Assessments, Strengths, and Needs

Level 1: Mary is reading on the independent level 90%-100%

Level 2: Mary is reading on the instructional level

Level 3: Mary is reading on the frustration level

Mary is reading on the instructional level of second grade. Her reading is slow, but steady. She has few chopped up sentences, but once in a while she stops and the teacher needs to tell her the word or encourage her. When she gets stuck on a word she will either try to sounds it out or wait until the teacher tells it to her. The ability to sound out words or chunk it into smaller words is something that helps students read unfamiliar words. This is one of the techniques that Mary uses.

Additionally, Mary is able to self-correct as needed. She often says a word and them either because she sees that the structure doesn’t match what she said, or because the sentence doesn’t make sense, she corrects herself.

However, Mary tends to add in words that don’t belong, or mixes up tenses. This may signal a lack of comprehension for the text since she reads things that doesn’t make sense but does not stop. Assessing Mary’s understanding at the end, will be a good indicator if Mary needs additional help with the comprehension or the topic of the text.