Name of striving reader (pseudonym)

Wendy Ambroise
10 years old
Britnee Cunningham
August 29 October 2nd
4th grade
DRA 16 Instructional (narrative/expository)
James Elementary
I. Interest Inventory/Card Game and Book Tasting
Student Responses from Card Game

1. Lunch
2. Reading
3. My books
4. Drawing
5. Reading/Writing
6. In the Back
7. Quiet because I am shy
8. No favorite books, comic books
9. Dad and brothers
10. Nice, good, quiet
11. Playing
12. Drawing
13. Teen Titans Go, Wild Kratts
14. Move back home
15. I'm quiet
16. Robin, he is a leader
17. Blue because of different kinds of blue
18. Reading
19. I don't know English good
20. Carnival/party/festival? not a lot of detail
21. Griot, banan peeze, pikiliz
22. lion
23. My dad
24. My drawing
Texts from Book Tasting from Myon

Drawing and Learning About Monsters: Using Shapes and Lines by Amy Bailey
Muehlenhardt
Drawing and Learning About Faces: Using Shapes and Lines by Amy Bailey
Muehlenhardt
 How to Draw the Meanest, Most Terrifying Monsters by Mike Nash
The Kids' Guide to Magic Tricks by Steve Charney
Cool Plastic Bottle and Milk Jug Science by Tammy Enz
Jake Maddox Graphic Novels Soccer Switch by Jake Maddox
Score!: You Can Play Soccer by Nick Fauchald
Max and Zoe at Soccer Practice by Shelley Sateren
Who Wants to Play Just for Kicks? By Chris Kreie

Kreie, Chris
Kreie, Chris

This card game gave me an excellent opportunity to get to know my student. My student
seems to be somewhat socially withdrawn so it took about four lunch sessions working one on
one setting. I learned that the student I was tutoring had just relocated to the United States. The
student had previously lived in Brazil. Although he was of Haitian descent he didn't speak
Creole, he spoke broken bits of Portuguese. The student lives with his father and three brothers
(one older and two younger). He walks to and from school.

The student prefers math over reading as well as science. He cannot identify his favorite
book or even genre of book. The student seems to have no prior experience with reading books
in English or in Portuguese. The student is more of a visual and tactile learner. A lot of our
conversation was done using hand signals to show that he agrees or disagrees with the statement.
He is not comfortable enough to verbally respond to me even while being sentence stems. I plan
on performing a book tasting using audio books and electronic books on programs such as
MYON. This way I will get a more intimate view of what books the student picks with comfort
knowing they won't be judged by their ability to read the book.

After conducting an electronic book tasting I noticed the student seems to favor
informational text. He geared towards books that provided expert knowledge about a topic such
as diy (do it yourself) books and sports. He especially was happy to see multiple books about
soccer. This activity allowed me to gather data on what kinds of books interest the student. He
stayed clear of traditional literature and fantasy. This lets me know that when I work with the
student he most likely will need additional support comprehending fiction text.

II. Word Lists (Word Recognition in Isolation)

Kindergarten Sight Words
17/20 75%
1st Grade Sight Words
45/100 45%
I did not administer the second grade word reading fluency assessment based off the low
accuracy rate of the first grade sight words.

III. Oral Narrative and Expository Passages (Word Recognition in

Context)
DRA 6 Why are we stopping? Narrative passage independent range
DRA 8 Duke Narrative passage independent range
DRA 12 Expository passage instructional range
DRA 16 Baby Birds Expository passage frustration range

Student seems to have struggled more with expository (informational) text than with narrative
text. The student also seems to have issues decoding multisyllabic words. Student uses pictures
to help guide his way through the text.

IV. Comprehension of narrative and expository passages

DRA 6 Why are we stopping? Narrative passage independent range
DRA 8 Duke Narrative passage independent range
DRA 12 Expository passage independent range
DRA 16 Baby Birds Expository passage instructional range

Striving student has tremendous ability to retell and comprehend narrative text. Student
was able to easily identify basic story elements in literature text such as characters, setting,
problem, and solution. With informational text, it is more challenging for the student to be able
to fully comprehend the text without the use of text and graphic features. A student was unable to
decode such of the key words necessary to deepen their understanding of the text. I also feel as if
student has issues with process new information. When questioned about new learnings he
encountered throughout his reading of the text, student becomes frustrated and shuts down. A lot
of visual and semantic cues were used through the duration of the developmental reading
assessment.

V. Fluency
The student fluency diminished as he began reading passages that were more difficult. Although
the entire student reading is choppy due to the language barrier, the thing I paid close attention to
was the pacing. My plan for intervention is to provide students with repeated readings and word
family zoom I predict the student fluency will improve tremendously.

VII. Summary
 In the school district I work for we dont use QRI when actually use DRAs
(Developmental Reading Assessment). Instead of a prior knowledge section, there is a section, to
interview students as readers. It asks questions such as what are your favorite kinds of books or
who do you read with at home? Students words per minute for a 1st grade reading level were 35
wpm. Student miscue analysis shows that the student struggles with blends such as digraphs,
consonants clusters and diphthongs. Student seems to have master kindergarten sight words and
beginning and ending letter sounds. Of course for the DRA oral retelling portion student scored
extremely low in comprehension. He was only able to restate a couple of the major events of the
story. Many of the students breakdown with comprehension is also because of a language barrier
(student speaks Portuguese). For most of the comprehension question student didnt provide a
response or it was limited and I had to piece together what the student was attempting to say.
Conducting this reading assessment shows I need to work on all domains of reading with striving
readers (vocabulary, phonics, phonemic awareness, comprehension, and fluency).

VIII. Instructional Recommendations

Attached are three lessons for my striving reader.