Final Assessment Paper for ED 123

Assessments for Reading Strands

Name of assessment- add the Date of Score Grade Observations

APA citation in the ( ) for the assessment Level
assessment you used of
studen
t
1-Concept of print (add name of 10/8/2016 20/22 K Did very well and made a
test used for in-text citation here) connection with punctuation
and reading with expression.
He didn’t know about the
quotation marks.
2-Alphabetic Fluency (citation) 10/8/2016 99/110 K He mixed up d with b, and the
98% font for q, g, a, l were not what
accurate he knows and when I changed
them he got them all right.
3-Phonemic Awareness (citation)
4-Sight Vocabulary (San Diego) 10/10/2016 Kinder K Pre-primer = Independent (1)
level Primer = Instructional (last 3)
1st Grade = Frustration
Mid-Term Assessment Paper 2 assessments due
5-Oral Reading Fluency (citation)
6-Running Record (citation)
7-Comprehension-Retelling 12/09/2016 14 K Was able to retell the story
(citation) Capable without assistance
8-Information Reading Inventory 12/09/2016 Oral K Pre-primer Level. Read both
(citation) WRA=Ind passages well and w/in
Com=Ind adequate time. Had a harder
Flu=Adq time focusing during the silent
Silent reading but not a
Com=Inst comprehension issue.
Final Assessment Paper 2 additional assessments due
You will have a total of 4 assessments by the end of the term.

Mid-Term:
Information about student: Student 1 is a 6-year old boy in the beginning of his kindergarten school
year. He is a bright and energetic, humorous, and caring student. He loved helping me with my
assessment homework, was eager to see how he did, and wanted to show me how smart he is.
Recently, he had a parent-teacher conference and he is at the top of his class reading level. He loves to
read, learn, and play video games that are strategic/puzzle in style. Student 1 told me that sometimes
he is afraid to ask for help or tell his teacher that he is bored with the assignments they are doing, so he
gets distracted and isn’t focused in class when he needs to be. I told him that it is good to ask for help,
that it tells the teacher that you want to learn. And that no one knows everything; even teachers have
to ask for help sometimes, and that made him feel better.
Observations during assessments:

Concepts of Print (MLPP)

Student 1 was glad to do this assessment, he liked that I used one of his books from home. He made
sure he was sitting right next to me before we started. He held the book correctly and opened it to
show me. I asked him to show me the front and back, he also told me about the outer edge; which I
didn’t ask for. I told him the outer edge was called the spine and he said, “we have a spine”. Student
1 knew the title, where to start reading and the direction in which to read, and how to correctly turn the
pages. He knew punctuation and that they have a connection to expression, but didn’t know about
quotation marks and what they were for. When asking for any three letters and to tell them, he pointed
to the word with and said, w, i, and th. He said that th makes one sound. I explained I just needed him
to point to any three letters and tell me what they are, he did fine.

Letter Naming Fluency (DIBELS)

Student 1 was at ease with taking this assessment with me. He followed directions, was very
observant, and offered information before I asked for it. He can identify upper and lower case letters
very well. He mixed up d with p, and the letters q, g, a, and l were in a font that he didn’t recognize.
The lowercase l looked like a one and he asked why they would put a number in the list of letters.
When I changed the way the letters looked he did great.

Sight Vocabulary (San Diego)

Student 1, again, was very eager to show me what he knows and to help me with my homework. He
started to read the words and I noticed he used good phonemic skills from the start, wanted to get them
right, and asked for help or said pass when he got frustrated. He got really frustrated at the 1st grade
list so we stopped, even though he wanted to try.

Summary of assessments and scores:

Concepts of Print (MLPP)

Student 1 scored 20/22 which is very good for a beginner kindergartener. He will gain more
knowledge about punctuation; what they mean, and will learn more about the parts of a book in further
depth as he goes further into the school year.

Letter Naming Fluency (DIBELS)

Student 1 scored 98% accuracy in the list of letters, knows the beginning sounds of words, and how to
pronounce them correctly. He should be successful in building on his reading skills.

