When Kayla was questioned by the assessor for the first comprehension question, “What was Sara looking at?” Kayla replied a book, but the answer was the big tree. For the second question “What did Sara want from her mother?” Kayla replied to learn to read, but the answer was string. It was after the second question that the assessor chose to stop the Oral Reading Inventory. Kayla’s comprehension level ranked at frustration, with 4 or less question answered correctly. Overall, Kayla scored a Rating Score of 1 on the Comprehension Rubric, which states “Student has no recall or minimal recall of only a fact or two from the passage.” Also, while reading the passage Kayla exhibited similar traits to the Oral Reading Fluency Assessment, with prosody and pace. There was little inflection or intonation, and her pace was very slow and choppy. The assessor will work with Kayla on comprehension skills while reading a chapter book together. The assessor will write comprehension questions to ask Kayla at the conclusion of each chapter. Also, while reading leveled texts, the assessor will request that Kayla retell the story at the end of the
When Kayla was questioned by the assessor for the first comprehension question, “What was Sara looking at?” Kayla replied a book, but the answer was the big tree. For the second question “What did Sara want from her mother?” Kayla replied to learn to read, but the answer was string. It was after the second question that the assessor chose to stop the Oral Reading Inventory. Kayla’s comprehension level ranked at frustration, with 4 or less question answered correctly. Overall, Kayla scored a Rating Score of 1 on the Comprehension Rubric, which states “Student has no recall or minimal recall of only a fact or two from the passage.” Also, while reading the passage Kayla exhibited similar traits to the Oral Reading Fluency Assessment, with prosody and pace. There was little inflection or intonation, and her pace was very slow and choppy. The assessor will work with Kayla on comprehension skills while reading a chapter book together. The assessor will write comprehension questions to ask Kayla at the conclusion of each chapter. Also, while reading leveled texts, the assessor will request that Kayla retell the story at the end of the