Claire is a fifth-grade student in a general education classroom.  This is her first year at this K-5 elementary school.  She is a native English speaker.  Claire is the middle child of four, and both of her parents work full-time

Student Background: Claire is a fifth-grade student in a general education classroom.  This is her first year at this K-5 elementary school.  She is a native English speaker.  Claire is the middle child of four, and both of her parents work full-time.  She enjoys playing ice hockey and taking care of her pets, a dog and a turtle.  She is outgoing and very social with her peers.

Formal Assessment: Claire took the Iowa Test of Basic Skills.  On her comprehension subtest, she scored in the 9^th percentile.  This comprehension assessment identified Claire as needing additional fifth-grade support in comprehension.

Informal Reading Inventory (IRI) Assessment

	Independent Word Recognition – 99% or higher Comprehension – 90% or higher	Instructional Word Recognition – 95% or higher Comprehension – 75% or higher	Frustration Word Recognition – below 90% Comprehension – below 50%	Placement
Performance on Graded Word Lists	3rd	4th	5th	3rd
Performance Levels Based on Oral Passages	3rd	4th	5th	3rd
Performance Levels Based on Silent Passages	2nd	3rd	4th	2nd

 

Informational Comprehension Skill Analysis

Skill	Number of Questions	Errors	Error Percentage
Main Idea	5	1	20%
Detail	5	2	40%
Cause and Effect	4	1	25%
Vocabulary	10	5	50%

 

Tier 2 Instruction: Claire is currently receiving Tier 2 instruction three days a week, for 20 minutes per day, over eight weeks.  Her reading group consists of seven students with a focus on vocabulary and informational comprehension.  Claire’s Tier 2 literacy intervention goal is: When given a fifth-grade informational passage and vocabulary assessment, the student will use context clues and other strategies, such as consulting a dictionary, to determine the meaning of unfamiliar words with 80% accuracy.  Claire’s teacher has been utilizing the “Words in Context, Looking for Meaning” graphic organizer as her Tier 2 intervention.  Claire’s teacher has assessed this literacy goal weekly, and Claire’s progress is shown in “Claire’s Progress Monitoring Chart.”

Anecdotal Notes: Claire is a sweet girl who participates in whole group class discussions and small group activities. She states her favorite subject is science. She loves to do science experiments; however, she has trouble comprehending the science text and other handouts, because of the content vocabulary. Whenever asked to discuss content related to text, she struggles with word meaning and comprehension. Last week I noticed that just as I asked students to take out their science text, Claire began to disrupt her peers with off-topic conversations. She took a long time to begin and had difficulty staying on task. Her family has expressed concerns about her comprehension level as she moves into middle school next year.

Self-Assessment Attitude Survey: See results below.