Please create this paper based on a student named Mahamoud. He is a first grade student that has down syndrome. Other than that please use your imagination on this student.
Child Study Guidelines: Reading Interview and Oral Reading Sample
This child study investigation will provide you with the opportunity to learn about your child as a reader.
Please select one student (in grades K-6) for this assignment, which includes a 3-part focus:
· Attitudes and interests
· Oral reading
· Retelling
To develop an understanding of your student’s attitudes and interests, please use the attitudes and interest interview (to be completed by the student with follow-up conversation or to be completed together). You may use the form posted on Blackboard or an adapted version of this interview.
To learn about your student’s developmental stage, ask your student to select two “just-right” books and read a page or two. Observe her oral reading and note your observations.
To build an understanding of your student’s oral reading strategies and behaviors and to continue your efforts to identify “just-right” books, you will be taking at least one running record of your student’s oral reading. The running record should be based on a sample of at least 100 words (for chapter books, aim for 150 words).
To assess your student’s understanding this text, ask her to retell the story and record the results of this retelling. The Taberski chapter on retelling includes detailed guidelines for using retelling as a tool for assessment. Your work will focus on response to one or both of the following questions:
· Tell me about the book you are reading.
· Tell me about the part you just read.
To complete this assignment, you will need to do a thorough reading of the Taberski chapters from On Solid Ground, Chapters 5 and 6). The analysis of the data collected will provide you with information to begin to describe your child as a reader in terms of attitudes and interests, strategies and behaviors (cues used to make sense of the text), and guidelines for selecting books to support further growth and development.
Plan to work with your student over two sessions. The tone for each session should be relaxed and informal. When we begin this type of observation, I like to clearly set the purpose with the student (we will discuss in class). To gain the most from this work with your student, I suggest taking detailed notes during each session. You may also wish to make a tape recording of the student’s oral reading and retelling. This will allow you to go back and review the oral reading and transcribe the retelling. After each session, make notes about what went on and your impressions, questions, suggestions for next steps. These notes will support your work in writing the final paper. Taberski provides guidelines for determining the instructional and independent levels based on accuracy rate (p. 50) and guidelines (notations) for recording oral reading (p. 47).
Results and recommendations will be summarized in a 2-3-page paper that provides a portrait of your child as a reader. This literacy profile will include a discussion of interests and attitudes, strengths and needs, strategies and behaviors, and your suggestions for next steps for instruction as well as any questions you may want to explore further. In addition, please include a paragraph to share your reflections on this experience: describe what stood out, what was most valuable, and how you will apply this experience to your work in the classroom. Use the outline that follows to summarize the information collected. In addition, attach copies of all assessment protocols as an appendix to the report.
Final Summary Outline
Your final report should include the following:
Student’s Name___________
Grade__________________
Assessment Date(s) _________
Summary of Attitudes and Interests: provide a summary of the highlights of your interview with your student, linking assessment results with suggestions for instruction.
Summary of Oral Reading and Retelling: provide a narrative summary of your observations of oral reading, with an emphasis on describing strategies and behaviors, use of cues, and evidence of understanding based on the retelling sample. Describe your student’s strengths and needs as a reader.
Include full references for all reading selections used. Information about accuracy rate and rate of self-corrections should also be included on the running record and in your narrative report.
Implications for Instruction: Matching Your Student with Books
Provide a summary of what you learned about your student’s current developmental stage. Include a discussion of strengths, and identify needs (areas for growth) What books would offer a good match for independent and/or instructional reading? What books will your student enjoy most? What questions do you have? Include any ideas you might have for further study (e.g., next steps for assessment and/or instruction). Suggestions for next steps should make sense in terms of your understanding of the child as a reader at this moment and should reflect your understanding of the professional literature.
Language should be detailed, clear, and jargon-free.
Reflections (final paragraph)
What was most striking? What was most valuable? Describe what you gained from the experience and how you will apply in your own classroom practice.
