Field Work Reflections 4/29/13

Reflection 4, April 29

On this day I was able to do a word list with the student I’ve been working with. I started him out on the third grade words, which were the words from the grade below him. I told him that all he had to do was read the words as best as he could and not to mind me. The marks I made on my paper are not bad marks and this was not a grade. As soon as he saw the first word list I wanted him to read he said that they he knew them and they were going to be easy. He read through them very quickly, confidently, and with ease. The only two he got wrong were because he said the root word and left off the suffixes. He only missed these because was reading through them really fast and just skipped over the suffixes. He scored a ninety percent, in the independent level so I moved him up to the fourth grade word list.
During the fourth grade word list he struggled a little more. He scored an eighty percent, a good instructional level score, but struggled to identify some of the words automatically. He scored a sixty percent on the automatically identified and did a lot more self-correcting at this level. He still read through the wordlist semi quickly but struggled with the longer, more syllable words. I also noticed he struggled a little with how to pronounce the i and e sounds in the words he missed. I decided to give him the fifth grade word list even though I thought he read at the fourth grade level. You never know; he might know those words as well and score well on those too. I thought he might struggle, but that was okay because I got too see how he tried to figure the word out.
As I suspected he did struggle with the fifth grade words. He scored a sixty percent, which is the frustration level. Many of the words he missed he tried to decode, but just could not figure the right pronunciations. There was one word he missed, divorced, that I believe he just read through it to quickly; I say this because he instantly said discovered and they are spelled similar.
Throughout the entirety of the word lists, even the one where he struggled, he maintained a positive attitude and energetic stature. My final conclusion is that he reads at a fourth grade level, but struggles with decoding longer words and special pronunciation for letters i and e, which will improve once he starts noticing the special sounds in more vocabulary. He told me that next time we read together that he does not want to read something boring so I want to find him a book about wrestling or sports.

Word sight lists

Word sight lists assessment

On the spot notes:

Writing on word sight lists assessment


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