Learner: Evan H                  Learning Coach: Margaret Patrick     Date: April 2015

Learning Area:  English- Reading Narrative Assessment

Learning Observed

Evan chose the text “My New Aquarium” for his PM Benchmark reading assessment. Evan signs in English word order as he reads.  His speech is very hard to decipher even for those who work closely with Evan. His signing is very loose and displays incorrect placement. Prior to reading he could describe what an aquarium was used for but couldn’t pronounce it. I introduced the word aquarium and he practiced saying it a couple of times prior to reading the text. He was able to initiate skimming the text prior to reading. Evan changed the volume of his voice several times, even to a whisper at one point. His  self-correction rate was 1:4.  He is omitting to attend to word endings  when he  read words saying eg: early for earlier. He appeared confident during his retell of the story and didn’t need to refer to the book but he missed many details out. Evan’s decoding skills always give him a high reading accuracy score but he is slowing developing his ability to listen to the story as he reads and is developing the expectation that the author has a message he/she wants to share. He is beginning to realise thinking is an important skill if you are going to be a good reader.

Evidence of learning Evan-click here to view

Key Competencies/Vision Principles

Evan’s  goal in his IEP was to be reading at Level 20 with 75% comprehension and 60% retell using the PM benchmark Reading Assessment and VADEC Formal Retell.  He achieved  this level with 98% reading accuracy, 50% comprehension and 63% for his retell. Evan used his prior knowledge of why people give gifts, to having a birthday and giving presents and jumped to the conclusion that is why the girl was given the aquarium in the story. He ignored the literal reason in the text and also could not explain why the father in the story waited till the tank was inside before he filled it with water. These errors  impacted on his Comprehension score. He was able to answer 2 inferential questions which has been a skill under focus from his IEP but after the test Evan was not able to identify the clues that allowed him to make his inferences. Due the fact that his comprehension score was 50% and other scores above goal level  Evan will continue to work at the instructional Level 20. He is demonstrating and developing his capabilities in Thinking and Using Language, Symbols and text.

Next Learning Steps

use tense and visual clues to help make corrections eg: give to gave. adjust intonation and pace by observing punctuation marks, especially full stops when reading. to identify the clues that help him make inferences. achieve 75% in comprehension questions. develop retell to include more details of the story he is reading achieving 70%. share a personal response to a story.