Bree Mehringer

Dr. Burkey

ISM 440

October 21, 2019

Assessment Summaries

Assessment #1- Listening Comprehension:

This assessment was administered to the student on September 17, 2019 during RAC time.
During the half hour RAC time, my student and I go to the library to work and complete the
assessments. For this assessment, I performed a listening comprehension activity to see how well
the student could comprehend what I was reading. I first introduced the book to him that I would
be reading. Before reading the title and the author, I asked him to point out those two
components to me so I could assess his concept of print. He was also able to point out where I
should start reading on each page. I then asked him if he could read the title to me, “Walter The
Farting Dog”. He couldn’t read it, so I read it to him. I read the story out loud to him without
showing him the pictures. I did not show him the pictures because I wanted to see if he could
comprehend what was happening in the story without clues from the images. After I finished
reading, I gave him a “read and recall” activity sheet to complete. I first asked him what the title
of the book was and told him to write it down. He recalled that the book was called “Walter The
Farting Dog” and he wrote it down. The next question on the activity sheet asked what the story
was mostly about. He responded that the story was mostly about Walter farting. This response is
correct because the plot of the story revolves around Walter farting, but he could have elaborated
more. There were many events that happened in the story, and he only gave me a broad answer.
The next question on the activity sheet asked for the student to recall two things from the story.
The first thing he recalled from the story is that Walter the dog likes to fart. He also recalled that
the dad in the story wanted to get rid of Walter the dog because he farts too much. The last
question on the activity sheet asked the student to illustrate something that happened in the
beginning, middle, and end of the story. For the beginning of the story, he drew Walter being
adopted from the pound. Next for the middle of the story, he told me he drew the family getting
rid of Walter because he farted too much, and finally, for the end, he said he drew Walter happy
because his family kept him for getting rid of the burglars in the house. My student did really
well remembering details from the story, but he could have elaborated more in certain areas.
Overall, he had a good attitude toward this activity.

Assessment #2- Oral Reading Comprehension:

This assessment was administered to the student on September 19, 2019 during RAC time.
During the half hour RAC time, my student and I go to the library to work and complete the
assessments. For this assessment, I had the student read a very brief passage out loud called
“Rex’s New Dog”. When reading the short passage, he misread a few words. For example, he
read “new” as “nose” and “his dog” as “him”. When he got to the sentence “Rex throws a ball
for his dog”, my student struggled with the word “throws”. He did not know what the word was
but he used context clues from the rest of the sentence to help him determine what the word was.
After rereading the sentence out loud, he quickly realized the word he was struggling with was
“throws”. After he read the short passage, there were three comprehension questions that
followed. He read each question out loud to be and did not struggle understanding what each
question was asking. When he began answering each of the three questions, he did a really great
job writing complete sentences. Although he wrote complete sentences, he didn’t start every
sentence with a capital letter. He did know to end each sentence with a period though. Another
thing that surprised me was that he automatically underlined sentences in the passage that helped
him answer each question. He used the passage to find the answers and pointed out that they
were clearly stated in the passage. I looked over his responses after he finished all three
questions, and he answered them all correctly. This showed me that he was able to understand
what he read and correctly answer questions regarding the reading.

Assessment #3- Silent Reading Comprehension:

This assessment was administered to the student on September 19, 2019 during RAC time.
During the half hour RAC time, my student and I go to the library to work and complete the
assessments. For this assessment, I had the student read a brief passage silently to himself called
“Bob the Frog”. While he read the passage silently to himself, he used his pencil to follow along
with the words he was reading, line by line. After he finished reading the story to himself, he
moved onto the questions and read them out loud. Again, he referred to the text to help him
answer the questions and underlined the answers when he found them. When he got to number
three, “What sort of tongue does Bob have?” the student did not know the word “sort”. He was
stuck on this for quite a while and kept trying to reread the question out to figure out the word.
After sitting there for a while, I prompted him to look back in the story where it talks about his
tongue. He was able to quickly locate the sentence in the passage that talked about his tongue,
and he figured out that the question was asking what kind of tongue he had. He also got stuck on
number five because he did not know the word “called”. I wanted him to try to figure it out on
his own, so I gave a wait time for him to try on his own. He referred back to the passage and
skimmed it for the word “called”. He located the word in the last sentence and reread thee last
sentence to see if he could figure out what question five was asking. He used context clues that
helped him identify the word “called”. He was able to correctly answer the question after using
context clues. He did a good job writing complete sentences again, but he only capitalized letters
at the beginning of sentences when he started them with the name “Bob”. He used good
punctuation again at the end of each sentence and answered all five questions correctly. At the
end of this assessment, he expressed to me that he enjoys silent reading better because he feels
it’s easier and goes faster. He had a good attitude throughout this activity and did very well
completing it.