Sight Vocabulary (San Diego)

I started the test at the Pre-primer list because he is a beginner kindergartener. He got through it fairly
quick and missed 1 word. The Primer list he missed 3 words at the end of the list and was starting to
get worried about missing or getting the words wrong. He asked for help and wanted to try the 1st
grade word list and got frustrated so we stopped.
I didn’t want this to be a negative experience for him, but I liked that he wanted to try. This
assessment puts him at Independent level at the Pre-Primer list, Instructional level at the Primer list,
and the Frustration level at the 1st grade list. The more he learns words out of context, I feel he will be
on track for his age and grade level.

Conclusions after assessments:

My conclusion is that Student 1 scores are above average at his age and grade level. He is very eager
to learn, wants to be a good reader, and uses good decoding skills when not sure of a word. He has
background knowledge for reading with the skills in COP, LNF, and a great start to the skills in
phonemic awareness. With the use of words out of context he will learn and recognize more sight
words and will be an excellent reader.
Final Term
Observations of assessments and scores:

Comprehension-Retelling (HSLDA)
Student 1 read the Bears in the Night (Bernstein) for this assessment. It is a book he loves to read, he
has a few of the Bernstein Bears books at home. I told him he was going to read the story to me. He
was anxious to read it to me, as I told him I never read this book. He did great with the sight words in
it, sounded out a few words and showed excitement when he figured it out, and asked for help with the
bigger 6-7 letter words. This book is appropriate for a beginning reader, is a great introduction to
prepositions and spatial relations. When I asked him to tell about an important part of the story, he
was great at explaining his answers. He wanted to show me in the book where it happens. He
explained that it is dangerous to sneak out at night, it would scare your parents, and they would be
worried or sad.

Information Reading Inventory (Jennings)

Student 1 was very curious about helping me with my final assessments on his reading. I had him read
through the word list for his grade level and he asked why he was doing another list when he had done
this before. I told him we were doing a different type of assessment and I don’t want to give him the
wrong reading materials. I want him to feel comfortable. He said alright. I gave him the background
question for the passage and had him do the reading. He stumbled on a few of the words in the oral
passage, sounded out (chunked it up) and self- corrected, while always moving forward. When
answering the questions, he was out going and gave detailed answers. He read the silent passage,
seemed to take a little longer, and had a harder time answering questions. He stated he really had to
think and asked why it was harder reading silently. I asked him if he was focused or if his mind
wandered while reading silently. He said it’s different when you read silently and that he likes to hear
himself read.

Summary of assessments and scores:

Comprehension-Retelling (HSLDA)
Student 1 scored a 14 on the scoring-rubic which puts him into the capable level. He hesitated with
the sequencing of major events in the story and I gave him 2 points. The rest of the sections I gave
him 3 points. I didn’t provide any assistance but he did use the book to show me his answer. I don’t
think he was looking up answers, he wanted to show me.

Information Reading Inventory (Jennings)

Student 1 read the pre-primer and primer word lists, he missed 2 words on pre-primer, and 4 words on
primer. I felt that he was challenged more on the primer list so I stayed with the pre-primer level. The
passages were read just in 2-3 minutes. He scored in the independent range for word accuracy in the
oral reading. He has two different scores in the comprehension questions between the oral and silent
passages. I think he has a harder time focusing when he’s silently reading. He is in the Instructional
range due to this difference. He wasn’t frustrated about the silent reading but curious about why his
mind wanders. He stated he likes to hear himself read aloud more.

Conclusion after assessment:

I think my student is reading at his grade level with few or no word errors, immediate self-correction,
the use of sounding out the words and good comprehension skills. He should be tested with a book that
he is not familiar with for additional practice and testing. I would still try to use something he is
interested in, to make it engaging and non-threatening. He is doing great over all in kindergarten. I
believe he has excellent reading skills and retains sight words that allow him to read either at kinder
level or just above. I think he comprehends what he reads well, he needs to practice silent reading
more, and being focused. I also noticed, he likes to talk about what he reads while reading it.