Spring 2021

EDCI 3484, section I

School of Education
College of Human Sciences and Education
Louisiana State University

STUDENT LITERACY ASSESSMENT

Teacher: Carsyn Guitrau

Child: Isibealla Boyd-Oneal
Classroom Teacher: Shannon Kaple
LSU Supervisor: Dr. Alica Benton

ASSESSMENTS ADMINISTERED

Interest Inventory: February 8, 2021

Basic Sight Vocabulary: February 10, 2021
Concepts of Print Test: February 10, 2021
Informal Reading Inventory: February 10, 2021
(oral and silent)
Writing Sample: February 8, 2021

BACKGROUND

Isibealla Boyd-O’Neal , a 8 year old child, was enrolled in the

second grade in Shannon Kaple’s classroom at Tanglewood Elementary School, located in Baton

Rouge, Louisiana. One of 22 children placed in the class, Isibealla was

assessed on February 8, 2021, through February 10, , 2021.

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When an interest inventory was administered, Isibealla indicated she was

interested in art, coloring, princesses, unicorns, mermaids, and dancing.

When questioned about her/his attitude toward reading and writing, s/he stated she

likes reading a lot and thinks that writing is okay.

. Isibealla was a

(pleasant) child, and it was a pleasure to work with him/her.

ASSESSMENT PROCEDURES

To gain an understanding about Isibealla , a series of informal assessments

were administered. An interest inventory was administered to gain background about

Isibealla and assist with selection of instructional materials and in planning

instruction. A total of 3 list(s) of 100 sight words were presented to Isibealla

in order to determine knowledge about her sight vocabulary. The Concepts of

Print Test, an informal assessment designed to test a child’s knowledge of literate behaviors and

targeted to first graders, was administered. The Informal Reading Inventory was given to

determine Isibealla ‘s oral and silent reading abilities and her comprehension.

In addition, Isibealla was asked to provide a writing sample which was assessed

using the Conventions of Writing Developmental Scale.

ASSESSMENT RESULTS

Based on all assessment results, the following levels were determined. Isibealla was

independent at the third-grade level. She was instructional at the fourth-grade level,

and she frustrated at the fourth-grade level. [some children will have no true level…]

Concepts of Print
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When the Concepts of Print Test was administered to Isibealla , she scored 20

out of a possible 22 items. Bella easily identified book concepts, reading concepts,

directionality concepts, concepts of word, and concepts of letter. Bella also quickly identified

some punctuation marks, such as a period or a comma. Bella struggled with identifying other

punctuation marks like exclamation marks and quotation marks.

Sight Vocabulary

Sight words are words that need to be automatically recognized when reading. They are

important because they appear so frequently in print. Isibealla was presented

3 list(s) of 100 sight words. She scored 80 /80 of the first100 sight word list; 68 / 71

of the second100 sight word list, and 35 / 40 of the third 100 sight word list. Bella

recognized short or simple words such as add, food, and high, but she struggled

on long words such as something, through, and beginning or words that ended in w, such as

below or few.

Graded Word Lists

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Graded word lists were presented as lists of words in isolation. She read lists first through

fourth grade. Isibealla began at the first-grade level. Isibealla

read the grade 1 list with __100%____ accuracy; grade 2 was __100%___

accurate; grade 3 list was read with ___100%___ accuracy; grade 4 list was read with 80%

accuracy. At several times during word identification, Isibealla paused when she did not

immediately recognize a word. This happened when she got to the fourth-grade word list.

Because Isibealla was instructional on a word list at the fourth-grade level, I

dropped one level below this grade level and began assessing her oral reading decoding abilities

and silent reading comprehension abilities at the third. grade level. Overall, Isibealla read

the words on the word list with ease and at a fast pace until she got to some words on the fourth-

grade word list.

