ahmari sewell reading comprehensive analysis mar2019

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READING COMPREHENSION PRE-ASSESSMENT

STUDENT: Ahmari Sewell

GRADE: 1st Grade

DATE: March 9,2019

ASSESSOR: Mrs. P Denise Smith (Tutor)

ABOUT THIS ASSESSMENT

Ahmari took the pre-Assessment Reading Comprehension Test Winter 2019. This pre-assessment tests
his Reading Informational (RI) skills: grade level word recognition, ability to read grade level sentences,
as well as strategies used to determine definition of unfamiliar word. This assessment does not cover
Reading Literacy (RL). His answers give insight to only the reading comprehension ability of his current
grade level. In addition to the pre-assessment focus we will also focus on the sub-topics: Craft and
Structure as well as Integration of Knowledge and Ideas during future tutoring session. This will help
develop comprehension strategies as well as increase his reading comprehension rate

WHAT DOES HER RESULTS MEAN?

 How Ahmari compares to other Forth graders in the Winter term
 How well Ahmari will perform in comprehension of key ideas and details
 How well Ahmari will perform in comprehension relative to understanding meanings of words

and phrases
 How well Ahmari will perform in comprehension by using different strategies i.e. context clues,

going back to story to re-read, etc.
 How well Ahmari can read in current grade level
 Performance Level

Students who perform at Level 1.6
shows BELOW AVERAGE
UNDERSTANDING of the
expectations of their grade. They
are likely to support to meet the
reading expectations for their
grade level (slightly below
proficient). The degree of support
depends on their ability to

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READING COMPREHENSION PRE-ASSESSMENT

Reading Scoring Categories

 Use of Reading Comprehension Strategies
 Reading Level
 Georgia Standard

o Key Ideas and Details Reading For Information -ELAGSE4RI1:
o Refer to details and examples in a text when explaining what the text says explicitly and

when drawing inferences from the text.
o ELAGSE4RI2: Determine the main idea of a text and explain how it is supported by key

details; summarize the text
o ELAGSE4RI3: Explain events, procedures, ideas, or concepts in a historical, scientific, or

technical text, including what happened and why, based on specific information in the
text
o ELAGSE4RI4: Determine the meaning of general academic language and domain-
specific words or phrases in a text relevant to a grade 4 topic or subject area
 Score 1-4 (1- insufficient needs a lot of help; 2- needs a little help; 3 met; 4- exceeds)

WORD RECOGNITION READING STRATGIES KEY IDEAS AND DETAILS

DID NOT RECOGNIZE NOR SOUND Used different strategies in He understands the key overall
OUT CORRECTLY THE FOLLOWING each passage idea in both passages although he
WORDS: added information that was not
Since he thought he knew about included in the Seat Belt passage
 ANCHORED seat belts he relied on his on
 ALTERNATVE feelings and experience rather Ahmari made some incorrect
 HOP (SAID HUMP) than the passage titled “Seat conclusions based on what he
 TOUGH (SAID THOUGHT) Belts” incorrectly thought a word meant
 BEGGING (SAID i, e. invincible does not mean
 He did not use a invisible, alternative was another
BEGINNING) reading comprehension word he had the incorrect
 REQUIRED strategy definition
 POLICE
 INVINCIBLE (THOUGHT In the Metal Detector passage, He needs to slow down when
he went back to the story for reading to ensure he reads the
WAS INVISIBLE) each question asked to ensure correct word(s)
 RESULT he had the correct answer
Isolates and pronounces initial,
NEED TO CONCENTRATE AND middle vowel, and final sound

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READING COMPREHENSION PRE-ASSESSMENT

NEXT STEPS

 Need to practice harder 4th grade sight words to increase his vocabulary
 Need to learn definition of words
 Need to practice comprehension strategies (context clues, suffix, prefix, etc.) for

unfamiliar words
 Need to read more books or magazines monthly
 Need to refer only to the passage not to life experiences when answering questions
 Need to tutor once a week

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