Classroom Observation Paper

Reading: Shawn comes to school regularly. He is always prepared with the school supplies that he needs for the day. He enjoys reading, either independently or with a partner. Shawn does well with answering open-ended questions and discussing information about what is being read, but, when he needs to answer questions on an assessment independently, he does not always perform to his potential. He has been taught reading comprehension strategies (i.e. RUNNERS, annotating, rereading, underlining key words, asking questions, making connections, visualizing etc.) and he uses these strategies when he is reminded to help him answer abstract comprehension questions.

Based from the CORE Reading assessment given on February 19, 2016, Shawn is reading

at 108 wpm with 95% accuracy. On the San Diego Quick Assessment, Shawn is reading at a 5th grade independent level, 6th grade instructional level and 7th grade frustration level. This score indicates that Shawn is capable of understanding grade level text . On the Multisyllabic Words Survey, he scored at 19/24. He was able to read 13 correct words out of 16 real words and 6 out of the 8 nonsense words. He missed the following words: consent, competes and radishes. This shows that Shawn struggles with closed syllable words. Based from the Case 21 result, Shawn performed at 55%. Shawn had difficulty answering questions related to determining meaning of words or phrases as it is use in a literary/information text and citing evidence/draw an inference from the text. These can have an impact on Shawn's academic performance. His comprehension skills may decline because of the struggle in reading closed syllable words, determining the meaning of words or phrases as it is use in a literary/information text and citing evidence/draw an inference from the text. In addition, this can also affect his ability to spell and write as well.