For Pre-Primer 1 narrative passage concept questions the student scored a nine out of nine resulting in the student having a hundred perfect familiarity with the concept. After reading the passage “I See” on answering comprehend questions and retelling the story the student scored a four out of five resulting in the student being at an instructional level for reading comprehensions of a Pre-Primer 1 level narrative passage. The only question the student answered incorrectly was answering, “Where was the bug?” the student answered”on a leaf” when the actual answer was “on a rug.”
For Pre-Primer 2 narrative passage concept questions the student scored eight out of nine correctly resulting in the student having a familiarity with the concept of eighty nine percent. The student was able to retell the whole story from beginning to end with hundred percent accuracy. Furthermore, on the comprehension question after reading the passage the student got a five out of five putting them at an independent level overall.
For Primer narrative level passage concept questions the student scored a nine out of nine resulting in the student having a hundred perfect familiarity with the concept. However during this portion of the examination I notice the concept questions answers that the students answers didn’t accurately Aline, but the student wasn’t incorrect his response either I found. For example, the first concept question asked the student, “What is a short?” The answer the QRI was looking for was a musical instrument, but student A answered “a bulls horn.” I gave the student full credit for this response because he wasn’t wrong in his answer and the QI could have asked a more specific question because that one was very broad. Furthermore, after reading this passage the student was unable to retell the story when I asked him to tell me what he just read. The student response was “I don’t know.” For the comprehend question after reading the passage the student scored a four out of five putting him at an institutional level. The student missed an explicit question that asked, “What night was it?” and they responded on “Sunday” which makes sense since the student was unable to read the word Saturday. However, despite the student being able to answer a majority of the comprehension questions correctly I noticed through observation and the students lack of ability to retell the story that he was quite frustrated during this section of the assessment. After this assessment from observation and resulting score I decided going to First level to be possible too much for the student and this would be the best place to start working with the student in his reading ability.
For Pre-Primer 2 narrative passage concept questions the student scored eight out of nine correctly resulting in the student having a familiarity with the concept of eighty nine percent. The student was able to retell the whole story from beginning to end with hundred percent accuracy. Furthermore, on the comprehension question after reading the passage the student got a five out of five putting them at an independent level overall.
For Primer narrative level passage concept questions the student scored a nine out of nine resulting in the student having a hundred perfect familiarity with the concept. However during this portion of the examination I notice the concept questions answers that the students answers didn’t accurately Aline, but the student wasn’t incorrect his response either I found. For example, the first concept question asked the student, “What is a short?” The answer the QRI was looking for was a musical instrument, but student A answered “a bulls horn.” I gave the student full credit for this response because he wasn’t wrong in his answer and the QI could have asked a more specific question because that one was very broad. Furthermore, after reading this passage the student was unable to retell the story when I asked him to tell me what he just read. The student response was “I don’t know.” For the comprehend question after reading the passage the student scored a four out of five putting him at an institutional level. The student missed an explicit question that asked, “What night was it?” and they responded on “Sunday” which makes sense since the student was unable to read the word Saturday. However, despite the student being able to answer a majority of the comprehension questions correctly I noticed through observation and the students lack of ability to retell the story that he was quite frustrated during this section of the assessment. After this assessment from observation and resulting score I decided going to First level to be possible too much for the student and this would be the best place to start working with the student in his reading ability.
