improve how she
involves the words to prove she actually knows them instead of just inserting them into a random scenario
where it might make sense. Specific words that could use more instruction include compare, contrast,
distinguish, determine, and retell.
After remediation: I. could use more examples of how to use the vocabulary
words conceptually, especially in different types of contexts outside of the school realm.
CONTEXTUAL: Contextually, I. could improve how she uses the words in
sentences. Many times, she didn’t understand the vocabulary words well enough to understand how they were
to be used in text and in relation to what. While her sentences made sense, she could use more details to prove
she knows what the words mean. For example, demonstrate and determine were words she put in the exact
same sentence. She just interchanged the words. While she doesn’t have an understanding of how to prove she
knows the words in sentences, she can get by by using simple sentences and hoping they make sense.
After remediation: Again, I think I. could use more sentences using the word
in different contexts to understand the vast range of the usability of the vocabulary words.
DEFINITIONAL: Definitionally, I. needs explicit instruction to understand what
the given vocabulary words mean. She received a failing score (5/17) Many have similar meanings, are bigger
words than she has been exposed to, and aren’t part of her everyday vocabulary. Because of this, she needs
more exposure to the words and modeling of how to use the words conceptually, contextually, and
definitionally. Specific words she needs instruction with include compare, contrast, and distinguish.
 Anna Wilson 3

After remediation: I. could use more practice with the definitions. She still
doesn’t have a full grasp on the 5 we focused on, and I believe this is the area of vocabulary that bores her the
most which makes it difficult to create the motivation to memorize them.
STRATEGIES: I. has minimal strategies when determining what words mean. She could use
instruction in context clues, root words, and affixes.
OTHER: I. began to write right to left (backwards) while writing a sentence. This is
concerning considering she is in third grade. She has also said “saw” for “was” on a few occasions which
proves that her directionality is something that needs to be worked upon.
Word Definitional Contextual Conceptual
Compare X X x
Compare (after
remediation 100%)
Contrast X X x
Contrast (After
remediation 100%)
Describe
Describe (after
remediation 2.5/3) 1/2
Distinguish X X
Identify
Identify (after
remediation 5/7) X X
Retell X X
Demonstrate X
Determine X x
Draw
Explain X
Locate
Suggest X
Suggest (after
remediation 100%)
Support X
Comprehend X x
Develop X
Organize
Infer x x
X=missed
WORD IDENTIFICATION (with remediation information)
STRENGTHS
STRUCTURAL ANALYSIS: I. commonly sounds out words as she spells and begins to
sound out words and chunk them as she reads. She has an easier time with this at the 2nd grade level. As she
writes, she breaks apart the words as well. She has a solid understanding of onsets and rimes.
CONTEXT CLUES: I. understands when words seem out of place in a text. In her logical
sentences assessment, I. could determine when information didn’t fit in the rest of the sentence. Similarly, in
her word identification assessment, she was able to determine what words made the most sense within a
sentence.
OTHER STRATEGIES: I. questioned different parts of the word identification and how
specific words related to the rest of the sentence. At one point, she questioned how the word “swimming”
affected the phrase “swimming pool” and if the word “swimming” was really needed to explain what a pool
was used for.

AFI’s
 Anna Wilson 4

STRUCTURAL ANALYSIS: While I. sounds out words, she has trouble writing those
sounds down to form actual words. She often omits letters as she sounds out words. She needs to learn how to
chunk and practice decoding words. It slows her fluency, and she becomes more frustrated. I question if this is
because of carelessness or dyslexia. She consistently switches letters and sounds in words when she reads (I
have seen this with u’s and n’s a couple times in her work, such as the word “usually”). She also will write
from right to left and write words backwards (“saw” instead of “was”). She will once in a while read a word
backwards as well. Whether this is a phonics skill she needs more instruction in or dyslexia, she needs more
individualized instruction to help with this deficit.
CONTEXT CLUES: Strategies would be beneficial for I. since she does not have specific
context clue strategies, she implements into her word identification skills. Using inferencing skills and
identifying key details around the word would aid in her word identification skills using context clues.
OTHER STRATEGIES: She often gives up quickly, especially if she’s in a bad mood,
when identifying unknown words.

WRITING (including remediation information)

STRENGTHS
TRAITS OF WRITING:
Ideas She is good at sticking with an idea and going through with it completely. She is getting better at
taking the time to brainstorm and develop and idea.
Organization She understands how to order and organize thoughts. She can choose important thoughts to
include in a writing and omit the unnecessary ones with guidance.
Voice She understands what tone means and how different words relay a different mood.
Word choice She has really improved her word choice by remembering the voice she is choosing the write
with and identifying words in her writing that correlate with the voice and revising others to match the voice
better with scaffolding.
Revision From no revisions to beginning to understand how to revise, I. has grown in this area after
remediation. With help, she can revise her work by adding and omitting information to make her writing more
interesting.
Editing She will still fix her work as she writes, but she is getting more comfortable with rereading her work
(something she hated to do before) and fixing punctuation, capital letters, and spelling errors. With scaffolding,
this is attainable now.