Assessment #4- Inflectional Endings:

This assessment was administered to the student on September 24, 2019 during RAC time.
During the half hour RAC time, my student and I go to the library to work and complete the
assessments. For this assessment, I had word cards with six different words on them. The words
on the list consisted of laugh, skip, stop, talk, walk, and smile. I then provided the student with
an inflectional endings recording sheet. On the recording sheet, the student would first write each
root word. I asked the student to go through and write each of the six root words from the word
cards onto the correct lines on the recording sheet. As he wrote each root word, he read it out
loud. He was able to quickly identify most of the six words but had to sound out a few. When he
got to “smile” he sounded it out and then told me how he sounded it out. Next I explained to him
that he would be adding different endings to the end of each root word. He pointed to the three
different endings at the top of the page when I explained this. He noticed he would be adding the
“s”, “ed”, and “ing” ending to each word. As he went through each word, he said out loud what
each word with be with the three different endings and wrote them out. When he got to the word
“smile” he expressed to me that when ending the “ed” ending it would not be spelled “smileed”
because there is already an “e” at end. He told me that it would just be spelled “smile”. When he
got to the “ing” ending for “smile” he didn’t understand that he needed to drop the “e” to add the
“ing”. He spelled it “smileing” instead of “smiling”. He went through this activity rather quickly
and overall had a very well understanding of how inflectional endings are used.

Assessment #5- Nonsense Words:

This assessment was administered to the student on September 24, 2019 during RAC time.
During the half hour RAC time, my student and I go to the library to work and complete the
assessments. For this assessment, I had a race car track with nonsense words around the track. I
also had a toy matchbox car for the student to use. I explained to the student that he would use
the toy car and drive it to each word on the race track. When he got to each word, I asked him to
sound out each word and say what it was. After the second word, he stopped and said “these are
nonsense words aren’t they?”. I explained that they were, and I was surprised he quickly caught
on that they were. As he worked his way through the race track, he showed a strong
understanding of long and short vowel sounds. He was able to identify the long and short vowel
sounds in each nonsense word when sounding them out. He was even able to correct himself on
some of the letter sounds when he said each word. He also surprised me too because after
sounding out each nonsense word, he would tell me a real word that sounded similar to the
nonsense word. This showed that he was using his metacognition to do this. He enjoyed getting
to use the toy car in this activity and did a great job sounding out the nonsense words.

Assessment #6- Synonyms and Antonyms:

This assessment was administered to the student on September 26, 2019 during RAC time.
During the half hour RAC time, my student and I go to the library to work and complete the
assessments. For this assessment, I gave the student an activity matching sheet for synonyms and
antonyms. I also gave him an activity coloring sheet where he had to color synonyms and
antonyms different colors. When I first began explaining what he would be working on, he did
not know what the word synonym and antonym meant. I gave him a brief explanation that
synonyms are words that are similar and antonyms are words that are opposite. After I explained
what a synonym and antonym was, he immediately started making matching words for each. The
first matching activity sheet he did was about synonyms. There were five words and five similar
words to be matched. He understood how to match the synonyms, but he missed two on the
worksheet. He matched cardigan with coat and jacket with sweater rather than cardigan with
sweater and jacket with coat. Although he missed these two, the words were all pretty similar, so
I didn’t really count it wrong. Next I had him work on the antonym matching activity sheet. I
asked him to tell me what an antonym was again and he responded that they are words that are
different. There were five words and five opposite words on the sheet to be matched. He was
able to correctly match all five of the antonyms very quickly. After completing this activity
sheet, he expressed to me that he thought matching antonyms were easier than matching and
identifying synonyms. The last activity we did with synonyms and antonyms was a coloring
sheet. On this activity sheet, the student was asked to look at each set of words in the stars on the
sheet. He then had to determine if the set of words were synonyms or antonyms. If they were
synonyms, he had to color the star red. If the set of words were antonyms, he had to color the star
blue. While he worked through this, he did not use much wait time to identify if the sets of words
were synonyms or antonyms. He quickly identified them and got every star correct. He showed a
strong understanding of identifying synonyms and antonyms. After the activity, he told me he
liked the coloring activity the least. He expressed that he does not like to color because it makes
his hand tired.

Assessment #7- Writing Prompt:

This assessment was administered to the student on October 10, 2019 during RAC time. During
the half hour RAC time, my student and I go to the library to work and complete the
assessments. For this assessment, I wanted to assess his writing skills. To do this, I gave him a
writing prompt and asked him to write a five sentence paragraph about the prompt. The writing
prompt I gave him was, “What will you be for Halloween?”. He showed excitement about the
prompt when it was given and was eager to tell me all about his Halloween costume this year. As
he began writing, I noticed that he struggles to form and write complete sentences. He knew
what his thoughts were and could express them out loud to me, but as soon as he needed to put it
into a sentence to write, he had a difficult time doing it. The sentences he wrote down were more
like bulleted, short thoughts rather than actual sentences. As he wrote each sentence, he didn’t
always use capital letters at the beginning of sentences, but he always made sure he used a period
at the end of his sentences. After he wrote a few sentences, he began asking for help on ideas for
the next sentences. He no longer wanted to think about the topic or write about it, so he simply
stopped trying to think of ideas. I continued to encourage him on finishing the paragraph, which
eventually he did. I did not assess him on spelling, but his spelling was very low level. On
October 15, 2019, I gave his paragraph back to him and had him reread what he wrote. After he
finished reading what he wrote, I asked him if there was anything he wanted to fix or change. He
responded, “No, I think it looks good”. This showed me that he does not yet know how to edit or
revise a writing piece.

