Plot: My student, Hazel seems to be in the Expanding group. I have come to this conclusion because she is beginning to self-correct and is making more and more connections. For instance, when she sees a word that she is unsure of she remembers what the story is about rather than just guessing at the answer. She was able to summarize the story for the QRI well even though it was not in perfect order. When reading all of the stories, QRI and Dibels, she read out loud with great fluency. Overall, she has a good grasp on reading on her own with room for improvement. Write up: Summarize Hazel is an energetic 2nd grader with a mind that runs a mile a minute. She always wants to sit in interesting ways that seem to help her focus on the text. She …show more content…
She did not like to be challenged in her reading ability but would try if she was given the choice between reading more and going back to class. This told me that she enjoyed verity in her day and that reading was somewhat enjoyable it was not on the top of her list. Hazel seems to be an avid reader compared to the other students in her class. When asked the titles of her favorite books her was disappointed that there were only three spots and went on to tell me about at least three more books. From the books, she told me I got the impression that she enjoyed adventure books, superheroes, and monsters. When I brought up her taste to complement it she was quick to tell me that she liked “girly stuff.” So overall, her taste is eclectic. Hazel’s Instructional level was right in level two for the word list, further proven by her pushing to try the 3 level where she was found to be frustrated. This was also backed up when reading the passage, the text was relatively easy for her to read but vocabulary and missing little differences evened it out for …show more content…
The majority of her mistakes were of the onset verity. In fact, thirteen of the fifteen miscues were onset, the other two were omissions. This means that she is moving a little too quickly and “filling in the blank” before she actually read the whole word. Hazel would see the first or the first two letters and decided what the word was before she knew. I think if I had more time with her I would tell her to take more time on each word. It is important for students to recognized words by sight, however, in this case, I believe Hazel would benefit from spending more time on each word. Another strategy that may help is working with flashcards to broaden her vocabulary. If she knows more words, then she will be less likely to guess on words. My goal for her would be to guess less on words she does not know and take the time to make connections with the text to the word. One strategy that I think would help my student is “Try, Try, Try Again” (Serravallo, 85). The strategy is to essentially remind the student that they have a toolbox full of different ways to decode a word. This is also a good way to teach students first, not to guess, and second that their first idea is not always the right one. Therefore, this would be helpful for Hazel because it would make her stop and think before just saying the first thing she thinks. This would also be helpful in the future as it sets a good precedence.