It was pleasure meeting Sebastian today. He was very open and shared his interests with me readily. He talked about his interests in film making and about the movies he has made. When questioned about his favorite subjects in school he remarked that he enjoyed PE but did not like reading. He shared some titles of humorous books that he enjoyed reading. He told me that he liked reading “real books” and not “passages”. He also shared that he did not like reading tests and felt that he didn’t understand the questions he was being asked on comprehension passages. After our discussion, I administered the Qualitative Reading Inventory (QRI) to determine his reading levels.
The Qualitative Reading Inventory is an individually administered informal reading inventory. It is used to provide diagnostic information about a student’s ability to identify words and comprehend text successfully. Sebastian scored at the 6th grade instructional level on the words in isolation lists. This demonstrates good word identification skills and a solid vocabulary. In the passage reading, which assesses comprehension, Sebastian scored at the instructional level for both 3th grade reading passages. He read the narrative and the expository passages with ease. He read at an appropriate rate with expression. He had very few miscues placing him at the independent level for word recognition on both passages. Sebastian’s miscues did not interfere with comprehension. He was reluctant to respond to the comprehension questions and had to be prodded to give answers. When directed to look back at the text, he could find the answers he was looking for, but seemed uninterested in rereading to find evidence for his responses. From my discussion with Sebastian and the testing results, I can see that Sebastian is a young man who is very capable. His reluctance to invest his energy in the “testing process” could be problematic in today’s high stakes testing environment. It will be important for him to be in an environment that allows him to have choices and multiple venues to demonstrate learning. Sebastian is a talented young man and I wish him future success.
Session Minutes
120
Minutes Student Attended
90
Lesson Comments
I worked with the student for 90 minutes for testing. It took an additional 30 minutes to evaluate the assessments and write up the results in the session notes.
- I read a news article about the Mars Insight, and we discussed...
- Glen read Christmas on an Island...
- Glen started copying his story about 50 cows...
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Glen is very cooperative. He moves the whole time he is reading.
- Xavier did his vocabulary homework.
- Xavier did his Wonder homework.
- I read Ben Carson to Xavier.
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
Xavier was really concerned about losing his math book and not getting his assignment done. I was able to get him focused on what he could do with what he had with him.
- Nicholas practiced his sight words.
- Nicholas and I read a Mo Willems story together.
- Nicholas read two of his readers.
- Nicholas dictated a story for me to write.
- Nicholas copied some of the words into a notebook, then made pictures.
Key ideas and their relationships and domain specific vocabulary
Lesson Outline
Dillon worked on the reading for information standard RI3.3 which is understanding the relationship between ideas. He read an article about the Great Chicago Fire and responded to questions. With support, he was able to identify the key ideas and their relationships. He did a nice job on the question about the similarities between the two passages. He also worked on a passage to identify domain specific word meanings in context.
- I read It's Thanksgiving to Nicholas.
- Nicholas read Mat.
- Nicholas dictated a story about Thanksgiving.
- Nicholas and I read Marvin K. Mooney together.
- I read two Dr. Seuss stories to Nicholas.
- We played a reading game together.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Nicholas was very tired and didn't want to participate. I kept working with him while he laid on the floor and sat on my lap. He was finally alert enough to play a game at the end.
- Xavier practiced his spelling words.
- Xavier did his math homework.
- Xavier did his vocabulary homework.
- Xavier read some Facebook on Fortnite.
- I read Ben Carson to Xavier.
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
Xavier participated very well. When he got discouraged about how long the math takes, I kept encouraging him about how well he is doing. He was quick with the vocabulary. Math and vocabulary are both easier for him if I write while he dictates the answers.
Dillon completed the paired passages assignment about payment for chores. After reading, he was able to take a position on the topic of paying kids for chores. He supported his position ( they should be paid) with evidence from both texts. Next,he started reading paired passages on the Titanic and the Great Chicago Fire. He will continue practicing close reading and identifying text evidence at our next session.
