Interest Inventories:

The first assessment that I did were interest inventories so that I could discover what my
student’s affective development was like. Affective development includes things such as
interests, attitude, motivation, self-perception, and background information. I did two worksheets
with my student to complete the affective development assessments. The first one was a
worksheet where he filled in the blank to tell me things that he likes and doesn’t like. During this
worksheet, I helped the student to read the sentences so that he could fill in the blanks to the
best of his ability. I learned that he does not enjoy reading, science, or social studies but he
does like math and art. He also feels that he participates in class a lot which showed me that he
has some confidence in himself. This worksheet also helped me to understand his interests
which are sports, animals, and art. The second worksheet required the student to circle an emoji
face that corresponds to how he felt about a certain topic. For silent reading, he circled a smile.
Reading out loud was a frown. Listening to reading was a smile. Reading fiction was a smile,
but non-fiction was a “meh” face. Writing was a frown, spelling was a “meh” and vocabulary was
a frown. This helped me to see how confident my student was in different areas that I would be
assessing him throughout the semester and where we would likely need to focus most of our
time during the lesson portion of the case study. During this assessment, the student was very
eager and willing to cooperate which showed me that he has a good attitude toward doing work.

IRI Passages:
The next assessment I did with my student was IRI passages. He completed 3 IRI
passages and the corresponding comprehension questions. One passage was read out loud.
During the time that he was reading this passage, he was swinging his legs and playing with his
shirt which showed me he was not entirely focused on the task which relates to his affective
development. He also was not stopping to correct himself or to try and pronounce words he did
not know which showed me that self-monitoring is an area for improvement for his
metacognition. After he read the passage, I asked him the comprehension questions. I left the
passage in front of him, but he did not use it to look back at the text which shows me that task
knowledge for comprehension (metacognition) is an area for improvement. He got 5 out of 10
comprehension questions right. Most of the questions were requiring him to recall information
from the text and were not questions that needed deeper thinking or understanding so I know
that recalling information is a literal skill that is an area for improvement. Next, I had him read a
passage silently. As he read silently, he seemed very focused on reading which makes sense
because he told me he is more comfortable doing silent reading that reading aloud. After he
read, I asked him the comprehension questions again. Once again, he got 5 out of 10 questions
correct. Again, most of the questions were recall questions. For the third passage, I read it aloud
to him. This passage had more inferencing questions which he did quite well with, showing me
that inferencing is one of his comprehension strengths.

Comic Strips:
 For this assessment, I printed out comic strips and cut off the last block of the strip. I
asked the student to come up with what he thought the ending would be. I asked him to either
draw or write a new ending and he did a combination of both. When I asked the student to write
or draw, he was very hesitant and complained that he did not want to do it which showed me
that his attitude towards certain tasks is not very positive. This assessment was meant to
assess his comprehension skills of inferencing and predicting. For the most part, he did really
well and was able to come up with endings to the comics that made sense, even if they were
not the same endings that were there originally. This showed me that inferencing and predicting
are comprehension strengths for him.

Inflectional Endings Worksheet:

This assessment required the student to complete a list of words with whatever
inflectional ending I asked him to put on the word. From this assessment, I learned that my
student can add -s to words rather well and that is a strength for him. However, his areas for
improvement for inflectional endings are adding -ed, -ing, and -est. He has trouble dropping the
‘y’ and adding the ending. Overall, inflectional endings are an area for improvement under
structural analysis and word identification. During this assessment, the student had a good
attitude and was very willing to work even when he did not know the answer.

Vocabulary:
In order to assess contextual, conceptual, and definitional vocabulary for the words
given to us, I had my student tell me what the word means (definitional), use it in a sentence
(contextual), and draw a picture of the word (conceptual). From my notes, it seems like the
student got about half of the definitions correct. He was much better at using the words in a
sentence and drawing a picture of them. This shows me that definitional vocabulary is an area
for improvement but conception and contextual vocabulary are strengths for my student.

Simple Sentences:
For strategies, I had my student tell me synonyms and antonyms of the words that we
were given to use. During most of the assessment, rather than giving me synonyms and
antonyms of the word the student was trying to give me definitions for the words. There were
also some that he just said he did not know. Synonyms and antonyms seems to be a big area
for improvement for my student since he was unable to produce any synonyms or antonyms for
the words. Even though he was not getting the answers correct, during the assessment he still
had a positive attitude and was very willing to work with me and tried his best to answer all of
the questions I was asking.

Writing:
For writing, I had my student compose his own piece of writing. He was allowed to pick
any topic he wanted and he chose to write about Christmas. He did very well about having a
good attitude towards writing. He was able to tell me what he was writing about as he was doing
it. His ideas were clear, but in his writing his major areas for improvement are organization,
sentence fluency, and conventions. His writing was all one run-on sentence with no punctuation.
For the writing strategy, I had the student add more detail to simple sentences. He did very well
at adding more details, though sometimes he would change a lot of things about the sentence.
Even though he did that, I would still consider adding details to sentences to be a strength for
this student.

Highlighted Words:
For word identification context clues I gave the student a sheet with sentences on it. In
each sentence, a word was highlighted. This was the target word for the student to pronounce
using context clues. He did very well at this assessment and only pronounced one of the words
incorrectly. He also had a very good attitude about completing the task and was ready and
willing to work the entire time. I would consider word identification using context clues to be a
strength for this student.

Sounding Out Words:

For another word identification assessment, I wanted to see how well my student could
sound out words. I had a stack of phonics cards and flipped them one card at a time and had
him read all the words on the card. From this assessment, I was able to find out that my student
has a hard time reading and recognizing words with the patterns of ‘eigh’, ‘igh’, ‘ld’, ‘eg’,’lk’, ‘oa’,
amd ‘a_e’. Learning to pronounce and recognize these word families is an area of improvement
for this student.

How to Steal a Dog:

For another comprehension assessment, I had the student read aloud a few pages of a
book called ‘How to Steal a Dog’. I then asked him some comprehension questions and what
some vocabulary words meant. He only got one of the vocabulary words from the book correct,
showing me that identifying vocabulary words in context might be an area for improvement for
him. He got most of the comprehension questions correct, most of which required him to recall
things from the story. This is definitely a strength for this student. However, sometimes instead
of trying to answer the question, he will say “I don’t know” and not even attempt an answer
which shows me that reflecting and asking questions for metacognition is likely an area for
improvement.

Inflectional Endings Spinner:

During this game, the student would spin a spinner and it would land on a word. Then,
he would spin again and it would land on -s or -es. He had to determine if the ending he spun
was correct for the word that he spun. He only missed two during this assessment which shows
me that adding -s and -es is a strength for inflectional endings, but other assessments showed
me that inflectional endings as a whole are an area for improvement. I think that the student had
a good attitude during this assessment since it seemed more like a game rather than worksheet
or having to read something.