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Cristen Literacy Profile(5)

Cristen Literacy Profile(5)

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Published by: cristenschwab on Nov 09, 2009
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11/08/2009

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Cristen SchwabLiteracy ProfileEmergent StageDue: October 30, 2009
Foreword:
An emergent literacy profile was assessed of a six year old female kindergartner.Using the
Words Their Way: Letter and Picture Sorts for Emergent Spellers
book, thisstudent conducted: an alphabet recitation and tracking assessment, both an uppercase andlowercase alphabet recognition assessment, rhyme identification and beginning sounds-alliteration phonological assessment, a letter-sound assessment, a kindergarten spellinginventory, and a concept word assessment. In the course of four consecutive school days,I compiled results both quantitatively and qualitatively. Next, I documented the student’swork; identified how the results of these assessments would inform my instruction as ateacher, and interpreted what types of learning opportunities would most benefit thisstudent.
Results: Quantitatively and Qualitatively*Benchmark Assessment
 Alphabet Recitation and Tracking 
100% accuracyEasily conducted, moved very quickly. Later in assessments referred back to thealphabet.
 Alphabet Recognition: Capitals
26 correct out of 26 total = 100%The student easily read the uppercase letters. She read the letters aloud and nearlygot ahead of herself as she began pointing at the letters with her finger and read beforeher finger could get away from the last letter she read. Completed in less than 30seconds.*Being in the second month of kindergarten this student exceeds the benchmark. She canidentify 26 letters when the average can identify 10-18 in the first months of thekindergarten year.This student could benefit from beginning consonant letter sounds through picture sorts(below).
 Alphabet Recognition: Lowercase
26 correct out of 26 total = 100%The student read the lowercase letters aloud and recited a bit slower than with theuppercase letters; these letters took her about 60 seconds, double the time.Letter “b,” the student drew a blank at first, thought about it and then checked with me tosee if it was “b.”Letter “d,” the student questioned if it was a “d,” she said the letter as if it had a questionmark behind it. She then checked with me to see if she was correct.Letter “q,” the student self corrected as the text letter was “q” and she first said “p.”
 
*
Being in the second month of kindergarten this student exceeds the benchmark. She canidentify 26 lowercase letters when the average can identify 24-26 in the tenth month of the school year.This student could benefit from writing the alphabet and a teacher observing so(conducted). The student writes in all uppercase letters, 26 letters in the correct order, andno letter reversals. After the letter “N” the student had to stop and begin to sing thealphabet so she could get the rest of the letters in the proper order.
 Phonological Assessment: Rhyme Identification
9 correct out of 9 total = 100%This task was easily completed, the student moved very quickly. As I beganreading her each object aloud, she answered within seconds. She at times wanted to readthe objects along with me and once got an object wrong calling a “pan” a “pot.”
 Phonological Assessment: Beginning Sounds: Alliteration
8 correct out of 8 = 100%The student was moving so quickly that she asked me to stop reading the picture,“I can do it by myself.”*Being in the second month of kindergarten this student exceeds the benchmark. She canidentify eight correctly now, while the majority of kindergarten students identify eight atthe end of the 10 month school year.
Synthetic Phonics: Beginning Letter-Sounds Identification
16 correct out of 16 = 100%The student moved quickly through this assessment. I monitored to be sure sheread each object correctly as she circled the objects. On the last four letters the studentdid not need me to read aloud or correct her images. Also, the student did not look atsome of the third images if the first two rhymed.Letter “P,” took about one minute to think about and finally understood, this was a hardletter for her.Letter “S,” in the images, the student missed the “sink” for “soap,” yet they both beganwith the same sound, therefore she answered correctly.Letter “K,” “L,” “Y,” were all easily comprehended for her.*Being in the second month of kindergarten this student exceeds the benchmark. Shecompleted 16 out of 16 correct, while in the 10 month of school most kindergartners canlabel at least 14 out of 16 correct.
 Kindergarten Spelling Inventory
Beginning Phonemes: 5 correct out of 5 = 100%Middle Phonemes: 4 correct out of 5 = 80% missed a in nap, “np”Ending Phonemes: 5 correct out of 5 = 100%Total: 14 correct out of 15 = 93%The student had one letter reversal. Two words were spelled correctly, “log” and“jet.” Three words were spelled incorrectly, “np,” “cid,” and “gom.”
 
*Being in the second month of kindergarten this student exceeds the benchmark. Shecompleted 14 out of 15 correct, while in the 10 month of school most kindergartners cancomplete 12 out of 15 correct.
Concept of Word 
Pointing Score Average: 7 correct out of 7 = 100%Word Identification in Context: 26 correct out of 26 = 100%Word List Identification: 3 correct out of 10 = 30%During the word identification in context the student self corrected the text word“sat” after the spoken “at.” The student also read the title, used her finger to point at thewords, read pretty easily and quickly, while paying no attention to the images providedwith the reading.*Being in the second month of kindergarten this student exceeds the benchmark. Shecompleted 26 correct out of 26 while most students at this stage in the year can only few,if any words in context. She has a full concept of words, most likely in the letter name-alphabetic stage of spelling.During the word list identification the student:“on” easily read“humpty” guessed “horses” very interested in the word, checking for accuracy“put” guessed “top”“horses” said “horse”“sat” easily read“men” read “man”“king’s” read “king”“wall” read “will”“had” read “hat”“fall” easily read*Being in the second month of kindergarten this student is on target for this benchmark.Most students at this stage can identify 1-3 words correctly.
See Student Work on Following Pages:
I did not initially mark on the student’s work  pages at all, I used my own page of reference to make marks. However, to help myself, Iwent back on to her sheets and wrote observations I made.

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