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OBSERVATION SURVEY SUMMARY SHEETS
Sadie
Name:
Date:
9/9/13
School:
D. of B.:
9/11/07
Age:
5
11
yrs
mths
Recorder: Leslie McBane
Errors
Running Words
Text Titles
Easy
Instructional
Hard
Error
Ratio
Accuracy
Rate
Self Correction
Ratio
Hats level lev. 2 St. 4
1
/
22
1:
95 %
1: -
A House (1)
3
/
32
1:
91 %
1: -
At the Zoo (3)
9
/
70
1:
87 %
1: -
Directional Movement
Appeared to move left to right but showed little if any attention to print
Analysis of Errors and Self-Corrections
Information used or neglected [Meaning (M), Structure or Syntax (S), Visual (V)]
Easy
Instructional
Hard
Substitution fit the pattern and meaning (blue/purple). No self correction.
Errors did not maintain introduced pattern but rather, described the picture. No sc. Seemed to be
monitoring with a known word-A.
Maintained general language pattern throughout, but inserted words and showed no attention to print.
Cross-checking on information (Note that this behaviour changes over time)
How the
reading
sounds
Letter
Identification
Easy
Reading was rapid.
Instructional
Reading was slowed down a bit, due to a known word. (A)
Hard
Reading was rapid.
Identified the set as letters. Identified by letter name. Had some graphically
similar confusions and gave no response for nearly half of the letters.
Concepts
About Print
* Sand
■
Word
Reading
Writing
Vocabulary
Hearing
and
Recording
Sounds in
Words
Other tasks
Evidence of most book handling and directionality. Located capital/lower case
Stones pairs, one/two letters and words, capital letter. No evidence of visual scanning
Shoes or first/last. No evidence of knowledge of punctuation. Did not point 1:1.
Moon
* List A
No attempts on any words.
List B
List C
■
Other
(Enter test name)
■
B
C
D
E
Wrote s/bus; c/coming; s/stop and articulated but did not produce
h/here. Did not say words slowly but remembered message. Wrote
t/the; c/on and made no other attempts.
Writing sample
Story
Spelling
*Check whatever was used
Stanine
21
1
11
3
0
1
2
1
3
1
Ohio Word Test
Wrote Sadie Ross correctly. Attempted another word (bros). most
letters formed correctly. Made no other attempts.
*A
Raw
Score
Identified I and a on the UA list. T-O/to and I-N/in. Paused on /is/
An Analysis of the Child’s Strategic Activity
Useful strategic activity on text:
Sadie demonstrates appropriate book handling and directionality. She identifies capital letters.
She has a good memory for an introduced language pattern. Her substitutions make sense. Once,
on an easy text, she was able to reread and self-correct with a known word. She enjoys stories.
Problem strategic activity on text:
Sadie shows little attention to print. She does not point one to one and does not identify any
punctuation. She does not detect mismatches based upon numbers of words on the page and the
number of words she says. She has very little known visual information with which to check on
herself as she reads.
Useful strategic activity with words:
Sadie can identify one/two words. She can write her first and last name correctly. She showed
evidence of self-correcting with a known word. At times she is able to isolate and correctly record
the beginning sound of a few words and the ending sound of one word.
Problem strategic activity with words:
Sadie does not identify first and last letters of a word or first and last word in a sentence. She can only write her
first and last name and can only represent a few beginning sounds of words. She makes little or no attempt on
unknown words and she has very few known words with which to check on herself while reading continuous text.
Useful strategic activity with letters:
Sadie knows some letters by name. She forms letters correctly. She can hear and record a few
dominant beginning sounds with the corresponding letter. Her letter confusions show some
attention to how letters look.
Problem strategic activity with letters:
Sadie does not know all of the letters and confuses several. She does not identify first/last letter. She
does not attempt unknown letters and can only record a few dominant sounds correctly. She does not
seem to attend to letters when reading.
Summary statement:
Sadie is just beginning to attend to print in books. She can maintain an introduced pattern of a
very simple book. Evidence of attending to a known word in continuous text is emerging.
Sadie can write her first and last name. She can hear and correctly record a few sounds. She
does not attempt what she does not know in either reading and writing.
Signature
Leslie McBane