1EDU 429Final Assessment PlanKeri Diener2/15/17IntroductionDashawn is six years old and is in first grade. He attends a charter school in Saginawwhere most of the students come from high risk and low income families. He is a happy boy withlots of energy that also has a hard time focusing in class due to many distractions from otherstudents. He likes to read about Scooby-Doo, tigers and gorillas. He also likes to write aboutlions, tigers, gorillas and himself. He enjoys reading with his mom and prefers to be read torather than reading himself. He was a great student to work with one on one because then hecould focus without the other students around. I would try to work with him before school,during his lunch or recess or during part of his computer time. I would always ask him if heminded missing part of recess or his computer time and he never did, he was always happy towork with me.Assessment AnalysisHis word level was at a Pre-Primer level. I gave him the Pre-Primer list and he did muchbetter than the Primer list and scored an 80%. He only mispronounced 4 words and attemptedthem all. He appeared much more confident in reading through this list. When I gave him thePre-Primer reading passage he struggled with this reading comprehension and only scored an80% which means this is at a frustrational reading level for him. Dashawn’s accuracy rate was80%, his error rate was 1:5 and his self-correction rate was 18. For writingDashawn wrote abouta time he got in trouble, his results aligned with the Common Core State Standards for first
2grade. His picture matched what he wrote about. He used a capital letter at the beginning and aperiod at the end of his sentence. His writing was on topic and his words were spelledphonetically. After giving him the Monster Spelling Test he clearly is in the phonetic stage forspelling. I have found that Dashawn has strengths in emerging reading concepts such asidentifying book characteristics, print orientation, and print terminology. Dashawn also hasstrengths at following along with his finger as he is reading, demonstrating proper use of voiceand seldom shows signs of tension as he is reading. He has weaknesses with his oral readingsuch as learning high-utility words and knowing symbol-sound associations. His weaknesses alsoinclude his poor concentration during a task.