Brief Assessment of a Child as a Reader

Midterm Assessment: Reading Profile of a Student

SO THE STUDENT I USED IS MY SON ADAM, WHO IS IN 4TH GRADE. HE HAS LANGUAGE DELAY. AND HE IS NOT A GOOD READER ( CHECK THE BRI YOU COMPLETED FOR ME BEFORE AND USE ADAM'S INFO FROM THERE )

PLEASE READ CAREFULLY AND ANSWER.

For this assignment, you will write a report that is a brief assessment of a child as a reader. You will interview a child and conduct some analyses of the child’s reading ability

INTERVIEW

In this interview, you will ask about the child’s attitudes and interests regarding reading and books. You may select a child from your fieldwork placement or a child you know. You should engage the child in a conversation to discover what the child likes (or dislikes) about reading and books. You will also want to find out what kinds of books the child likes to read, if the child has any favorite books or favorite authors, and if the child perceives him or herself to be a good reader. You may also want talk about whether the child enjoys listening to others read stories. Please note, this interview should take the form of an authentic conversation with a child, NOT a prefabricated questionnaire, checklist, or survey (such as those you may have used in a literacy course). You may want to look at Appendix 46 in Fountas and Pinnell (2001) for inspiration on the kinds of questions you may want to ask. However, simply asking the questions in Appendix 46 is not sufficient to get the depth and breadth of information you need for this paper. So, you should plan on asking additional questions, as well as follow-up questions.

To create a portrait of the child as a reader, you must describe the child, the highlights of the interview, and what you learned. In other words, this is not a word for word recap of what was said nor is this a transcript of your interview. Instead, you must analyze the interview and discuss your analysis using specific examples from the interview as evidence to support your argument.

ASSESSMENT

You may use any combination of assessment tools described in the course readings, such as those mentioned in Fountas and Pinnell (2001), Hindley (1996), or Hipskey (2010) (i.e., Miscue Analysis, Running Records, NAEP’s Scale for Assessing Oral Reading Fluency, etc.). Please use the assessments of reading described in the EDUC 551 course literature (NOT assessments, such as the BRI or DRA, which you may have learned about in other courses). Please do NOT use prefabricated assessments, such as the prefabricated assessments that are part of the Fountas and Pinnell Benchmark System, or prefabricated short stories that are designed as assessments and are available online. Instead, select authentic texts (e.g., actual books or magazines) that the child enjoys, or that you think the child might enjoy. Depending on the age of the child you select, you may encounter varying levels of reading proficiency, from someone who is an emergent reader to someone who is a fluent reader. You will need to collect evidence of the child’s reading, analyze the evidence, and write up a report. Your report should describe each assessment you conducted and use examples from the assessments to support your claims about the child as a reader. Based on your analyses, you should provide your recommendations to support the child’s growth and development as a reader.

REFERENCES

Since you will be using assessment tools you learned about in the course literature, you will need to cite the book or books where you read about those measures. You will also need to cite any children’s literature (books the child mentions, books you ask the child to read, etc.) that you discuss in your paper. Please note, the use of in-text citations and references is worth 20% of this assignment. So, please be sure to include both in-text citations and references.

Everyone must write about:

• Attitudes and interests: How does the student view himself or herself as a reader? Does the student have a

positive attitude toward reading? Please describe the child’s attitudes toward reading using evidence from your interview (e.g., direct quotes, behaviors, etc.). You will need to carefully analyze what the child tells you, so you can write a cohesive report that documents the insights you gained through the interview.



EDUC 551 Midterm Assessment 2

Choose at least two additional areas to evaluate:

Assess at least two areas from this list below (see Fountas & Pinnell, p. 488)

• Fluent processing: the degree to which students read with accuracy, ease, and fluency.

• Comprehension: the degree to which students understand the texts they read with accuracy, ease, and

fluency.

• Miscue Analysis (or MSV Analysis): the types of errors a student makes when reading.

