ED 123 Student Profiles

Pari

Name of assessment assessment Score Grade Observations

#correct/total Level of child
or time

1-Concept of print Mod 2

2-Alphabetic Fluency (DI- Mod 3 1st grade 1st Worked fairly quickly, only
BELS) 69/1min made 1 error in 70 words,
not including mistaking
capital I for small l.

3-Phonemic Awareness Mod 4

4-Sight Vocabulary (San Mod 5 Pre-Primer 1st 3 errors on pre-prim; 5 on

Diego) “Frustration” primer level. No facility for 1st
grade words.

Information about student or students: Pari is six-year-old girl, adopted at approximately age
one from India (father East Indian; mother Anglo-American; older sister, 11, also adopted East
Indian). Small for her age, she is very energetic. Physically active and mentally quick-witted, she
has a sophisticated sense of humor, prone to joking and “mugging” and inventing things. She has
a high opinion of her abilities, if not a particularly realistic one, and is quite competitive. This
competitiveness is what keeps her from being classed as simply hyperactive – her pride keeps
her engaged in a subject even when her curiosity flags and focus is subject to boredom, distrac-
tion or fatigue, which is often. I see Pari on Mondays between 4-5pm after an already had a full
day of school, so sometimes she is a little tired of intellectual activity, and can get boisterous and
uncooperative when she’s bored. In spite of that, she is unusually observant for a six-year-old,
keeping quite good track of everyone’s schedules and conversations.

Summary of assessments and analysis of scores (what do you know about student needs?):
Pari’s DIBELS score indicates that her alphabetic understanding is in good shape, and she is
 ED 123 Student Profiles

ready to move on to phonological awareness. Her performance on the San Diego Quick Assess-
ment sight vocabulary test shows that she is not yet comfortable with sight words- her score is
below grade level and she needs to gain confidence in putting the sounds together. I need to en-
sure that her phonemic awareness is solid in order to start focusing on phonics and practicing
sight words. Her energetic and competitive nature tells me that she will benefit from a kinesthetic
approach that engages her lively personality and gets her moving.

Describe an activity to support student learning (same setup as the module activity assign-
ment): I am going to do a word segmentation activity with Pari that is called The Segmentation
Cheer. The activity will proceed as follows:

Write the "Segmentation Cheer" on chart paper, and teach it to the students. Each time you say
the cheer, change the words in the third line. Have children segment the word sound by sound.
Begin with words that have three phonemes, such as ten, rat, cat, dog, soap, read, and fish.

Segmentation Cheer

Listen to my cheer.
Then shout the sounds you hear.
Sun! Sun! Sun!
Let's take apart the word sun.
Give me the beginning sound. (Children respond with /s/.)
Give me the middle sound. (Children respond with /u/.)
Give me the ending sound. (Children respond with /n/.)
That's right!
/s/ /u/ /n/-Sun! Sun! Sun!

I believe Pari will enjoy this activity, and as we proceed I can engage her even more by having
her lead the cheer using flashcards that I show her to read. This will help give her some practice
identifying sight words as well.
 ED 123 Student Profiles

References

Chard, David J., and Shirley V. Dickson. “Phonological Awareness: Instructional and Assess-
ment Guidelines.” Reading Rockets, 7 Feb. 2018, www.readingrockets.org/article/phono-
logical-awareness-instructional-and-assessment-guidelines.

Umamaheswari, et al. “Blending and Segmenting Games: Classroom Strategy.” Reading Rock-
ets, 26 Dec. 2019, www.readingrockets.org/strategies/blending_games.
 ED 123 Student Profiles

George

Name of assessment assessment Score Grade Observations

#correct/total or Level of
time child

1-Concept of print Mod 2

2-Alphabetic Fluency Mod 3

3-Phonemic Awareness Mod 4

4-Sight Vocabulary Mod 5

5-Oral Reading Fluency Mod 6

6-Running Record-accuracy Mod 7 Error 1:62 4 Had little trouble with

(Learning A-Z) Acc. 98% passage and is self-cor-
SC 1:1 recting. See reflection
below for further test-
ing.

7-Comprehension-Retelling Mod 8

8-Information Reading Inventory Mod 9 Oral Reading 4 Used Level 5. Read both
(Jennings IRI) WRA=Ind passages well within ad-
Com= Inst equate time frame. Had
Flu=Adq a much harder time with
Silent Reading comprehension after
Com=Frus silent reading.
Flu=Adq

Information about student: For assessments 5-8, I worked with George. George is young for
the 4th grade, just turning 9 at the beginning of the school year. He is a quiet student in the class-
room, often daydreaming rather than participating and has been working hard this year on fol-
lowing directions without reminders. Outside the classroom he is inquisitive, logical, and ex-
tremely opinionated and loves the outdoors. George was not thrilled about taking the assess-
 ED 123 Student Profiles

ments, but was willing because he knew it was important to my class. He has no known emo-
tional, mental or physical disabilities.

Summary of assessments and analysis of scores (what do you know about student needs?):
George’s Running Record score tells me that his fluency is very good, and his self-correction
skills are impressive and positive. However, his Jennings IRI score indicates that his comprehen-
sion when reading silently needs some guidance and improvement, and he needs to work on
metacognition in order to increase his understanding. He will benefit from lessons that focus on
determining the purpose of his reading, and he will also likely benefit from explicit instruction to
help him activate background knowledge. To that end we will be sure to select a text that is
aligned with his interests, specifically his interest in the outdoors.

Describe an activity to support student learning (same setup as the module activity assign-
ment): I will have George complete a lesson using a K-W-L chart and a reading journal.

We will read a grade-level appropriate nonfiction text about to do research on nature or the out-
doors- I will give him options and help him select which book he is interested in reading. We
will then create a K-W-L chart: What he already Knows, what he Wants to know, and what he
has Learned. I will ask him to first think about what he knows about the selected topic (for exam-
ple, the poison dart frog) and write it in the first column. Next, George will direct his thinking to-
ward the research questions they have about the poison dart frog, and what information he would
like to gain during the reading. These questions are recorded in the second column. Then, as
George does his reading, he will add information gathered to the column, showing what was
learned.  If he responds positively to this, we will make a K-W-L-S chart, with the fourth column
focusing on what George may “still” want to learn even after completing research. We will then
work toward answering those additional questions through further research. This activity will
help George learn to activate his background knowledge and set a purpose for his reading before
he begins. As his comprehension and retention grows, we can build on his interests by encourag-
ing further reading to open new doors.
 ED 123 Student Profiles

References

Crawley, S. J. (2012). Remediating reading difficulties (6th ed.). New York: McGraw-Hill.

“K-W-L Chart - ReadWriteThink.” Readwritethink.org, www.readwritethink.org/classroom-re-

sources/printouts/chart-a-30226.html.