Final Assessment Paper

First 4 Assessments
When I began assessing, I chose my niece who is in the 9th grade, but has some learning
disabilities. She is a pre-reader, so I only did assessments that did not require reading for her.
She worked with me on concepts of print and alphabetic fluency.
For the concepts of print assessment, I chose to have her work on it after dinner. We got
in a comfortable chair and turned off the television. We chose the book to look at. She was able
to hold the book correctly and knew most of the concepts. She did have problems with realizing
that print contains meaning, recognizing the difference between letters and numbers,
punctuation, and word matching. She scored 8 out of 12 concepts correct.
This assessment went by quite quickly. It only took about 5 minutes and was fast enough
that my niece did not get bored with it. I think I did a good job with it and would do it the same
way in the future.
My niece also helped with alphabetic fluency. I chose to work with her after she had
been home for about hour after school. Because she has poor eye sight, I chose to use
alphabetic flash cards rather than a sheet of paper. We worked on upper and lower case letters.
For the upper case letters, she was able to recognize 12 of them. Lower case she knew a little bit
more and got 15 of them right.
It took some time to do this assessment. My niece grew tired and distracted quickly, so
my sister sat with her also and gave her wiggle breaks. The end result I feel was pretty accurate,
but it took almost a half hour to complete it. I think that I could only do this assessment with
help, but I dont know if it will be that way in the future.

I had problems when it came to the phonemic awareness assessment. The one that I used
said that it was for children K-3 readers. I assumed that it meant 3rd grade, so I tried to work on
it with my nephew who is in the 4th grade. I chose to work on it after dinner. I got him to settle
down on the couch with some help form my son.
I read off of the paper from the Yopp-Singer test,(Yopp, Hallie, K. N.D.) following the
directions. He did not understand the concept and could not figure out why I wanted him to
sound out words that he already knew and would not cooperate with me any farther. I had to
give him a score of zero, but the fact is I believe that he would have gotten 100% if I could have
been able to make him understand what I wanted from him.
For sight vocabulary, I chose another one of my nieces and she is in the 5th grade. I chose
to have her work on it with me after she got home from school. She sat down with me and
started reading the 2nd grade list. She read the 2nd, 3rd, 4th, 5th, and 6th grade lists and did it
quickly. She got it all correct until she got to the 6th grade list. She was only able to get of the
6th grade list correct, so her reading level is 5th grade.
While I was giving the assessments, I did notice that when things went by fairly quickly,
the girls did not get bored. The key must be to make the assessment as short as possible. I hope
to use this information to help me in the future.

Final Assessments
When deciding to do the final 4 assessments, I needed a child who could read, so I chose
my niece who is in the 5th grade. As far as I know she is at grade level in school. She is a very
cheerful child and easy to work with.
I chose to work with her in the morning after breakfast. We worked on the oral fluency
assessment together. I had a stop watch to look at and settled her down to read. She read Life

in Space (Lynn, 2001) taken from Scholastic News. She was able to read the passage without
difficulty.
I did time her for one minute. She was only able to read 68 wpm, which puts her at about
the 20th percentile for the 5th grade. I am not sure why she had problems reading as she could
pronounce all of the words.
For the running records assessment I had my niece set at the table with me. I chose
another 5th grade passage called A New Habitat.(Pearson Achievement Solutions. 2006). She
was able to read this passage as well. I had her read the entire passage and she only stumbled 2
times and self-corrected. This assessment was fairly easy to administer and went by fairly
quickly.
When I did the comprehension-retelling assessment, I did not do it correctly apparently. I
had my niece read Teds Camping Trip, (Good and Kaminski. 2007) but did not give her the
background question or the prompt. I had her read the passage silently, rather than out loud.
When it was time to read the questions to her, she was only able to get 1 correct. She did
not retain the information that was needed. Apparently, when she reads silently, she does not
comprehend it. If I do this assessment again, I will probably have the student read the passage
out loud.
In doing the last assessment, I had my niece read her passage out loud. She read
Somethings Missing. (Jennings. 2001). She read it easily enough, but could not tell me what
she read. I asked her questions about it, and she was able to answer all of them. It turned out
much better than the previous one.

When assessing my niece, I found out some of the following things out. She does not
read very quickly out loud, and is behind for her grade level. Comprehension is also a problem if
she does not read out loud.
Now that I have completed all eight assessments, I think I am beginning to feel
comfortable with the activity. It did help that I have such good children to work with. I realize
that it will not always be easy to do this.

Final Assessment Paper for ED 123

Assessments for Reading Strands

Name of assessment- add the
APA citation in the ( ) for the
assessment you used
1-Concept of Print (ticateam.

Date of
assessment

Score

11/07/2014

8/12

Grade
Level of
student
9

Observations

The child had a very good

grasp of how a book works.
2-Alphabetic Fluency (Julie.
11/04/2014
27/52
9
The child got about half of the
N.D.)
letters right.
3-Phonemic Awareness (Yopp,
11/07/2014
0
4
The child did not understand
Hallie, K. N.D.) ()
the concept.
4-Sight Vocabulary (The
11/07/2014
5th
5
The child read very well for
Teachers Caf. 2014)
grade
her grade level.
Mid Term Assessment Paper 4assessments due
5-Oral Reading Fluency (Lynn.
11/21/2014
20th
5
The Child read slowly for her
2001)
percentil
age.
e
6-Running Record (Pearson
11/21/2014
fluent
5
The child read well and only
Achievement Solutions. 2006)
made 2 mistakes, which she
self-corrected
7-Comprehension-Retelling
11/28/2014
1
5
The child was unable to
(Good and Kaminski. 2007)
answer the questions.
8-Informal Reading Inventory
11/28/2014
fluent
5
The child was not able to talk
(Jennings. 2007)
about the story on her own, but
answered my questions.
Final Assessment Paper 8 Assessments due
Jan.2010)

Final Assessment Information about student or students: Eight assessments are due you
need to talk about all of them
Final Assessment Observations during assessments: Eight assessments are due you need to
talk about all of them

Final Assessment Summary of assessments and scores: Eight assessments are due you need
to talk about all of them

Final Assessment Conclusions after assessments: Eight assessments are due you need to
talk about all of them
References

Ticateam, (Jan. 2010). Concepts of Print Awareness Assessment. Retrieved from:

Http://www.Edc424uri.wikispaces.com.
Yopp, Hallie, K. (N.D.) Yopp-Singer test of Phoneme Segmentation. Retrieved from: Http://
www.teamslacoe.edu.
Julie. (N.D.) Letter/Sound Assessment. Retrieved from: Http://www.blog.marketteach.com.
The Teachers Caf. (2014) San Diego Quick Reading Assessment. Retrieved from:
Http:// www.theteacherscafe.com.
Lynn. (2001) Life in Space. Retrieved from Http://www.scholastic.com
Pearson Achievement Solutions (2006) Administering an Oral Fluency Assessment. Retrieved
from Http://www.teachervision.com.
Good, R.H., and Kaminski, R.A. (2007). Dynamic Indications of Basic Early Literacy Skills.
Retrieved from Http://www.dibels.uoregon.edu.
Jennings (2001). Jennings Informal Reading Assessment. Retrieved from:
Http://wps.ablongman.com.