Literacy Profile. Jordan

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1 Literacy Profile Jordan Background: 8 th grade Social Studies student, female; previously 7 th grade Language Arts student; an active participant in classroom and school activities, she plays multiple sports, has been a member of the student government, and is well-liked by her peers; dependable student who turns in every student on time, yet this year relationships at school and home have been distracting her from putting in the necessary effort Test Scores/Academic Performance: Received a score of 2 (out of a maximum of 4) on her first attempt of the North Carolina End-of-Grade 7 th grade Reading Comprehension Test, second attempt passed with a 3; Measure of Academic Progress (MAP) computerized test used as a formative assessment for teachers to gauge student knowledge in reading and language usage with immediate results broken down into multiple subcategories, Jordan scored a 221 on the reading portion with the high end of the range set at 250+, she scored a 213 on the language usage portion with the high end of the range set at 250+; in 7 th grade language arts Jordan averaged in the 80% range, currently in 8 th grade language arts she is earning an 87% ; Jordan works very hard to earn average to above average grades as many subjects do not come easily to her, but she is willing to put in extra time with her teachers to ensure her success Interests: Basketball, soccer, cheerleading; shopping, watching television and spending time on social networking sites; social studies is her favorite subject; she would rather watch the movie than read the book; enjoys Nicholas Sparks novels and beauty/pop culture magazines such as Cosmopolitan; socializing with friends; college Strengths: Eagerness to learn because her goal is to attend college; drawing inferences and developing creative/alternative solutions to problems; speaks well, especially when confident of the topic; identifying overall main ideas; asking questions; Jordan says her greatest strength in literacy is speaking and visual learning. I do well when I watch something and write down answers to questions about it. Weaknesses: Decoding skills; vocabulary; drawing conclusions; comprehending texts at grade level; complex writing; grammar and spelling rules; fluency and flow; retelling; organization of writing and analytical writing; Jordan says her greatest weakness is pronouncing big words and determining the better answer on reading tests. Assessment Results: On original, formal pre-assessment which was an 8 th grade North Carolina EOG reading comprehension practice test Jordan answered 40% of the questions correctly, areas she scored relatively high were drawing inferences and identifying details, areas she scored low were drawing conclusions and words in context; while Jordan s MRR exhibits 89%

2 reading accuracy, she has a 1:9 error rate and only 86 WCPM, it was during the MRR that her struggles with multi-syllabic vocabulary became obvious, she earned a fluency score of 2 where she read fairly confidently and accurately, but she struggled with flow and prosody; during retelling Jordan did not perform well as she was able to recall only limited information which earned her a Frustrational level score; SWLOM score: 16, Phase II due to significant issues with vocabulary and sentence variety; Jordan filled in less than half of the blanks correctly in her Cloze assessment and experienced difficulty in correctly unscrambling the sentences; her predictions and questions demonstrated relevancy as well as accuracy but lacked depth. Progress: Jordan entered my tutorial sessions with most of the components of literacy underdeveloped. Through the tutoring sessions, Jordan is developing a better understanding of strategies she can use to help in identifying and retaining vocabulary. By continually reviewing prefixes, suffixes, and roots she will be able to recall their meanings, which will be useful in decoding along with vocabulary recognition. Since many of the tutorials focused on using context clues, Jordan has become more active in using surrounding words to help determine the meanings of unfamiliar terms. However, Jordan and I must continue to work on her using these skills to as a part of comprehending the passage s whole meaning. Jordan says she learned from these tutorials how to look around and find what a word might mean. Reviewing prefixes and suffixes has helped me in my writing. Additionally, Jordan expresses that she needs most to become better at reading passages and not getting stuck on the big words all the time.