• Reading Accuracy: an analysis of the number of errors a student makes (e.g., Running Records)

• Level of text: the level of difficulty at which students can read with accuracy, ease, and fluency. To help

you determine the level of text, you may want to consult the Scholastic Book Wizard:

http://www(dot)scholastic(dot)com/bookwizard/

PLEASE NOTE: It may be helpful to tape record your interview but it is certainly not required. Be sure to ask permission of the teacher and student (or parent and child) if you decide to record.



EDUC 551 Midterm Assessment 3 Your midterm assessment will be graded on a 25-point scale according to the following rubric:

On a scale of 1 (minimal evidence) to 5 (ample evidence) for each category, the paper

Ideas and Content

The paper is clear and focused and includes anecdotes, evidence from assessment tools, and details that support the main ideas. At least three areas, including 2 assessments and the student’s “attitudes and interests,” are discussed. Based on the analyses you document, you should provide your recommendations to support the child’s growth and development as a reader.

Organization

The paper is effectively organized and logically developed, moving the reader through the text to showcase and enhance the central ideas. There is an inviting introduction, thoughtful transitions, and the writing flows smoothly to a satisfying conclusion.

Writing Style and Voice

The paper is compelling and engaging, appropriate for the purpose and audience, and both explanatory and persuasive.

Conventions

The paper is correct and accurate with regard to spelling, punctuation, grammar, and other standard writing conventions to enhance readability. Please be sure to review the “Editing Checklist” below before submitting your paper.

References and In-Text Citations

All papers must include references. The paper must have APA-style in-text citations and a complete list of references in correct APA format. Here is an example of a proper APA-style reference for a book:

Fountas, I. C. & Pinnell, G. S. (2001). Guiding readers and writers grades 3-6: Teaching comprehension, genre, and content literacy. Heinemann.

If you would like information about how to create and use APA style in-text citations and references, please see:

APA Style. (2021, March). Style and grammar guidelines. https://apastyle(dot)apa(dot)org/style-grammar- guidelines

Midterm Grading



Editing Check List

Please review the text of your paper to make sure that you have used Standard English, good grammar, and proper punctuation. Pay special attention to verb tense, noun-verb agreement, and noun-pronoun agreement. Please double-check to make sure you have formatted your papers correctly and that you have included all necessary references. Please consider making an in-person or distance (phone, Zoom, Skype, Face Time) consultation appointment with the CAEI (Center for Academic Excellence and Innovation) to assist you in editing and correcting errors prior to submitting your paper.

Check List—Correct Formatting Should Include:

� Proper APA Formatting

� 12 pt font size

� Times Roman

� 1” margins on all four sides

� Double Spaced (no “additional” spacing between paragraphs)

� Use page numbers

� Indented first line of every paragraph except for the “References” section. In the “References” section use a “hanging indent”

� Submit your paper through Blackboard as an “Attachment” (if you paste the text in the submission box the formatting gets lost)

� Correct use of Punctuation within Quotations

According to the Sixth Edition of the Publication Manual of the American Psychological Society (APA), you should “place periods and commas within closing single or double quotation marks. Place other punctuation marks inside quotation marks only when they are part of the quoted material” (p. 92).

� Naming the Document: USE Your NAME: Please include your name in the name of the document. This way when, when I download your paper it won’t be one of 20 called something like “551 Midterm” or “Midterm Assessment.” So, if Sally Smith were submitting a paper, Sally might name it something like, “Sally Smith_Midterm Assessment.”

� Contractions

� You may use contractions ONLY if you are quoting a person or a written text. Otherwise,

please avoid the use of contractions.

� References

� In the “References” section use a “hanging indent”

� Any and all materials (e.g., textbooks, children’s books, journal articles, etc.) referred to in

your paper must be listed in the references section of your paper.

� All references should be formatted using APA style.

� Originality

� All papers will be submitted through SafeAssign.



THANKS