Learner:  Brooklyn T-W        Learning Coach: Margaret Patrick     Date:  May 2015

Learning Area:  English- Reading Narrative Assessment

Learning Observed

Brooklyn chose the text “Akiko’s Glasses” for his PM Benchmark Level 21 reading assessment. Brooklyn signs in English word order as he reads. His first mode of communication is NZSL. His speech is very hard to understand even if your work with him on a regular basis. I introduced the character’s name Akiko. He was able to skim the text. He had quick recognition of the high frequency words. He used structure and visual clue strategies to shape his approximations. He inserted words  eg: expect for except, grabbed instead of gasped, which he paused on before using these words but didn’t register that they might not fit the story’s context.  He inserted  sign for signal which fitted the context of starting a race and substituted know for knew. At times I needed to ask him to sign some words again to check his accuracy. Brooklyn reads very quickly and he tends to read in a monotone. He seems on a mission to get it read and finished as opposed to expecting it to be  an interesting experience and one that he doesn’t need to finish to get on with another activity. When answering the questions he initiated using because before his explanation but used NZSL grammar eg: because he saw the line, far. During the retell Brooklyn would pause and he needed to refer to the text.

Evidence of learning                       Brooklyn click here

Key Competencies/Vision Principles

Brooklyn scored 97% reading accuracy, 83% comprehension and 88% retell using the PM benchmark Reading Assessment and VADEC Formal Retell. He scored 3/3 for the inferential questions which has been one of his IEP goals.  He is beginning to identify the clues that help him make inferences.This text was easy for Brooklyn and he is ready to move to Level 22 and possibly Level 23. He is demonstrating and developing his capabilities in Thinking and Using Language, Symbols and text.

Next Learning Steps

complete a retell without needing to refer to the text. use tense to confirm visual and meaning clues when self correcting including sign tense markers. slow down the pace he reads by breathing at full stops and observing punctuation.