Student 1 is a 9 year- old, 3rd grade student.

He was excited and focused during this assessment

and I could tell he truly did his best. This student is currently receiving a tier 2, reading intervention
using Literacy Footprints. Due to working in small groups with his general education teacher as well
as his interventionist, he is familiar with running records and Fountas and Pinnell’s Baseline
Assessment System (BAS). In October, when he was given the BAS, he was at an Independent level
E, and Instructional level F. During this assessment Student 1 was given “All About Koala’s” book,
which is nonfiction at a Fountas and Pinnell level I. While reading this book, he had 5 total errors and
an accuracy score of 96%. All 5 errors used visual cues, 4 of the errors also used meaning cues. He
had a fluency score of 2/3 because he read in smooth, complete sentences for the most part but had
some choppy parts with some repetition. This student had 5 self-corrections which gave him a
self-correction rate of 1:2. Most of his initial errors were meaning errors which he was able to correct.
The student had great comprehension! He was able to answer questions within the text and beyond
the text, by telling facts he learned and making connections. His comprehension score was a 6/7. The
results of this assessment placed student 1 at an independent level I, which is considered to be below
grade level for 3rd grade.

Evidence of Strategies Used:

Student 1 used visual cues most when reading. All 5 errors that he made were because he omitted
the ‘s’ off of the ending of words. For example, he said “Koala” for “Koalas” and “nose” for “noses.”
This shows that he is looking at the way the word looks. Although he used visual cues most often, he
also used meaning cues because most of his errors still made sense in the text of the story, and still
allowed him to understand. Student 1 also used visual cues in his self-corrections as well. For
example, he said nails for class but said “wait that doesn’t look right” and self-corrected. This shows
him using visual cues to help him self-correct.

Strategies Needed:
Student 1 is using visual cues quite well, however, it appears that Student 1 is possibly not looking all
the way through the words which is why he’s missing ending letters. The student needs to work more
on ending parts of words and looking all the way through words to ensure he doesn’t miss part of the
word. Student 1 can also work on slowing down and looking through each and every word. Some of
the mistakes that were made and later corrected were due to him anticipating what word was going to
come next versus what word was actually in the text. Student 1 was great at giving facts about what
he read, but can still work on thinking about problems within the text as well.

Next Steps:
Student 1 should be assessed at a Fountas and Pinnell level J, and should continue to be assessed
until his instructional level is found. This will help know how to guide him further. However, based on
the mistakes that he made in this assessment, instruction should include looking all the way through
words as well as working with words with different endings, such as plural words. For Student 1 to get
more practice with different endings, he should be instructed to do word study activities where he has
to add endings to simple words such as “jump, play, and look.” This will also be beneficial to help him
get familiar with inflectional endings which is common in level J texts. Using an analogy chart to
support this work would be beneficial for Student 1. Also, having the student track with their finger to
ensure that they look through the word instead of jumping to the next word can also help them look
through the word. Finally, reading with the student and giving them more practice reading aloud will
also help. Due to these mistakes being visual, it’s something that might take more practice working on
saying aloud as well.