Educational Years and Vocabulary Word Game
Running Head: Reading Action Plan Based Off of Informal Reading Assessment
Reading Action Plan
Grand Canyon University: RDG 511
August 5, 2012
Summary of Student
The student I have been working with is a fifth grade, below level student. The student will be named Sally. Reads fairly fluent, but has inconsistent reading comprehension as well as fluency. At the beginning of the year, the average fifth grader should be reading about 125 words per minute. By the end of the year that same fifth grader should be reading about 165 words per minute. Sally is very below other students who are in the fifth grade. An average fifth grader should be reading 125-165 words per minute by the end of the year. Sally is reading an average of 87 (when rounded) words per minute. Compared with other grades she is reading somewhere between the end of first grade and the beginning of second grade. She is very much below level. She was given the Jennings Informal Reading Assessment.
Sally’s scores from the Jennings Informal Reading Assessment stated that she read independently on about a 2.5 reading level, instructional level of grade 2, she frustrated at grade 3, and her listening capacity is at grade 2.
I had Sally start reading at grade 1 because when she reads in reading group she is very below level and it is so difficult for her to read what we are reading in class. When I began to test her she had these results. By the time I got to grade 3 she began to frustrate. In which I was informed that she was retained in the third grade, but passed the second time around. Then when she was in fourth grade did not pass the mathematics part of the State Standardized Test and had to retake it. She passed it and made it to the fifth grade. By Sally being retained in the third grade and frustrating at the third grade reading level that let’s us know that her informal assessment was correct.
Sally’s miscues show that she frequently
Reading Action Plan
Grand Canyon University: RDG 511
August 5, 2012
Summary of Student
The student I have been working with is a fifth grade, below level student. The student will be named Sally. Reads fairly fluent, but has inconsistent reading comprehension as well as fluency. At the beginning of the year, the average fifth grader should be reading about 125 words per minute. By the end of the year that same fifth grader should be reading about 165 words per minute. Sally is very below other students who are in the fifth grade. An average fifth grader should be reading 125-165 words per minute by the end of the year. Sally is reading an average of 87 (when rounded) words per minute. Compared with other grades she is reading somewhere between the end of first grade and the beginning of second grade. She is very much below level. She was given the Jennings Informal Reading Assessment.
Sally’s scores from the Jennings Informal Reading Assessment stated that she read independently on about a 2.5 reading level, instructional level of grade 2, she frustrated at grade 3, and her listening capacity is at grade 2.
I had Sally start reading at grade 1 because when she reads in reading group she is very below level and it is so difficult for her to read what we are reading in class. When I began to test her she had these results. By the time I got to grade 3 she began to frustrate. In which I was informed that she was retained in the third grade, but passed the second time around. Then when she was in fourth grade did not pass the mathematics part of the State Standardized Test and had to retake it. She passed it and made it to the fifth grade. By Sally being retained in the third grade and frustrating at the third grade reading level that let’s us know that her informal assessment was correct.
Sally’s miscues show that she frequently