When she is passionate about something, she doesn’t mind writing about it (ex. being angry for having to wear
pants instead of shorts). She sounds out words as she writes and typically stays on topic as she writes. She also
did well with logical sentences in the initial assessments, revising them to make sure parts of the sentence
made sense with the rest of the sentence.

STEPS OF WRITING PROCESS: She seems to understand that she can revise and fix as
she goes along.
OTHER: I. doesn’t hate writing; however, she doesn’t express her love for it either.
AFI’s
TRAITS OF WRITING:
Ideas I. could improve her brainstorming step by listing more ideas and spending time in this step to choose
a solid idea she can supply a lot of information for.
Organization I. could improve this step by learning to organize her thoughts more independently and
understand what the big events of the story are versus the fun small details that she wants to include that don’t
matter as much.
Voice I. could use more practice determining a voice and choosing words to reflect this choice. She needs
scaffolding to practice implementing a tone into her writing.
Word choice Alone, I. chooses basic words. With scaffolding, she could use help expanding her vocabulary
to enable her to use larger and more interesting words.
Revision She has a basic understanding of how to revise but could use more explicit instruction on how to
do this correctly.
 Anna Wilson 5

Editing I. doesn’t fulling understand how to edit, so a lesson with scaffolded instruction and practice would
be beneficial to teach punctuation. Spelling is another he deficit of hers, so instruction in expanding her
spelling abilities would be beneficial.

I. has really improved her writing, especially with scaffolding. Independently, she will probably resort to just
writing without analyzing and thinking about what she will write, but with scaffolding and guided practice, I
think her writing will greatly improve as she implements these traits of writing into her assignments.
STEPS OF THE WRITING PROCESS: With scaffolding, I. is capable of following the
traits of writing and understands the purpose of each step in the writing process. She definitely needs more
instruction and guidance when writing, however.
OTHER: She doesn’t particularly want to spend a lot of time writing and going into detail.
She needs assurance and guidance when adding detail because I don’t think she fully grasps what details
encompass.

METCOGNITION
STRENGTHS
SELF-MONITORING: While working with the cards and anything on the whiteboard, I.
was engaged and monitoring what she said and how she said it. She is a perfectionist, so if her drawing was
not to her standard, she would erase the entire thing and start over. She actively made connections to her own
life and experiences and would ask questions of her own work and of myself.
She has been more reflective during the remediations and has reviewed her work to
revise and fix it before “submitting” it to me (especially with sequencing cards). She is more aware of my
expectations and realizes that she can’t avoid work and must complete it. She sometimes will motivate herself
by saying “After this, we’re done.” so that she can see an end to the work she really doesn’t want to do.
SELF-KNOWLEDGE: I. knows that she reads orally better than she reads silently and that
she needs to use her finger to follow along in a text. She is aware that spelling is not a strength for her (as
shown by the number of times she’s asked me how to spell things so far).
I. is beginning to gain more confidence in her work as she sees that I won’t leave her
to complete it alone. She still knows she needs help, and she knows her spelling needs work. She is also aware
that her chunking and decoding skills are poor.
TASK-MONITORING: Depending on her mood, I. is willing to get started on tasks and
enjoys finishing them, especially when they are hands on and require her to build something (ex. putting
puzzle pieces together).

AFI’s
SELF-MONITORING: I. could use more practice and strategies to help keep her focused.
Often, she would look at what other groups were doing, look around the room, talk about something
completely off-topic (usually something that has upset her), and will groan or refuse to give decent and
appropriate answers to academic questions. I believe this stems from being bored and needing more engaging
activities (which I plan to implement now that we’re past assessments). At the end of each session for the
initial assessments, I have her rate her day using a scale where she fills in bubbles with adjectives to describe
the day thus far (ranging Awful to Amazing). This is an activity I use to see how she feels going into the day,
how she rates her mood after I have spent time with her, and how she regulates her emotions to determine
whether her day will go well or not. This activity allows her to self-monitor her emotions, and since her
negative attitude is something we need to work on, this chart allows her to internally remember that as a goal.
Another strategy I used when she was very moody and didn’t want to work was a timer. I gave her two
minutes to vent to me about why she was upset, be grumpy, and angry. After that two minutes, she was not
allowed to be angry and she had to be pleasant and work diligently. This strategy worked immensely, and she
rated her day as “pretty good” by the end of the session. Once she got out her emotions and knew that she was
heard, she was able to self-regulate and move on. This is something I plan to continue working on as the
semester continues.
 Anna Wilson 6