Assessment #8- Elaborating & Expanding Sentences:

This assessment was administered to the student on October 10, 2019 during RAC time. During
the half hour RAC time, my student and I go to the library to work and complete the
assessments. For this assessment, I gave him four basic sentences with no detail in them. I
explained to him that he would take the given basic sentences and elaborate them into longer,
more detailed sentences. The first sentence given was “I like school”. When I asked him to think
of an expanded sentence for this, he kept telling me he just wanted to write “blah, blah, blah” for
the sentence. He did this because he did not want to think about what he could add to the
sentence. I told him that he could not move on to the next sentence or finish this activity until he
completed the first sentence. After multiple promptings, he finally came up with an elaborated
sentence. As he worked through the next three sentences, he began trying harder. He started
coming up with multiple different ways to elaborate the sentences and even began making more
complex sentences. One thing I noticed while he was writing his sentences was he began writing
his “b” backwards which he has never done before. He did a very well job actually elaborating
the sentences, it just took some prompting and motivation to get him to do it.

Assessment #9- Definitional Vocabulary Words:

This assessment was administered to the student on October 15, 2019 during RAC time. During
the half hour RAC time, my student and I go to the library to work and complete the
assessments. For this assessment, I wanted to assess his knowledge on the vocabulary words that
are given in kindergarten, first grade, and second grade. I wanted to see how well he knew the
definitions for the fifteen words on the word list. To do this, I had the words listed in a column
on the left side of the paper and the definitions listed in a column randomly on the right side of
the page. I asked him to match each word with its corresponding definition. He briefly looked
over the words and definitions and expressed that he couldn’t read any of it. I then read the
words and definitions out loud to him. As I read each vocabulary word out loud to him, he didn’t
recognize any of them as if he had never seen or heard of them before. He took time to think
about each word and what its definition may be, but he ended up guessing on every single word
because he did not know any of the words to even begin to know their definitions. Toward the
end of the word list, I noticed that he stopped trying to think about the words and quickly
guessed right away. He began to show frustration with this activity and expressed that he just
simply did not know them. This is an area that is a great weakness.

Assessment #10- Contextual Vocabulary Words:

This assessment was administered to the student on October 15, 2019 during RAC time. During
the half hour RAC time, my student and I go to the library to work and complete the
assessments. For this assessment, I wanted to assess if he could put the vocabulary words into
sentences after the definitions were given to him. He did not do well with the definitions in the
previous assessment, so I was curious if he would be able to use each of the fifteen words in a
sentence. I explained to him that I would give a word and definition, and he would use that word
in a sentence. I told him he didn’t have to write anything because I would copy his sentences
down for him. As we went through each word, he was able to put each word into a sentence
using the correct context. When I asked him to put the word “distinguish” in a sentence, he sat
and thought about it for a while. After thinking about it, he expressed, “I can’t think of one for
this word”. I repeated the definition to him again, but he still expressed he didn’t know how to
use it in a sentence. He did the same thing when I asked him to use the word “develop” in a
sentence too. He did better overall with this activity with the vocabulary words compared to the
definitional activity, but vocabulary still shows to be his weakness.
Assessment #11- Conceptual Vocabulary Words:

This assessment was administered to the student on October 17, 2019 during RAC time. During
the half hour RAC time, my student and I go to the library to work and complete the
assessments. I noticed that my student was struggling most with the fifteen vocabulary words, so
for this assessment I wanted to assess his conceptual knowledge of the words. For this activity, I
gave him blank paper and asked him to draw a picture or symbol for each word. I read the
definitions to him for each word and then asked him to draw what he thought of when he heard
the word and definition. He immediately began complaining that it was too difficult to think of
pictures to draw for each of the words. I began prompting him to draw anything that came to
mind when he heard the words and definitions, but he responded saying “I don’t think there are
pictures for any of these words”. I continued to motivate him and asked him to just simply draw
whatever came to his mind. He finally began to cooperate and attempted to draw pictures for
each word. Some words like compare, contrast, demonstrate, and determine were easier for him
to think of images for. When looking at each of his pictures, they are all of stick figures and look
physically the same. Although they all looked like the same picture, he was able to give verbal
explanations on each one that showed me the images were all different. After much prompting
and motivation, he finally got through all the words. At the end of the activity, he expressed that
he really didn’t know what to do for each word and that he does not understand them at all. I
believe he struggled with this activity because he did not have a strong knowledge of the words
and definitions to begin with, so pairing images with them was extremely difficult for him.