Megan Colson Formative Assessment Assignment E341 October 4, 2013

Table of Contents
Information about Student_____________________________________________________pg.3 Assessments Administered____________________________________________________pg.4 Informal Book Grab Asessessment________________________________________pg.6 CAP Assessment______________________________________________________pg.9 Writing Assessment___________________________________________________pg.12 Recognition of Letters Assessment_______________________________________pg.15 Phonological Awareness Assessment_____________________________________pg.18 Instructional Strategies_____________________________________________________ pg. 21

Information about Student

This report was done with Maria, who is a female, in kindergarten at Southside Elementary. Her birthday is November 11, 2007 and is 5 years old. Maria is an ELL student and her estimated level of proficiency is a 4. She understands and speaks in English with little hesitancy. Maria is able to have a full conversation and understand most of the English language spoken to her and can speak very fluent English to others. Throughout observation of academic reading skills, she demonstrates knowledge in certain content areas. Maria is a sociable girl who enjoys hands on activities, drawing, and music.

Assessments Administered
Maria completed five informal assessments over the course about a month. Assessments were selected that would provide useful information about her reading strategies, skills, and understandings. Information about when assessments were taken, what was involved, and why these assessments were chosen for Maria is listed below in the table. Name of Assessment Informal Book Grab Take on August 20, 2013 @ 8:15 Involved in Assessment What the tool assess For this assessment the child picks a random book off the book shelf and reads the teacher the story. Why this assessment for this reader This assessment provides This is an assessment information about what that gives baseline types of books the child information about the likes, whether the child student as a reader. has begun to decode written text yet, and how the child feels about him/herself as a reader. This assessment is From results from planned to help teachers Informal Book Grab, observe young childrens this assessment was growing recognition of chosen to see where the conventions and Maria was at with the characteristics of a conventions used to written language, communicate including whether they meaning with print understand book rather than meaning orientation knowledge, with pictures. understanding directional arrangement of text, understanding print contains the story, understanding of punctuation. This tool assess whether In the CAP the child can stay on assessment, Maria topic when writing a focused mainly on story, whether he/she pictures throughout includes a beginning, story. This assessment middle and end, whether was chosen for her in he/she is able to include order to determine basic vocabulary terms how well she and, whether it can be understands that print

Concept about Print (CAP) Taken on August 27,2013 @ 8:15

This assessment involves asking the child to look at a book and answer questions about how the conventions used to communicate meaning with print.

Writing Sample Taken on September 3,2013 @ 8:15

Student is asked to create a story and write and draw the story in a blank book given to him/her.

read by the author when read for an audience. Recognition of Letters Taken on September 3,2013 @ 10:00 The child is given a piece of paper. One side are upper case letters in the alphabet mixed up and on the other side are lower case letters mixed up in the same format as first side. The child then is asked to identify for the teacher each letter at their own pace. Student is asked questions in relation to sounds and parts of spoken words. The Recognition of Letters Assessment allows teachers to determine a students knowledge of the alphabet. This is including their recognizing of uppercase letters and lower case letters in isolation. The childs ability to identify and manipulate sounds and sound parts in spoken words

Phonological Awareness Taken on September 24, 2013 @ 8:15

also tells the story. It also gives a baseline of her writing skills. Maria has been struggling with recognizing certain letters. It was decided that this information would be helpful in determining which consonant-vowelconsonant words the child might be ready to decode during next step instruction. Phonological awareness is an important baseline skill for kindergarten age students. This assessment was administered in order to determine the baseline skills for this child.

Assessment 1: Informal Book Grab August 20, 2013

Informal Book Grab: Book Choice

The Playground by James Gee

Analysis of Informal Book Grab

When asked to pick a book and read it to me, Maria chose a book that she said she has not read before. The pattern shown throughout Maria reading the story was she would move her finger across the all the words. Maria would study the picture and then look up at me and tell a sentence about the picture she just observed. Maria was going from the left page to the right page and started from the front of the book. Maria would question at times what the teacher thought was happening in the book and some pages would be silent. She would not try to use the concept of one-to- one correspondence, or use any strategies to sound the words out, but instead would move finger along text quickly without trying to study any word or letter on the page. At the end of the book Maria was very pleased with the outcome she had made of the book from the pictures. She then asked if could read another book to the teacher again.

