Melissa Leider

READ 472
Student Assessment and Lesson Planning
Student pseudonym: Felicia
Grade: 6th
Subject: Language Arts
Quantitative Data:
5th grade reading SOL: 393
A passing SOL score is 400; therefore the student failed her
reading SOL in 5th grade. The Grade 5 Reading Performance
Level Descriptors describe this level as being able to complete
concrete

reading tasks (define words, retell stories, identify

explicitly stated

ideas, etc.) but not able to do higher-level

thinking such as using context clues to define words or analyze

story elements.
Fall fluency: 161 WCPM
Based on the Hasbrouck-Tindal table of oral reading fluency
norms,

she is around the 75th percentile for reading fluency.

This test

measures how many errors a student makes when

reading aloud from an unpracticed reading excerpt.

Fall Student Growth Assessment (practice SOL): 68%
Looking at the SOL cut scores, a 68% would equate to
pass/proficient. I am not sure if this assessment was
created by the classroom teacher or by the county.

Attitudinal Data:
Garfield Elementary Reading Attitude Survey
o Recreational: 46th percentile
o Academic: 60th percentile
o Full scale: 52nd percentile
Literacy Plan:
From the quantitative data, we learn some important information
about Felicia: she has a relatively high fluency level, but her reading
SOL scores are low. This means that she is doing well with decoding,
but needs help with constructing meaning; she can read something
aloud and pronounce the words mostly correctly (fluency), but she
does not understand what she is reading.
From the qualitative data, we learn that Felicia is generally in the
middle of the spectrum when it comes to reading attitude. In
comparison with other students, she scores higher in the academic
reading category; looking at individual responses, this is mostly likely
because of her high fluency. She likes reading aloud in class and she
likes reading in school, but she dislikes reading for tests and
worksheets. On the other hand, when she is at home, reading is not a
for fun activity. The only question that Felicia marked with the
highest rankings in the recreational reading category is How do you
feel about starting a new book? The fact that she marked this as

most exciting is very encouraging in moving forward to develop a

literacy plan!
Felecia has strong fluency, struggles with comprehension, and
doesnt hate reading; that is a lot to work with! I think the most
important thing for Felecia throughout this year is finding the right
books and then implementing during-reading strategies frequently.
o Finding the right book: Felecia needs to be reading constantly,
and begin to see that reading can be a recreational activity as
well as academic. By channeling her interests and finding her
books that she cant put down, she will be more motivated to
work at constructing meaning.
o During-reading strategies: In one-on-one conferences and small
group workshops, Felicia will learn that reading is an active
process, and so much more than just reading with good fluency.
By using these strategies, Felecias comprehension (and most
likely Reading SOL scores) will improve.
Say something: Whether reading a novel for free reading,
an article for class, or a reading prompt on an SOL, Felecia
will practice pausing after every 3-4 paragraphs to say
something anythinga question, prediction, opinion,
clarificationjust something to make sure her brain isnt
on auto-pilot and she is actively constructing meaning as
she reads. Eventually, this will become more natural and as
she reads she will do this automatically.

Rereading: This strategy is important because currently,

based on the data, I do not think Felicia is concerned with
constructing meaning, only on reading the words. Felecia
might need some convincing to read the same thing twice,
but through modeling and using the analogy of listening to
music over and over, I think Felecia will understand the
value and benefits of rereading.

Sources:

Beers, K. (2002). When Kids Can't Read, What Teachers Can Do: A
Guide For

Teachers, 6-12 (1st ed.). Heinemann.

Grade 5 Reading Performance Level Descriptors. (n.d.) Retrieved

November 23,
2015.http://www.doe.virginia.gov/testing/scoring/performance_level_de
scr

iptors/reading/2010/sol/sol_grade_5_reading_pld.pdf

Hasbrouck-Tindal table of oral reading fluency norms. (n.d.) Retrieved

November 23, 2015.
https://www.readnaturally.com/knowledgebase/how-to/9/59