Use the information in the exhibits to complete the assignment that follows. This assignment focuses on a first-grade student named Zoe, who is six years old. Her primary language is English. The assessment data in the exhibits were collected during the first six weeks of the school year. The level of each assessment was selected based on Zoe's previous assessment results.

Using your knowledge of reading pedagogy and the developmental progression of foundational reading skills and reading comprehension as described in the Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading (ELAR), analyze the information provided and explained response of approximately in which you:

• Identify one significant need that the student demonstrates related to foundational reading skills (e.g., phonemic awareness skills, phonics skills, recognition of high-frequency words, syllabication skills, morphemic analysis skills, automaticity, reading fluency [i.e., accuracy, rate, and prosody]), citing specific evidence from the exhibits, particularly the Word- Reading Assessment, Passage-Reading Assessment, and Fluency Data, to support your analysis;

o describe one appropriate, effective instructional strategy or activity that would address the student's need you identified related to foundational reading skills and help the student achieve relevant grade-level standards;

• Identify one significant need that the student demonstrates related to reading comprehension (e.g., vocabulary knowledge; knowledge of sentence and grammatical structures; application of literal, inferential, or evaluative comprehension skills; use of comprehension strategies; application of text analysis skills to a literary or informational text), citing specific evidence from the exhibits, particularly the Comprehension Assessment, to support your analysis;

* describe one appropriate, effective instructional strategy or activity that would address the need you identified related to the student's reading comprehension and help the student achieve relevant grade-level standards; and

• Explain why each of the instructional strategies or activities you described would be effective in addressing the needs you identified and in helping the student achieve grade-level reading standards as described in the TEKS for ELAR.

Be sure to cite evidence from all four exhibits in your response.

For this assessment, the teacher met with individual students and asked them to read aloud from several word lists of increasing complexity. As a student read each word, the teacher made a record of the student's performance by using checkmarks to indicate words that the student read accurately and automatically and using simplified phonetic transcription to record any errors. This assessment was timed and the student had to respond accurately within three seconds. Zoe successfully read the Beginning-of-Year (BOY) word list with no errors. The teacher then asked her to read the Middle-of-Year (MOY) word list. Below are some of the words in the assessment, followed by the teacher's record for Zoe.

Target Word Student Reads cloak [cok] brings bleach quilted [kwit-ted] plants stored squirted [skwirl] cupcake flipped [fled ] fireside [fir-fliz] grabbed moonlightReading Passage Most days, the people of the farm went to sleep by ten. But that Sunday was not like most days. The people stayed up past midnight. At last, the house went dark. That's when the barn started to stir. The pig shifted. The mare kicked her legs. The ducks stamped their webbed feet. The cow spoke, "At last! The moo moon rose so long ago!" The goat bleated, "Ma-a-a-ah maybe they didn't see the moon." The hens flapped their wings. "They didn't look at the cluck- cluck clock!" The sheep shook his head. "Too bah-bah bad! But we can play now!" Fall Assessment Score Rouchinatke Phonemic Segmentation Fluency (PSF) Nonsense Word Fluency (NWF) LNF. A student is presented with 100 randomly ordered uppercase and lowercase letters on a page. The student identifies as many letters as possible in one minute. PSF. A student is orally presented with a 3- or 4-phoneme word and must segment the word into its individual phonemes. The student segments as many words as possible in one minute. Each correctly segmented phoneme scores one point (e.g., mop segmented as /m/ /6/ /p/ would score 3 points, whereas mop segmented as /m/ [6p] would score only | point). NWF. A student is presented with a list of words that are not real. Each word is made up of phonics elements that students should be able to decode by the beginning of first grade. The student decodes as many of the words as possible in one minute. Notes: *On the NWF assessment, Zoe scored well (14) on the Beginning of Year (BOY) list, so I had her try the Middle of Year (MOY) list. As the words became more complex, she began to substitute real words that had similar beginnings. Lee and Loo Play a Song Lee and Loo and Zig and Zag are in Loo's room. Lee plays the horn. Loo plays the drums. She likes to hit the drums hard! Bing, bang, bong! Zig and Zag smile. Zig and Zag like this song! Zig claps her hands. Zag taps his foot. What a fun song! Lee and Loo play fast now. Zig waves her arms. Zag hops up and down. Zig spins. They are jumping. They are doing a jig! Rap, rap, rap! That was not Zig's foot! Boom, boom, boom! That was not Loo's drum! The kids look up. Loo's Mom is at the door! Mom lifts her hands to her ears. "Too much bing, bang, bong?" asks Loo