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Because students in READ 366 are assessing children in Preschool, Kindergarten, and First grade,
this assessment is a combination of tasks that can be used across the grade levels. Not all tasks will be
completed for all students, however part of the tasks will be completed for each child assessed. This
assessment is made up of tasks from Words Their Way (Bear, Invernizzi, Templeton, & Johnston,
2012) and tasks from PALS Quick Checks (Invernizzi, Sullivan, Meier, Swank, 2004).
If a task is begun and the child is missing all of the correct answers for the first 3-5 questions, stop
that task.
If in Kindergarten, use the lower-case letters only for letter identification. From the large letter sheet,
point to each letter and have the child identify the letters. Mark through any letters the child says
incorrectly and write what the child says beside the letter.
m p s o x n a f g k l (i) t u c y
b I (t) v (capital y) d (b) j e q r z (s) h w
TOTAL 21/26
Comments:
2
Letter Production (for Pre-K and K)Call out the sequence of letters as above. Ask the student to
write the letters. Accept either upper or lowercase letters. Reversals are scored as correct, but noted.
m p s o x n a f g k l t u c y
b i v d j e q r z h w TOTAL 5/8
Comments:
Made it through the highlighted letters and then began to draw
Also did not attempt n
Letter-Sound Production (for Pre-K and K)From Letter-Sound Production sheet point to each letter
or combination of and have child tell the sound the letters make. Mark through any sound the child
says incorrectly and write what the child says beside the letter.
B S R F W (d) T O J A H (e) K Sh V I P
Z L C (s) Th U E D Y (v) G N Ch (m)
TOTAL 19/26
Comments:
Did not know the double letter sounds: I dont know tell me
Tried to do the ch
Comments:
I could not get my student to do this
He is defiant when he does not want to do something and this was one of those times
Comments:
I began to go down the list in the primer and with each word my student said I dont know and when
I made it to the fifth word he began to get antsy and walked away.
6.Concept of Word Teddy Bear (From PALS Quick Check) (for children in K & 1 with fewer
than 10 words on the preprimer list)
Directions:
1) Introduce poem by showing the pictures and saying the poem to the child, then having child repeat
until memorized
2) Once the child has memorized the poem, introduce the words and model touching each word as
you read.
3)Then ask child to touch each word as he/she says the poem.
4)Finally see if the child can identify the bolded words in the poem (ex. Can you show me the word
bear? Can you show me the word around?)
Pointing Word ID
Teddy bear, teddy bear, turn around. 0 1 2 3 4 5 6 0 1 2
Teddy bear, teddy bear, touch the ground. 0 1 2 3 4 5 6 0 1 2
Teddy bear, teddy bear, turn out the light. 0 1 2 3 4 5 6 0 1 2
Teddy bear, teddy bear, say goodnight. 0 1 2 3 4 5 6 0 1 2
20 points
Once youve administered the assessments to your student, making sure to use a pseudonym, type at
least a one-page singe-spaced 12-point font summary of the students literacy development as you
would present it to colleagues or the students parents. Use these questions to guide you:
You will upload 2 documents via Canvas assignments: 1) assessment documents 2) your student
summary on or before November 11.
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