Cindy RoscoeTests Administered:
5715 Reading Assessment and CorrectionWoods and Moe Informal Client: Chase Carpenter Reading Inventory
D.O.B. 3/05Schlagal Qualitative Spelling
Grade: 1
School: Salem Elementary
Test Date: 3/21/05
Chase was tested at Salem Elementary on March 21, 2005 to evaluate his reading, spelling, and writing abilities in order to practice completing I.R.I.’s for my Reading Assessment and Correction class in the spring semester of 2005. Chase is a first grader who loves to read. He enjoys reading in school and outside of school. He commented in our interview that he especially enjoys reading Junie B. Jones books. He reads and takes A.R. tests almost daily in my classroom. He also enjoys other hobbies, especially basketball and camping out with his family.
Reading Evaluation:
Chase was administered the Woods and Moe Informal Reading Inventory, which is designed to assess word recognition skills, oral reading accuracy, reading rates, and oral and silent comprehension. He also completed the Schlagal Qualitative Spelling Inventory to determine his understanding of spelling principles. In addition, he provided a writing sample.
Informal Reading Inventory:
To assess Chase’s sight word vocabulary, or those words he recognizes automatically, he was asked to read a series of words ordered by grade level. The words are presented in a flashed condition and then uncovered to allow Chase an opportunity to use word attack strategies. Chase’s store of automatic sight words is at an independent level through second grade. His instructional level is third grade and his frustrational level is fourth grade.
Chase read accurately and fluently in passages from first through second grade levels. His oral and silent reading rates were typical for second grade readers. Chase’s reading comprehension was adequate in both first and second grade passages read. Although his comprehension scores were at 80% for both first and second grade reading passages, it is my opinion that the one question that was missed about each of these passages did not interfere with his ability to read the text and gain meaning from it. Both times the question missed was a question involving defining a specific word that, in my opinion, was irrelevant. Therefore, I feel comfortable in suggesting that Chase is at an independent reading level of level 1/2; instructional level of 3 and frustrational level of 4.
Spelling:
Chase spelled lists of words typically read in first through fourth grades. His performance on these word lists suggests that he is an independent speller at the third grade level. Further, his spelling sample indicates that he has a solid grasp of basic vowel spelling patterns. He had more difficulty when using patterns that have more than one way to be represented (ex. throat-long o sound, way instead of weigh, and doller instead of dollar) The words that he seemed to have more of a problem with were words that he most likely has not seen numerous times in his reading. He seems to be a visual learner based on the number of words he spelled correctly. With every new book that he chooses to read, he is adding more spelling vocabulary to his knowledge. When Chase comes to a word that he is not familiar with, he returns back to his knowledge of phonics rules learned and attempts to spell the word correctly. Therefore, even the words that are spelled incorrectly are spelled exactly the way they sound.
Writing:
Chase wrote a story of interest to him. He is planning a trip to New York next week. When speaking with his mom about their trip, we realized that we would be leaving on the same day and vacationing in the same “spot”. Chase has really enjoyed the thoughts of being on vacation in the same town that his teacher will be vacationing. We have jokingly told the class that we are going on vacation together. Therefore, the story that he wrote was of high interest to him. Chase did not use a fair amount of mechanics when writing his story. His first sentence runs on instead of using a period and beginning a new thought. He did use great skill in putting a period after Mrs. And even using a comma in the correct place. His spelling is controlled. The words that he is unsure of, he attempts and they always turn out to be spelled exactly the way they sound (example: stachu of liberty- statue of liberty, and travel-travel).
Summary:
Chase is a first grader who has excellent sight word knowledge and reading fluency. He is an accurate oral reader and expresses an interest in reading constantly. His ability to comprehend unknown words in a given passage is less developed than his oral reading ability. Chase is a willing and bright student who will take risks when needed to be a better and more thoughtful reader. He is a super writer and enjoys reading his products to the class. His instructional reading level falls within the third grade range.
Recommendations:
Chase uses his sight word vocabulary to read with good fluency at a