Part 1: Student Reading Profile (Pseudonym: Ben)

Collaboration with Mentor: [Mentor’s Name]

Date: 2024-03-07

Assessment 1: DIBELS – Letter Sounds Assessment (administered 2024-03-07)

Brief Description: This assessment measures a student’s ability to identify the sounds of individual letters.

Results: Ben correctly identified 12 out of 20 letter sounds. He struggled with some consonants like /b/, /d/, and /g/, but was able to identify most vowels accurately.

Assessment 2: EasyCBM – Reading Fluency Maze (administered 2024-03-07)

Brief Description: This assessment measures a student’s oral reading fluency and accuracy by asking them to read a short passage with pseudowords.

Results: Ben read 18 words correctly within one minute. He stumbled over some pseudowords and struggled with blending sounds together in some instances.

Reading Strengths:

• Basic knowledge of some letter sounds, particularly vowels.
• Interest in reading, as observed by the teacher during story time.

Areas for Growth:

• Consistent identification of consonant sounds.
• Blending sounds to decode unfamiliar words.
• Reading fluency and accuracy.

Reading Goals:

• By the end of the month, Ben will identify all lower case letter sounds with at least 80% accuracy.
• By the end of the unit, Ben will be able to decode one-syllable CVC (consonant-vowel-consonant) words with at least 70% accuracy.
• By the end of the semester, Ben’s reading fluency will improve to 30 words per minute with accuracy.

Part 2: Reflection

Additional Classroom Data from Mentor:

My mentor shared some additional insights about Ben:

• He participates actively in class discussions but can be hesitant to volunteer answers when unsure.
• He enjoys listening to stories being read aloud but struggles when asked to read independently.
• Ben gets frustrated when he encounters difficulties while reading.

Instructional Strategies:

1. Explicit Phonics Instruction:

• Given Ben’s difficulty with some consonant sounds, I will implement a program of explicit phonics instruction. This will involve using manipulatives, flashcards, and games to teach letter-sound relationships in a fun and engaging way.
• The data from the DIBELS assessment helps identify specific sounds Ben needs to focus on, allowing me to tailor the instruction to his needs.

2. Blended Learning with Decodable Texts:

• To improve Ben’s decoding skills, I will incorporate a blended learning approach. This will involve using a combination of decodable texts (texts with predictable letter-sound patterns) and educational apps that focus on phonics and blending activities.
• The EasyCBM reading fluency results indicate that Ben struggles with blending sounds. Decodable texts will provide him with opportunities to practice this skill in a controlled environment, building his confidence and fluency.

3. Repeated Reading with Scaffolding:

• To enhance Ben’s reading fluency and accuracy, I will implement a repeated reading program. This involves selecting a short, manageable text and having Ben read it aloud multiple times throughout the week.
• As his fluency improves, I can gradually reduce the level of scaffolding (support) I provide. This may involve modeling correct pronunciation, providing sentence starters, or using choral reading techniques.
• The EasyCBM data informs this strategy by establishing a baseline for Ben’s current reading fluency level. Repeated reading allows him to practice and improve upon this baseline.

Incorporating Feedback:

Throughout these interventions, I will closely monitor Ben’s progress and adjust my strategies as needed. I will also collaborate with his mentor to ensure consistency between classroom instruction and any support he receives outside the classroom.

By providing targeted instruction, using appropriate materials, and fostering a positive learning environment, I hope to address Ben’s areas of growth and help him develop into a confident and successful reader.