Sara Davis
EDRE 4450
University of North Texas
Short Vowel Fluency
Student: William
Date Administered: 3/12/14
I got this assessment from William (Bill.) His teacher sends a list of words to practice at home
each week from a list of words that they have been learning in class. I had Bill read the list of
words off to me. Bill was able to read most of the words except “plum,” “grab,” “stump,”
“snug,” and “stress.” I found that he often had trouble with /st/ and would often just replace it
with /s/.

Praise point: I liked how you went back to “brass” and corrected how you said it.

Teaching point: For the words that Bill had difficulty pronouncing, I would cover
everything but the starting sound and ask Bill to make his mouth ready to say the frist
sound and then I uncovered the rest of the word so Bill could say the whole word.
Practicing onset rime helped bill sound out many of the words that he had trouble with.

Next: Seeing that Bill had a lot of trouble with beginning sounds of words, I would work
on onset and rime using word families. Having Bill work on onset and rime would help
him to recognize beginning sounds of words.

Assessment: I really enjoyed this activity. I found it interesting that Bill's teacher would
send home a sheet with the words that they were working on each week. This would
be helpful when learning different high frequency words as well as word families.
Story Retell
Student: Bill
Date Administered: 3/12/14
I read If You Take a Mouse to School by Laura Joffe Numeroff to Bill. I first took Bill on a
picture walk through the book and had him help me tell the story, then I read the story to him.
I then had Bill retell the story to me at the beginning, middle, and end using a series of
prompts. Filled out is what Bill responded.

Praise point: I like how you looked back through the story at the pictures to remember
what happened.

Teaching point: When Bill would forget a part of the story, I would ask him, “think back,
didn't something happen before that?” or prompt him in a similar manner to recall the
entire story.

Next: After having a few story retells, I could have Bill work on recalling his day, or
weekend, and telling me what happened at the beginning, middle, and end. He could
write it down or draw pictures to help with his story retelling.

Assessment: I enjoyed getting to work on story retelling with Bill. He seemed to get
really excited about new books and enjoyed getting to tell me all about the story after
we finised reading it.
Beginning

What happened at the beginning? - “The mouse went to school and wanted a lunch
and then some pencils and a snack.”

Where did the story take place? - “At the boy's house and at school.”

Who were the main characters? - “The boy and the mouse.”

What was the problem? - “The mouse kept wanting everything.”
Middle

What happened next? - “They played with toys and blocks and a teddy bear.”

What did the mouse do? - “He kept wanting to play with more stuff.”

Why? - The mouse liked playing with toys.”
End

What did the mouse do? - “He played skateboard and basketball and got hungry.”

Why? - “He played a lot of games.”

What happened next? - “The mouse had to go back to school to get a snack.”

What did the boy and the mouse do? Why? - The boy had to get the mouse everything
he wants because the mouse kept thinking of things he wanted.”
High Frequency Words
Student: Bill
Date Administered: 3/12/14
I used a list of high frequency words found online and had Bill read them off to me. I put them
on flash cards and presented them to Bill one at a time. I took note of which words he did not
pronounce correctly. The only word that Bill said incorectly was “this” which he pronounced as
“they.”

Praise point: I like how you went back and corrected yourself when you messed up on
a word.

Teaching point: Make sure to look at the whole word before making an attempt to say
it.

Next: Using these sight words, I could have Bill make rhyming words. I could place a
word on the white board for Bill to see and ask him what that word is. After he correctly
responds, I could ask Bill which of the sight words that we went over rhyme with that
word.

Assessment: Bill seemed to really know his sight words. It seemed like Bill went over
his sight words frequently in class. This seemed like it might be a better assessment
for more struggling readers.
Identifying Upper and Lower Case Letters
Student: Bill
Date Administered: 3/12/14
For this assessment, I printed off a set of upper case and lower case letter pairs and placed
them randomly on a table. I had bill match all of the uppercase and lowercase letters. Bill did
really well, only switching “b” and “d.”

Praise Point: I liked how you made sure to match the letters you knew first and then
matched the letters you weren’t so sure about.

Teaching point: Remember the line “b sees d” when trying to match those two.

Next: Bill could work on words that start with each beginning letter like “bed,” “dog,”
“ball,” and sort them according to the starting letter.

Assessment: Bill seemed to really enjoy this. It felt more like a matching game to Bill
than an assignment.
A
B
C
D
a
b
c
d
E
F
G
H
e
f
g
h
I
J
K
L
i
j
k
l
M
N
O
P
m
n
o
p
Q
R
S
T
q
r
s
t
U
V
W
X
u
v
w
x
Y
Z
y
z
Running Record 1
Student: Aiden
Date Administered: March 3, 2014
I met with Aiden in his kindergarten class while observing. I asked his teacher if I could do a
running record on a student, and she suggested Aiden. The book we read was Different Kinds
of Sharks. Aiden read through the story really well. He had a few errors, but corrected himself
a few times.

Praise point: I like how you went back and reread the sentence to make sure you got it
right.

Teaching point: Make sure to look at the whole word when trying to say it.

Next: I could extend the text and have Aiden explore a specific shark and make a circle
graph of that shark using the facts found in the story. After Aiden and I go over this, we
could try reading the story again a second time.

Assessment: Aiden had a few places where he struggled. He often would look at the
beginning sound of the word and guess what the word was from just the beginning
sound.
Running Record 2
Sudent: Aiden
Date Administered: April 7, 2014.
I met with Aiden about a month later and had him read over a second story for me. This story
was about the life of frogs. At first Aiden did not know what the word “tadpole” was. After
asking me, I explained to him it was a baby frog. He then figured out the word on his own.
Aiden did a lot better on this running record than the first one.

Praise Point: I like how you asked me what the word “tadpoles” was when you weren't
sure.

Teaching Point: Make sure to continue looking at the full word before trying to guess
what it is.

Next: I could have Aiden create a time line of the life cycle of a frog using the facts
found in the story. After, we could read over the story a second time.

Assessment: Aiden did a lot better on this running record than the first. It seemed like
he took more time looking at the entire word before trying to guess.