Morgan has been very patient and cooperative as I continue with OG evaluation. I explained that I want to pinpoint what she is struggling with and not waste her time teaching her things that she already knows.
To that end, I administered a spelling test of nearly 60 words. Morgan used her document camera so that I was able to watch her write. Her letter formation and pencil grip looked good.
Next, Morgan read timed passage to assess further her reading level (Qualitative Reading Inventory). She read a challenging article about the Nile river with good prosody and comprehension. I will analyze all of the data collected to determine where to start in next week's instruction.
Assignment
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Session Minutes
30
Minutes Student Attended
30
Lesson Comments
I will look over everything over the weekend. She is a sweet girl; I look forward to getting to know her.
I assessed Morgan with the following: Phonological Awareness Screening Test, the CORE phonics screening test, and the Qualitative Reading Assessment. I will conclude the assessment on Tuesday.
Assignment
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Session Minutes
30
Minutes Student Attended
30
Lesson Comments
sweet girl. No red flags with phonological awareness.
I assessed Rhett using the Quick Phonics Screener and a spelling test. I will write up the results and send them as an email.
Assignment
none
Session Minutes
30
Minutes Student Attended
30
Lesson Comments
Cute kid. He is much more able to focus than his brother. I don't think that he is dyslexic, maybe a little delayed, but to be honest, I don't know what St. Claire's expectations for a first-grader. I will write up the report and copy you and let you decide.
I assessed Dutch using the Quick Phonics Screener. He has a solid understanding of the following: letter names, sounds, open and closed syllables, common beginning and ending digraphs, CVCC and CCVC, Silent E, R-controlled vowels, advance consonant sounds, silent consonants and consonant digraphs, common prefixes, and suffixes. He struggles with the following: vowel digraphs, diphthongs, advanced vowel sounds, reading unfamiliar three and four-syllable words.
I think that he would benefit from OG lessons targeting those gaps.
Assignment
none
Session Minutes
30
Minutes Student Attended
30
Lesson Comments
As I said in my voice message, Dutch said that he was only having one session with me, which I interpreted to mean that I was to assess him for OG. I do think that he would benefit from OG 2-3 times per week.
I am available (and have him on my schedule) to read together Mondays and Wednesdays 10-11 for the rest of the summer, and I am happy to do that. Please confirm with his mom. He might have been manipulating me, but I don't think so.
Xavier and I were able to connect on Microsoft Teams. To warm up, Xavier sequenced the alphabet using alphabet tiles. This exercise strengthens rapid automatic naming. Next, I did a phonological awareness exercise. Phonological awareness is the ability to manipulate the sounds within a word and is predictive of reading and spelling success. For the rest of the session, I assessed Xavier to determine where to begin in Orton-Gillingham instruction, using the CORE phonics and high-frequency words surveys. I also had Xavier read two timed oral reading fluency passages. Xavier was attentive and cooperative.
Assignment
none
Session Minutes
30
Minutes Student Attended
30
Lesson Comments
Xavier has significant gaps in his reading and decoding skills, and I think that the best course of action is to start at the beginning of the OG scope and sequence. I had him read oral reading fluency passages at a third-grade level, and his reading was pretty garbled. He skips a lot of words and often reads words out of order. I think that attentional issues are a significant contributing factor.