3 Literacy Profile Andy Background: 7 th grade Language Arts student, female; somewhat active participant in classroom and school activities, while performing very well in art class; liked by peers and works well with others; wants to do many things in school, but often does not follow through on her goals, which may be limited by home situation Test Scores/Academic Performance: Received a passing score of 3 on the North Carolina End-of Grade 6 th grade Reading Comprehension Test; MAP results: Reading-221, Language Usage-219; in 7 th grade language arts Andy is currently earning a 78%; Andy s biggest struggle academically is completing her work on time, I often have her work during her PE time to make sure she finishes assignments, most homework assignments or longer assignments such as essays are almost always submitted late; Andy is willing to put in extra time to learn the information, but she often becomes distracted in class, which contributes to her struggles with literacy Interests: Enjoys science and PE; watching crime related television shows and visiting social networking sites; basketball and volleyball; shopping and arts/crafts projects; UNC basketball; socializing with friends; does not enjoy reading, but will read mysteries, horror, and science fiction genres; college Strengths: Decoding; creative and artistic abilities; making connections; Andy says her best literacy skill is reading books and passages. I come up with ideas easily for writing journals. Weaknesses: Vocabulary recognition and usage; retelling accurately; critically analyzing text to find deeper meanings; comprehending texts at grade level; persuasive/analytical writing; Andy says her greatest weakness is remembering the meaning of vocabulary words. Assessment Results: On original, formal pre-assessment which was a 7 th grade North Carolina EOG reading comprehension practice test Andy answered 42% of the questions correctly, the area she scored relatively high was in connecting text to world and, areas she scored low were words in context, author s purpose, and drawing conclusions; Andy s MRR results reflect high reading accuracy at 96% with only four errors, but her WCPM is only 100 with a fluency score of 2.5, Andy read confidently and accurately, but her flow, prosody, and expression are skills she must improve; her retelling score of 2 earned her an Instructional level ranking, she could recall details from the passage, yet did not have developed opinions she was willing to share; Andy completed approximately 75% of the Cloze assessment correctly, but exhibited her need to improve grammatically by not successfully unscrambling sentences; Andy made appropriate

4 predictions; however, she did not answer all parts of the questions and her completed answers were not done so with the necessary depth to demonstrate her knowledge of the subject matter. Progress: While Andy enjoys reading, her ability to read critically is an area that we set out to improve over the course of the tutorial sessions. Andy consistently demonstrates acceptable decoding skills, but she lacks advanced vocabulary. Instead of having her memorize words and definitions, which was not her preferred method, Andy improved her context clues interpretation skills. By requiring these students to use the 6 step process, she has cemented some new words into her permanent vocabulary that she can recall on comprehension tests and during writing assignments; Andy needs to do a better job of incorporating vocabulary in the pursuit of finding the main idea or theme of a passage. Andy states that she learned how to figure out what words mean using the context and being to understand passages better. To improve her literacy, Andy says I need to read even more and practice using these strategies to learn vocab. I must know what more words mean.

5 Literacy Profile Daniel Background: 7 th grade Language Arts student, male; new student this year; active participant in class when he is focused and awake, but does not partake in other school activities yet; still becoming acclimated with peers so does not have many relationships established; has significant amount of background information on a variety of topics that he draws upon to contribute to discussions Test Scores/Academic Performance: Received a score of 3 on the North Carolina End-of Grade 6 th grade Reading Comprehension Test; MAP results: Reading-224, Language Usage-218; in 7 th grade language arts Daniel is currently earning an 84% ;easily distracted with daydreams so has to be monitored for remaining on task, forgets assignments and supplies consistently, which lowers academic performance; Interests: Skateboarding; video games and movies; music and playing guitar; horror, science fiction books; reading; making it out of high school Strengths: Decoding; summarizing and recalling story facts; narrative writing; creativity; sharing opinions; making connections; grammar; public speaking; Daniel says his greatest literacy strength is writing fiction stories and I like to read a lot, but I just have some problems with larger words. Weaknesses: Unorganized; inattentiveness; vocabulary recognition; spelling; retelling beyond summarizing; analytical/persuasive writing; drawing conclusions; Daniel says his greatest literacy weaknesses are vocabulary and spelling. Assessment Results: On original, formal pre-assessment which was a 7 th grade North Carolina EOG reading comprehension practice test Daniel answered 40% of the questions correctly, the area he scored relatively high was characterization and, areas he scored low were relevant details, author s craft, and drawing conclusions; Daniels MRR results include a 96% accuracy with five errors and a low 106 WCPM, his fluency score of 3 reflects his accuracy and confidence, while he did not demonstrate prosody or expression at all; Daniel s retelling placed him as border-line retelling because he makes insightful interpretations and connections, but has difficult summarizing passages for their main ideas and important details; Daniel scored a 16 on his SWLOM performance which places him in Phase III as he does well expressing fluency, while needing significant help with spelling and grammar; Daniel completed slightly more than 50% of the Cloze blanks correctly; however, he exemplified his strong writing skills by re-