- I. could use a checklist or another form of self-evaluation for effort put forth and quality
of work. She has definitely improved through remediation, but she could still use that
self-monitoring strategy.
SELF-KNOWLEDGE: I. really doesn’t know what she needs to do in order to be
successful. She understands parts of assignments and what to do, but she doesn’t fully grasp what it means to
be successful by her own standards, how to get there, and why it’s important to her learning. I. also knows that
when she is grumpy, she does not want to work. As described above, this is a skill I plan on working with her
this semester.
- She has been better at understanding even when she is grumpy, she still must work. She
knows that decoding is not a strength, and she knows her spelling needs work as well. At
times, I feel like she gives up and doesn’t want to learn; she just asks to get past it.
TASK-MONITORING: I. could use help in this area. She has the beginning understandings
of how to go about looking for details, context clues, and writing, but she does not fully understand the full
range of instructions that encompass an assignment.
- I. tends to jump right into an assignment without letting me explain it or practice it with
her. She is eager to get it over with and past her that sometimes she doesn’t care if what
she is doing is what the task is asking of her.

AFFECTIVE DEVELOPMENT
STRENGTHS
INTEREST: I. loves to draw, sing, and dance. She often includes her family in her work. She
enjoys working with her hands and moving in the activities I prepare. She also likes to talk and will try and
avoid doing work.
- Through remediation, I have found that anything involving food is very appealing to her,
especially mac n cheese with hot dogs. She enjoys stickers as well.
ATTITUDE: When in a good mood, I. is a hard worker and she appreciates when a task is
completed. She reminds me about rating her day, and she asks what we are doing before we enter the
classroom.
- I. does well when she is allowed to vent about her annoyance before doing work. Setting
a timer helps her get past this and allows her to focus and work. She tries her best and is
proud when she receives stickers.
SELF-PERCEPTION: She is confident in her answers and doesn’t go back to check, even
when prompted. She likes to move quickly and move on even faster.

AFI’s
INTEREST: While I. has explicitly stated some of her interests (drawing, Football Hall of
Fame, hot dogs, mac n cheese), I still have yet to learn more undescribed interests. I plan on doing this by
introducing her to more books and activities in which she can be active so that I can learn exactly how best she
likes to learn and in what genres/topics. She did enjoy the book I read to her and has loved writing on the
whiteboard as part of assessments, so I will be branching from that moving forward.
- I. is not a very open person in her interests. She has a few and sticks to them but doesn’t
care to exaggerate further.
ATTITUDE: There are days when I. has a HORRIBLE attitude. Usually it stems from
something at home. First it was not being able to go to Navigators because of a doctor’s appointment. Then it
was having to wear pants instead of shorts. Then it was having too much homework that she’d have to do it at
home. On these days that she is in a mood, she does not want to work, does not give thoughtful answers, and
barely participates. It usually takes 5-10 minutes to convince her to complete any work. I have found that
giving her a couple timed minutes to vent this out and preparing her to work beforehand gives her the time to
self-regulate and move past the issue that is making her angry. After, she is able to move on and focus better,
especially if the task is hands-on and requires movement.
- Through remediation, I have found that I. does well when she is allowed to vent. She is
also a “tough love” kind of girl. I have had to put my foot down and tell her that her
 Anna Wilson 7

attitude is not acceptable and that we will complete the assignment whether she wants to
or not. We all have to do things we don’t like, and we will get through it together. I am
not leaving her. This tends to help her poor attitude. Overall, she still wants to avoid the
work and not complete it.
SELF-PERCEPTION: I. does a fair job describing her physical attributes, but she has
difficulty seeing herself abstractly, both in her personality traits and in her abilities. She doesn’t view her
abilities as positive necessarily, but she isn’t hard on herself either. It seems that she avoids doing work and
doesn’t see a need to improve upon the skills she already has. With that being said, at the beginning of the
semester during the affective development, she explicitly told me she wants to improve academically, so she is
aware.
- I. does not see herself as a smart person who is capable. This is shown when she gives up
easily when chunking and decoding words, when she groans when I say we are
completing certain assignments, and when I ask her to go back in the text to find
evidence. She does not want to and doesn’t see herself completing the work I am asking
of her, so she tends to groan and pout until I say that her behavior is unacceptable. After
completing the assignment, I praise her for her successes. I try to praise her hard work
more than anything else so that she sees how valuable that is.