Keystone
Field Project: Assessment Reports
Professor
Hsu
EDLI
636
By:
Ayanna Brown
Due:
April 2, 2013
Field Observation in the School:
I conducted my
field observation at Explore Charter School in Brooklyn, New York. I
was observing the 2nd grade class; there were two teachers
in the room, Ms.Lopez and Ms. Muira. The classroom was energetic and
decorated in a manner that created a positive learning environment.
During the observation, the students were allowed to select the
Center Time choices. The choices were clear they were to select one
choice and a bonus. Most of the students selected the independent
reading and then for the bonus, they wanted to book shop (the
students would go to the library and select new books for the week).
The children that were in need of instruction in reading were placed
in a small group with one teacher. They would go through the text
together, while the other students completed the tasks that were
assigned for them.
The students were
given a sheet that displayed a pie chart. The chart represents the
Center work that the students can choose, and then on the bottom of
the sheet are the bonus choices. The children are to monitor their
own progress; they shade in the part of the pie that they have
completed. Once the tasks are completed, they then can select the
bonus choice. The book shopping choice was the most popular with most
of the students. The students were very eager to read, they loved to
select books and to explain what the stories are about. The teacher
used the instructional method of assisting in the reading groups with
the identified students. They also applied the independent reading to
the students that did not need to have a teacher assist them.
QRI-5 Reporting:
I conducted the
testing on a Kindergarten student that was a member of the student
population in the school. Keyno is in the second class of the
Kindergarten body, he is a general education student with no
identified special needs at this time. I used the First word list to
determine his reading level. He only got 40% (words out of 20)
correctly. He was not able to even try some of the words, such as
enough, afraid and move. At some point in the reciting of these
words, he was frustrated and did not want to continue. I then used
the Primer word list, this list he was able to recite the words
better. Keyno was able to initially identify 90% (18 out of 20)
correctly, 2 of the words he self corrected without my assistance.
The end result for this word list was 100%, so I determined that he
would be able to read on a Primer level.
Keyno was very
energetic and needed no assistance when it came to the Primer list,
we took a break so that he could relax his mind and refocus on the
task. The next step was to have him read two different reading
passages to gain insight in his level of accurate reading. The QRI-5
helps to identify any issues or developmental needs for the students.
We selected two Primer reading passages, “The Pig Who Learned to
Read” and “Who Lives Near Lakes”. We decided to use “Who
Lives Near Lakes” first because it was a shorter passage; I wanted
to see if he could get through the passage with success. He was able
to get through the passage with ease.
The concept
questions that were connected to the passage (Lakes) he was able to
answer 44% of the questions. Even though the passage was not long, he
recalls scarce and basic details. The details that he recalled were
enough to get a clear answer, but he did not elaborate or extend his
answers. He did not seem familiar with the passage even after reading
it. We did not do a recheck at first, but decided to do one after he
answered the concept questions, so he could review the passage. When
he was reading the passage, he recalled 13 ideas, which was 72% of
the story. He could recall the details better than he could answer
the questions about the story.
He needed
instructional assistance to get the basis of the questions being
asked. Keyno needs to be able to clearly think about the concept
questions, but takes too long to develop an answer. He gets
frustrated when he does have a ready answer and does not want to
complete the task. He did enjoy retelling the story and was happy to
give the details to me without me leading him to the details. He did
not want to look at the story again, and wanted to give the details
in his own words. For the retelling task, Keyno is very capable of
relaying the details; he did not like the concept question task, even
though it was about the same details that he relayed in the retelling
task.
The general
question tasks were just as frustrating for Keyno as the concept
questions. He was ranged at frustration level; he got 2 explicit
answers correct and 1 implicit answer correct. This test shows that
Keyno would need to do recheck when answering questions about the
story. He could maybe draw the story details first and then answer
the questions. He does better with details where he retells the
story, then to create a thought that answers the question given. He
would need an instruction that will enhance his creative side and
encourage him to express himself.
The second day of
testing, we read the passage “The Pig Who Learned to Read”; this
was a colorful story that sparked interest in Keyno. He was excited
to read the story and it had more content than the prior passage. He
was so into the story that he wanted to read it twice. Keyno still
got 44% in the concept questions. He showed interest in the story,
but still was unable to give details when questions are asked. He is
an independent reader with a total of 4 miscues during his reading.
He was fluent while reading with minimal stops or assistance from me.
He self corrected more of the words than he got incorrect.
With the retelling
task, he did not do as well as the prior passage; he recalled 9 ideas
from the story. He recalled the part of the story that he enjoyed the
most; Keyno gave more information just by speaking in a natural
conversation. He spoke about the story and was very detailed on the
topics that he liked in the story. He was very hesitant to recall any
other details, even when prompted. He did do better in the questions
task portion of the test. Keyno was raised to Instructional reading
level; he got 3 explicit answers and 2 implicit answers.
The QRI-5 testing
system is designed to identify the reading level of the student.
After that is determined, the system will identify the strengths and
weaknesses of the student while reading and the concept of
understanding. Keyno demonstrated that he works well with the Primer
words and reading selections. He needs to work on answering questions
with clear detail. He also should work on being patient in
determining the sound of the words.
I was very glad to
assess the student in this manner; I am not in a classroom so this
interactive experience brought the teaching realm to me. Since I am
not in a classroom presently, I only get to practice on my own
family. Keyno is my own child, so this assessment helped to determine
the same things that his teacher has advised me of in his own class
work. I am going to use the lesson that I prepare to practice on his
comprehension and understanding of the passages that we select. I
think that this will also get me prepared for the classroom and the
needs of my future students.
The QRI-5 and the
DICBELS assessments are both great instruments to identify the
strengths and weaknesses of the students' literacy comprehension. The
QRI-5 creates a testing opportunity for the student to not only be
tested on comprehension, but also allowed the teacher to get the
correct level of reading comprehension for the student. The student
may be in one grade but reading at a lower or higher level, it is
important to get the correct reading level for the student to receive
the assistance needed. My son was given lower reading materials
because he was placed in special needs for speech. He actually read
at a higher level, which was determined grades later. The
identification would have been better for him in his earlier grades.
The DICBELS assessment is a possible indicator that the student may
struggle in reading during the elementary years. It is used more in
the Kindergarten to 3rd grades than covering all of the
elementary grades. It is a little more boxed in as compared to the
QRI-5 which is more open to take levels of assessment to indicate the
problems and successes; also bring in the areas that they are
struggling.
