At today's session, we continued the reading assessment started earlier. Chandler completed level 3 Narrative and Expository selections and scored at the Independent Reading level for both.
At the 3rd grade level, she was able to answer both explicit (right there) and implicit (beyond the text) questions with accuracy, demonstrating good comprehension. On the oral reading, she had few miscues, and her reading was smooth and fluent. Next, she attempted a Narrative at the 4th grade level. On the oral reading section, she had 11 miscues, primarily omissions, repetitions and substitutions. This placed her at the Instructional level for oral reading. On the comprehension questions, she score 6/8 correct, placing her at the Instructional level for that as well. Next, she tried the expository selection at the 4th grade level. She had limited prior knowledge about the subject she was reading about. We had talked about tracking the text, and for this oral reading she tracked the text with her finger as she read. This improved her oral reading score, but she still had 7 oral reading miscues placing her at the instructional level. Chandler's comprehension score was 6/8 answers correct. Both errors were implicit comprehension errors. She scored at the Instructional level over all for this passage. Based on these assessments, Chandler is at the 3rd grade level for Independent reading, which means she can read and understand third grade text with little support. Chandler is at the Instructional level for grade 4 text, which means she needs support for comprehension of text at the fourth grade level. Chandler is a solid reader at her current grade level.

Trenton began today's session with a review of the science article he read last week about the Praying Mantis. Next, he worked on various questions that required him to return to the text and find sentences that supported his answer. He practiced using text features to help him find answers in the text. Trenton also drafted a well written extended response to a question about the author's point of view. He worked very hard to explain his reasoning and to use text evidence.

Dillon had a great session! He read a news article, "Math can help you make better predictions for March Madness". He then worked on comprehension questions that required him to cite evidence from the text. Next, we began a discussion about the differences between informational and fiction texts. He correctly identified the components of fiction including characters, setting, and events. Then, he read a short fiction selection that we will be working with next session.

Dillon was focused and worked hard today! We started with fluency practice with phrases from the Fry Fluency Lists. He is bringing home phrase list #9 for further practice. His focus should be on reading accuracy over speed. Dillon needs to be able to self correct when a word he reads does not make sense. Next, Dillon read an article on the beginning of basketball titled, "The Yin and Yang of Basketball". He did a good job writing a summary of the information found in the selection. Dillon also correctly answered comprehension questions related to the article.

It was a pleasure meeting and working with Chandler today. She was engaging and very open and friendly. Today, we accomplished quite a bit! I administered the San Diego Quick Reading Assessment of Reading Ability which measures the student's ability to recognize words out of context. Next, I administered the Words Their Way Spelling Inventory. Chandler did very well on both these assessments, more than meeting grade level expectations. Then, she read 2 short passages to determine her oral reading fluency. Her average score was 132 correct words per minute which places her solidly on grade level for oral fluency. We ended the session by starting the Qualitative Reading Inventory which assesses a student's implicit and explicit comprehension abilities. We will continue this assessment at our next session. Chandler is doing a great job, and I am looking forward to our next session.

Dillon worked on a passage called, "The Praying Mantis" today. He read the passage which was modeled after the FSA assessments. At each numbered passage, he was asked to state the main idea and key details. He was also asked to identify the text features as he read through the article. I had him read silently rather than orally to determine if his silent reading comprehension is keeping pace with his oral reading compression. Dillon struggled with answering the questions and needed to be redirected frequently. We will revisit this next week, so that I can get a more accurate assessment of his silent reading ability.

Trenton began today's session with a review of some mathematics problems he was assigned for homework. He did several problems on regrouping with hundreds for addition and subtraction. He did very well and only had a few corrections for computational errors. Next, he read a book on Mammals. As he read, he identified main ideas and key details found under each main heading. He was able to identify several text features and tell why they were important to readers. He next continued his reading of the paired passages on Big Bugs and read the informational passage, "The Praying Mantis". Trenton will continue working with this passage at our next session.

It was so good to have Siena back. I''m glad she is feeling better. Thank you for sending her books back from last week! She informed me that she can't find her word work rings so I will make her a new set. We began today's session with a review of the first 25 High Frequency Words. We also reviewed 6 words from the next 25 word set that I introduced to her at our last session. We played a bingo sight word game and a phonics game focusing on initial sounds. I introduced a new text for home practice. She was very excited as she practiced, and so proud that she could read some whole sentences on her own. She can practice this text at home. I told her I was looking forward to hearing her read it to me next week when she returns!

Dillon did a great job on his fluency today. He scored 81 wcpm. He is well on his way to achieving the end of the year benchmark! Next, he read several passages of informational text and determined the main idea. Then, he completed reading a selection started last week called,"Big Bugs". He responded to questions and found the text evidence that supported his answers.

High frequency word work.
Sight word games.
Introduction to new independent level reading books.