Review Cassie's Data Set (in M6S4) to determine her strengths and needs in foundational reading skills. The foundational reading skills emphasized in this course thus far include phonemic awareness, phonics, recognition of high-frequency words, syllabication, automaticity, fluency, and self-correcting. (Modules 2, 4, 5, 6).
Before you begin, review this model response from the AEPA 190 practice test: https://www.aepa.nesinc.com/Content/STUDYGUIDE/SA_SG_CRI_190.htm
Please number each item and include each header. (300-500 words)
PART I: ANALYSIS (150-300 words)
DRA Level 6. Calculate Cassie's accuracy and self-correction ratio on the Level 6 text. Is this text at an independent, instructional, or frustration level for her?
DRA Level 8. Calculate Cassie's accuracy and self-correction ratio on the DRA Level 8 text. Is this text at an independent, instructional, or frustration level for her?
Interpretation. Is Cassie reading at grade level for the beginning of 2nd grade? Explain your reasoning.
Strengths. Describe 3 strengths Cassie demonstrates in foundational reading skills, and provide specific examples from her data set.
Needs. Describe 3 areas of need Cassie demonstrates in foundational reading skills, and provide specific examples from her data set.
PART II: PRIORITIES (150-300 words)
Leveraging Strengths. Choose one significant strength you identified in Part I and discuss the ways in which this strength could be used to leverage the need you select below. (one paragraph)
Prioritizing Needs. Choose one significant need you identified in Part I and explain why this is the most important need, in your informed opinion. (one paragraph)
Strategy. Based on the need you identified, describe one evidence-based instructional strategy presented in this course to use with Cassie. Do not choose the same strategy you used with Joaquin. (one paragraph, with citations from assigned readings. Ex: Module 4 PPT, slide XX)
Rationale. Explain why your evidence-based strategy would be effective for Cassie. (one paragraph, with citations from assigned readings. Ex: Reutzel & Cooter, page XX)
References. List your references in alphabetical order by author last name. Do not worry about precise APA formatting or hanging indent. Module presentations can be informally cited (Ex. PCC, EDC 272, Module 4 PPT)
PART I: ANALYSIS
DRA Level 6:
Accuracy: To calculate Cassie's accuracy, divide the number of words read correctly by the total number of words in the text. For example, if she read 80 words correctly out of 100, her accuracy would be 80%.
Self-correction ratio: To calculate Cassie's self-correction ratio, divide the number of self-corrections she made by the total number of errors she made while reading. For example, if she made 10 self-corrections and 20 errors, her self-correction ratio would be 0.5 (10/20).
Interpretation: Based on the accuracy and self-correction ratio, determine if the text is at an independent, instructional, or frustration level for Cassie. According to the model response, an accuracy of 95-100% and a self-correction ratio of 0.25-0.50 indicate an independent level.
DRA Level 8:
Accuracy: Calculate Cassie's accuracy using the same method as above.
Self-correction ratio: Calculate Cassie's self-correction ratio using the same method as above.
Interpretation: Determine if the text is at an independent, instructional, or frustration level for Cassie based on her accuracy and self-correction ratio.
Interpretation of grade level:
Analyze Cassie's reading level in relation to the beginning of 2nd grade. Consider the expected reading level for this grade and compare it to Cassie's performance in DRA Level 6 and DRA Level 8.
Strengths:
Identify three strengths Cassie demonstrates in foundational reading skills based on her data set.
Provide specific examples from her data set that support each strength.
Needs:
Identify three areas of need Cassie demonstrates in foundational reading skills based on her data set.
Provide specific examples from her data set that highlight these needs.
PART II: PRIORITIES
Leveraging Strengths:
Choose one significant strength from Part I and explain how this strength can be used to address one of Cassie's needs.
Discuss the ways in which this strength can be leveraged to support her development in a specific area.
Prioritizing Needs:
Choose one significant need from Part I and explain why it is the most important need to address in your informed opinion.
Provide a rationale for why addressing this need will have the greatest impact on Cassie's overall reading skills development.
Strategy:
Based on the identified need, select an evidence-based instructional strategy from the course materials.
Describe the strategy briefly and cite the source where it was presented (e.g., Module 4 PPT, slide XX).
Rationale:
Explain why the chosen evidence-based strategy would be effective for addressing Cassie's need.
Support your explanation with citations from assigned readings or sources that provide evidence for the effectiveness of this strategy.
References
Include a list of references used in alphabetical order by author last name.
Informally cite module presentations or assigned readings (e.g., PCC, EDC 272, Module 4 PPT).