Oral Reading
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Miscues, often called mistakes, allowed me to determine how Isibealla approached

print and decoded, or figured out unfamiliar words. Substitutions, omissions, additions and

pronunciations were all scored as miscues. In addition, self-corrections, rereading, and halting,

choppy reading behaviors were noted and recorded, but not marked as miscues. Isibealla

read passages at the third-grade level. When Isibealla read orally,

she read fluently and at an average pace. She did a good job at projecting her voice and

pronouncing her words, so I was able to hear and understand her

. An analysis of 2 miscues revealed that when Isibealla read

orally, she struggled with pronouncing proper names. For example, Isibealla stopped at the

name “Earl” and looked at me because she did not know how to pronounce it, so I told her.

Also, she said “Mrs.” instead of “Mr.” These were her only 2 miscues during oral reading. I

messed up on this section because I did not time her when she was reading, but she read roughly

50-60 words per minute.

Silent Reading
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To assess Isibealla ’s silent reading comprehension, she was asked to retell what she

read after each passage and comprehension questions were asked after each passage. From third-

grade level, Isibealls ’s retellings were perfect when the questions and answers

were stated exactly in the text. She had trouble answering questions that causing her to use

critical thinking. and his/her answers indicated Isibealla is proficient in

retelling when the questions are straightforward but struggles somewhat when the questions need

her to use high order thinking.

. When Isibealla read silently, comprehension was about the same

for the fiction passage and for the nonfiction passage. On the fiction passage, Isibealla missed a

question that caused her to use higher order thinking. On the nonfiction passage, Isibealla missed

a question that needed her to recall factual information. Isibealla read fluently and was able to

comprehend most of the information with only missing one question on each silent reading

passage.

Writing
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I gathered a writing sample from Isibealla from a book the class wrote on different habitats. I

used this as her writing sample. When Isibealla wrote, she

wrote in level 7, the conventional level based of the Conventions of Writing

Developmental Scale.

. [EXAMPLE:

Based on the Conventions of Writing Developmental Scale, a simple analysis of a writing sample

collected on (date) indicated can . An error analysis revealed

(describe common, frequent writing issues such as spelling, capitalization, mechanics, sentence

structure)]. Compared to the other second-graders who were also assessed,

Isibealla performed average as she correctly spelled 39 words out of 45

total words attempted. The average for other second graders was about the same.

Each child wrote their own book, so they did not have the same total words as Isibealla.

However, the class average was about the same as the amount she got correct out of their

individual total. Isibealla uses punctuation correctly, uses correct spacing, and can spell some

high frequency words.

GOALS

The following goals were established for Isibealla :

1. Increased fluency in spelling high frequency words.

2. Increased level of comprehension for higher order thinking questions.

3. Increase reading for pleasure.

(Use develop, improve, or increase as verbs for goals statements).

Reflection
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The implementation of these literacy assessments went pretty well. Isibealla was very

cooperative and enjoyed completing the assessments. One thing that I think went really well was

the concepts of print. This assessment was easy to implement and Isibealla did a great job on this

assessment. Another assessment that I think went really well is the interest inventory. Isibealla

was really excited to answer the questions. She spent a lot of time telling me everything about

herself, so I got a really good idea of her interests. The fry word assessment was easy to

implement once I figured it out. After reading the instructions, I was confused on when I should

go on to the next grade and when I needed to stop testing. Once I figured it out, the assessment

was easy to implement and it went very well. For the informal reading assessment, I had some

trouble figuring out how to implement it. When we did this assessment in class as practice, I

thought I understood exactly what to do. However, when I got home, I was confused on certain

parts of the assessment. For example, one thing I messed up on when I implemented it was that I

did not time Isibealla when she read the passages. One thing that I would have done differently is

practiced what I was going to say before I implemented the assessment. At some points during

the assessment, I stumbled on my words because I wasn’t sure exactly what to say. Next time, I

will go over what I want to say before I start the assessment.

Appendix

Interest Inventory
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Basic Sight Vocabulary

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Concepts of Print
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Informal Reading Inventory

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Writing Sample
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