Kaitlin Rossi

C&T 898

Learning Outcome 1D: Assessment

In C&T 843: Supporting Striving Readers Practicum, I created a narrated Staffing

Assignment that encompasses all of the work I completed with my striving reader in this
course. The staffing assignment includes information and data from my initial
assessments with my tutee. It explains my book tasting, card game, and results from the
Qualitative Reading Inventory (QRI) word lists and passages I administered to my tutee.
My staffing assignment also includes all lesson plans I designed and implemented with
my tutee. The lesson plans describe the focus of each tutoring session, lists our learning
objectives and includes a post-lesson reflection. My staffing assignment is a narrated
PowerPoint. The narrations allowed me to better explain specifically what was on each
slide of the assignment.

This artifact, a staffing assignment, tutoring lesson plans, and tutoring trends
tracker, demonstrates evidence towards Learning Outcome 1D: Assessment which asks
candidates to “analyze a variety of assessments to inform instruction, monitor progress,
and support and improve learning”. On the first few slides I explain the results I received
from the assessments I administered to my tutee. Together, my tutee and I completed a
book tasting and a card game. I also administered QRI word lists and passages to my
tutee. For the book tasting, I showed my tutee 20 books and she had to sort them into 3
different piles. The piles were books she would like to read, books she might want to
read, and books she did not want to read. The book tasting demonstrated to me what kind
of books my tutee was interested in and what books she did not usually enjoy. I played a
card game with my tutee so that I could learn more about her as a learner and reader. In
the staffing assignment I highlighted the 5 questions that guided my instruction. I also
administered QRI word lists and passages to my tutee. I used the passages and word lists
from Caldwell and Leslie (2016) Qualitative Reading Inventory. I administered the 3rd
grade, 4th grade and 5th grade word list to my tutee. I stopped at the 5th grade list because
this is where my tutee reached frustration. I began the QRI passages at the 2nd grade level
and had my tutee complete a narrative and expository passage. I then administered 3rd
grade narrative and expository passages and 4th grade narrative and expository passages. I
stopped administering the passages after 4th grade because my tutee reached frustration
level. For each passage I administered I completed a miscue analysis, which can be seen
in the staffing assignment. In the staffing assignment you will see that for each word list
and passage I explained what my students instructional level was and details that I
collected when administering the assessment.

The artifact shows that I was able to take the information I gathered about the
student to create lessons and recommendations for the student. For example, from the
QRI passage, I learned my student needed attention on reading all parts of words and not
adding plural endings to the end of them. This artifact demonstrates that I can analyze
results of this assessment and design and implement instruction to assist my tutee in areas
she needs. In my staffing assignment you will find a link to my Tutoring Trends Tracker.
This tracker outlines the priorities of each tutoring session and the percentage of time I
worked on each priority. My weekly lesson plan reflections assisted in monitoring the
progress of my tutee’s work. The staffing assignment encompasses my entire journey of
working with my tutee. The assignment begins with data from the beginning of our
tutoring sessions, and then progresses to areas of strengths and next steps for
improvement.

Throughout my staffing assignment I highlighted three points of research that I

had gathered from the C&T 842 and C&T 843 course readings. In this assignment I
included a 3-5 minute video from my tutoring sessions. This video helped me think about
what I have learned in the course and apply it to my tutoring sessions. By filming myself
interact with my tutee and see how we worked together I personally was able to analyze
myself and see what worked in certain situations and what needed improvement. The
staffing assignment was a great way to organize all of the data and information I gathered
in this course. Going forward I can see myself using aspects of the staffing assignment in
my teaching career. For example, I think using the tutoring trends tracker with students
that are working on specific goals could be very helpful because I am able to see
specifically what I am working on with a student and for how long I am doing so. I
believe that reflecting plays a huge role in being a teacher. By taking time to sit back and
look at what I have completed with a student and outline steps going forward can be
beneficial to both the educator, the student, and the students family. The staffing
assignment allowed me to analyze a range of assessments, inform my instruction, monitor
student progress and plan for future learning.
 References

Caldwell, J.S., & Leslie, L. (2013). Intervention strategies to follow informal reading

inventory assessment (3rd ed.). Boston, MA: Pearson.

Caldwell, J.S., & Leslie, L. (2016). Qualitative reading inventory (6th ed.). Boston,

MA: Pearson.

Fink, R.P. (1995/1996). Successful dyslexics: A constructivist study of passionate

interest reading. Journal of Adolescent & Adult Literacy. 39, 268 – 280

Leu & Kinzer. (2006) Literacy Beliefs Activity for Middle and Secondary Teachers.

(Adaptation). Minnesota Reads: A Higher Education Partnership to Better

Prepare Faculty & Future Teachers for Literacy Instruction.

Lipson, M. Y., & Wixson, K. K. (2013). Assessment of reading and writing difficulties:

An interactive approach (5th ed.). Boston, MA: Pearson.