Moving to Assessment

In the past couple of weeks I have been able to see C as both a writer and a reader.  As mentioned in my analysis of C’s writing, she has shown strengths in her interest and ability to write (both from the creative and conventions aspects).  As a reader C has demonstrated that she is at the instructional level for a 4^th grader.  Though she makes some mistakes in her reading, most of those mistakes insertions (adding either “a” or “the”) or substitutions and retains meaning in the text.  C has demonstrated that she is able to summarize the text, and usually points out main characters and major details in the retelling, in her personal reading, classroom assigned reading, and in the readings that I bring to our meetings.  In comprehension, though, C seems to struggle a little with some of the implicit or inferred questions even though she can summarize the passage and answer explicit questions with ease

Taking all of these factors into consideration, I believe that C would benefit from practice and lessons that revolved around reading comprehension.  Since C has expressed interest in reading and writing about animals and fantasy situations, using this as a basis of a lesson on comprehension would be ideal.  Finding a passage about any or all of these subjects will engage C in the lesson and the personal interest may help show her true potential to comprehend reading and ability to answer implicit questions.  As part of the lesson, C could be shown strategies of writing in the text (or making notes) to remember main point or questions that she had while reading.  If the lesson goes better than planned and C demonstrates the ability to answer implicit questions, slowly transitioning to passages that do not involve these subjects may show true improvement in these skills.