6 creating the scrambled sentences accurately; his predictions and question answers were interesting and appropriate, but need to be explained more fully to better gauge his comprehension. Progress: Daniel has a strong foundation of reading skills since he does it quite frequently. Yet, he still has trouble with multi-syllabic vocabulary. He has used our lessons to break down words by referencing roots, prefixes, and suffixes. The next step for Daniel is to use these word parts to incorporate larger words into his vocabulary, which in turn will enhance his writing. Daniel says he learned from this literacy project what a couple of new words meant and how to use root words. For example, I guessed the word gunwale right because I knew what gun was and wale was similar to wall, so I was able to figure it out. Daniel says he needs to work on writing strategies. I am really good at writing and have great ideas. But I need a lot of help on format, grammar, and putting it all together.

7 Literacy Profile Myra Background: 7 th grade Language Arts student, female; extremely quiet in class; rarely participates without begin called on; will ask questions; liked by peers and is more vocal around friends and people she is comfortable with; does not really participate in school activities; completes assignments on time and is a responsible student, but struggles with almost all aspects of literacy, particularly reading comprehension Test Scores/Academic Performance: Received a score of 2 on the North Carolina End-of-Grade 6 th grade Reading Comprehension Test and recorded the same score on her re-test; MAP results: Reading-202; Language Usage-205; in 7 th grade language arts Myra is currently earning a 79% ; Myra is responsible and reliable which enhances her academic performance, but in LA she struggles to answer questions on every level regardless of the topic; her writing skills reflect knowledge of basic grammar principles, but it lacks depth and cohesion Interests: Taking pictures and making movies; country music; basketball; socializing with friends; fiction books and beauty/pop culture magazines; shopping; earning good grades Strengths: Artistic creations; creativity; work ethic; responsibility; recalling information from texts that interest her; making connections from text to the world; identifying relevant details; Myra says her greatest literacy skill is writing through the ideas I come up with. Weaknesses: Decoding; vocabulary recognition and usage; drawing inferences and conclusions; critical thinking; spelling; retelling without being prompted; reading comprehension; Myra says her biggest weakness in literacy is grammar practices and tests. Assessment Results: On original, formal pre-assessment which was a 7 th grade North Carolina EOG reading comprehension practice test Myra answered 46% of the questions correctly, the areas she scored relatively high were making connections and identifying relevant details, areas she scored low were drawing conclusions, drawing inferences, and conclusions; on her MRR Myra read with 96% accuracy, made five errors and earned a WCPM score of 104; fluency and flow also proved difficult as she scored a 2 because low point totals in flow and prosody; the biggest part of the MRR Myra struggled with was the retelling where she score a Frustrational 1 due to her inability to reveal the main events of the story or any personal feelings about it; with SWLOM assessment Myra earned 14 points that placed her at the Phase II limited proficiency level because of her difficulties with organization and vocabulary; Myra did not perform well on the Cloze with 30% accuracy and many words that did not adequately finish the sentence (she

8 may have rushed through this) but she unscrambled the sentences relatively accurately; there is incongruence between Myra s predictions and question responses as she makes a suggest that she already knows does not happen in the book, this may from undeveloped higher level thinking skills that encourage applicable predictions. Progress: Part of my reason for selecting Myra was due to her lower level literacy skills. She struggles not just with decoding and analytical thinking, but also vocabulary. During her MRR, Myra could not identify almost any multi-syllabic terms found within the passage. Consequently, through the tutorials Myra has learned new strategies to acquire and maintain vocabulary, including creating a depiction (which artistic people like Myra enjoy) of the words meaning. Now, she actively searches larger words for familiar prefixes, suffixes and roots to aid in discovering Myra says she learned from the tutorials that when you get stuck on a big word to look within the word for smaller ones you already know. Myra says that the skill she needs to improve the most to be successful on the EOG is to comprehend what I read so I can understand the events of a story and the author s message.

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