Contained 281 words and out of those words taylor

contained 281 words and out of those words Taylor finished reading 265 words and made 18
errors. This created a score of 247 out of 281. The errors I observed Taylor making were omitting
words and mispronounced words. On one occasion Taylor skipped an entire sentence. Gathering

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observations from each of the three assessments I was able to make some instructional
instructions based on those observations.
Reading assessments help the teacher to understand the strengths and needs of the
student (Afflerbach, 2011 p.1). Each time I assessed Taylor I gained more knowledge of the
student that would help me to understand why she was struggling in the area of comprehension. I
was able to determine that her struggles with reading were not linked to being unmotivated but
her issues were solely connected to issues with vocabulary. Taylor had a difficult time decoding
words that were unfamiliar to her and when she was faced with those challenges would skip
those words altogether. This provides a problem because many times one or two missed words
can misconstrue the entire meaning of a text being read. Omitting words form select text have
the ability to create problems with comprehension. Another aspect that is not related to a
cognitive area was that she struggles to see when reading. During the reading inventory Taylor
explained that she often dislikes reading because it hurts her eyes. I made a note of that and when
administering the One Minute Reading Test she skipped an entire line of the passage that may
have something to do with her inability to see. I mentioned this to her mother as a way to
possibly help some of her struggles with reading. I am also implementing a vocabulary
intervention that will help Taylor in that area.
Identifying Developmental Stages of Writing
Good writing involves more than just documenting ideas, the writing process requires the
writer to think about the process, all while planning what to say (Graham, 2019). Many students
lack interest in the area of writing because they are unfamiliar with the wring process (Tompkins,
2010, p.52). There are many stages to writing and it essentially begins as early as the age of three
and four. The stages of writing are pre-literate, emergent, transitional, and fluent. Taylor’s

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developmental stage of writing is fluent because she is able to write using the writing traits such
as: conventions, organization, voice, ideas, and sentence fluency. Most students who are in
grades fourth through sixth are in the fluent stage and working to master the writing process.
Taylor’s mother was able to provide me with several pieces of her writing from the Lucy Calkins
Units of Writing. I was able to observe three of Taylor’s pre and post writing pieces for her
narrative, informational, and opinion pieces. I will be using Taylor’s informational essay to
observe and critique in order to determine her writing weaknesses (Appendix A).