Mohammed Reading Narrative Assessment May 2015

Learner: Mohammed     Learning Coach: Margaret Patrick     Date:  May 2015

Learning Area:  English- Reading                                          Narrative Assessment

Learning Observed

Mohammed chose the text “The Miller, His son and Their Donkey” for his PM Benchmark Level 23 reading assessment. Mohammed is a NZSL signer but uses spoken english to associate his signing. Hs speech is not clear and can be difficult to understand. I introduced the word miller to him. He was able to skim the text and said “ooh!” ’When he saw mostly text and not lots of pictures. This was a challenging text for Mohammed. Many of the text specific words he attempted using the beginning sounds only eg: fan for fancy, lonely for load, foned for frowned. Many verbs were in the present tense eg: come instead of came, meet for met, and brake for broke which he did not self correct. He had quick recognition of the high frequency words. Mohammed’s retell took a lot of time. He was very slow recalling the details of the story. The story depended on him being able to make inferences. He needed prompting to “tell me more” during his retell of the story. I had Kaori Kobayashi a Deaf teacher sit and observe his signing and she confirmed that he did not understand. After the test was completed she  sat with him with voice off and said he was able to share only a few more details.The ability to retell a story including lots of details and plot sequence has been one of his previous IEP goals. Referring to the text did not appear to help Mohammed today. Next time I will video Mohammed signing his story and see if he chooses to sign with voice off for his answers.

Evidence of learning Mohammed-view this video

Key Competencies/Vision Principles

Mohammed scored 94% reading accuracy, 50% comprehension and 35% retell using the PM benchmark Reading Assessment and VADEC Formal Retell. He struggled with this text. This text was hard for Mohammed and he needs to remain on Level 22 for instructional reading purposes. He is demonstrating and developing his capabilities in Thinking and Using Language, Symbols and text.

Next Learning Steps

to retell the plot of a text in sequence adding greater detail. try switching voice off when retelling a story using full NZSL. make inferences and be able to identify the clues that help. scan text to find specific information.