Sarah Gorr's Website

Assessments

Pre-assessments

In this assessment Molly made two mistakes. She was using beginning visual for both and used meaning and structure for the second mistake also. When she replaced goggles for glasses it was clear to me that she was using the picture to figure out the word. I did notice that she did not sound out any words in an attempt to decode them.

Molly did very well on this level. She only made one mistake and the word that she inserted is a synonym. Again, it was clear that she was using the picture to figure out the words instead of decoding strategies. 

Molly scored instructional on this level. The first, third and fourth mistake that she made she was using beginning visual cues. The second mistake that she made she was using structure and meaning cues. I noticed that she read the story and inserted words instead of attempting to decode them. 

Molly scored in the frustrational on this level. For the words that she inserted and misread she was using beginning visual cues. It is also clear that she was using structure and meaning cues. She skipped over a few words and added endings. Again she did not use any strategies to try and decode the words. 

Post assessments

Molly did very well on this level. She improved from the last time that she was tested on this reading level. She only made one mistake and she was using ending visual and structure cues. I can see her using the strategies that I taught her during her sessions. 

Once again Molly increased her score on this reading level. She used beginning visual in each mistake. The second and third mistake she used the meaning cue and she also used the structure cue during the third mistake. She skipped over one word. She showed improvement in this level. One reason this score may be lower than it should be is some of the vocabulary. Even though she scored instructional on this level, this is not her new instructional level.

Molly did extremely well on this reading level. She was using the strategies that we discussed in our sessions to decode the words she did not know. She was also using beginning visual cues and structure cues. In the first mistake she also used the meaning cue. She did very well on this level.

Molly also scored well on this reading level. She was again using beginning visual, structure, and meaning cues. She skipped over one word. I noticed that she was using strategies that we discussed. Also, most of the mistakes that she made were very close to the correct word. This is Molly's new instructional level. 

This level caused Molly to frustrate. She was using all of the cues but was mostly using beginning visual cues. She struggled with the end of the words. She also left out a bunch of words. Molly did very well but this level was too difficult for her.