Marias work on this task suggested the following: That she understands the basic concept of print, such as working through pages from right to left. That she relies on the pictures to make sense of stories. That she has not yet started to rely on the authors words to make meaning.

Assessment 2: Concepts about Print (CAP) August 27, 2013

CAP Assessment

Analysis of CAP Assessment

The results of the assessment showed that Maria scored a 7/11. Throughout the process it was shown that Maria was unable to see that the print tells the story and not the pictures. When answering to show pictures and words, she pointed both to the pictures. Maria struggled with telling the difference between a word and a letter. It is not that she mixes the two concepts up, but would always answer each question with pointing to a word, when asked to point to letters. This trend continued on when asked first letter in a word and last letter in a word, Maria would point to the word twice. The other concept she struggled with was One-to One correspondence. Maria was unable to follow and match text when read to her. Throughout the book when a sentence was read to her she was unsure of when words from the next page were being read. This was also shown when asked about punctuation in the book and Maria was unable to answer any questions about what punctuation was or what it meant.

Marias work on this task suggested the following: That she understands the basic layout and orientation of a book. That she struggles with the difference between a word and a letter, That she has not yet started to rely on one to one correspondence to help her read a sentence. That she does not yet understand the meaning of punctuation in a sentence.

Assessment 3: Writing Sample September 3, 2013

Writing Sample Assessment

Title Page My Day at School

I love hearts.

I walking dog.

I love my teacher, Mrs. Knapp.

Analysis of Writing Sample

Maria was unable to stay on topic for her story she created. For example, she said she wanted to write a story about a day at school. Her next two pages of her story were her love for hearts, and her walking her dog. Maria did end with how much she loved her teacher, but Maria was unable to read her story back once she was finished. She was unable to create a story that had a beginning, middle, and end. Maria struggled with writing sentences to explain her pictures. She was unable to make complete words and was unable to write some of her letters correctly. When asked if she was going to write a sentence for her first page, she answered with yes, and then wrote the letters: I, H, S. Her lower case h was written upside down and backwards, and her s was backwards also. When asked what it read she responded, I love hearts. She was able to relate her picture with what she said the story was about.

Marias work on this task suggested the following: That she struggles with staying on topic with a story That she does not understand a story has a beginning, middle, and an end. That she struggles with the correct writing of letters. That she has not yet started to write out complete words or sentences.

Assessment 4: Recognition of Letters September 3, 2013

Recognition of Letters Assessment

Analysis of Recognition of Letters

Results of Recognition of Letters Assessment showed Maria recognized 7/26 uppercase letters and 3/26 lower case levels. When test was being administered for the upper case letters there was a trend of Maria answering the letters incorrectly. For example, Maria would answer I was J, and J was I. Maria was not confident in many of her answers except for the ones she ended up answering correctly. She was unable to see the trend from the upper case letters to the lower case letters. The lower case part of the assessment Maria answered many of her questions with the statement, I dont know. She often looked for guidance throughout the assessment hoping for an answer when stuck on a letter for a long period of time. From this observation it was seen Maria did not know many of the lower case letters and was unable to relate these letters to the upper case ones on the same page.

Marias work on this task suggested the following: That she struggles with identification of both uppercase and lowercase letters. That Maria is not confident in her recognition of uppercase and lower case letters. That she has not yet started to see patterns in uppercase and lowercase letters.

Assessment 5: Phonological Awareness September 24, 2013

Phonological Awareness Assessment

Phonological Awareness Test
1. Put out a counter every I say a word in this sentence: a. The dog jumped on my lap. Comments: _Had exactly 6 counters out by end of sentence.______________________ 2. How many syllables are in each of these words: a. Rat-1 b. Cat-3 c. Phone-2 Comments: Two examples were given before question, and instructor clapped to cup, and rainbow and explained what the syllables would be. 3. What do these 3 words, I am about to say, have in common? a. Four, Five, Finger Comments: Student answered those three things have nothing in common. 4. Which one of these words does not have the same sound? a. Sun, Set, Dog Comments: Student answered the word Sun, when asked what about dog, door, cat, she answered door. 5. What rhymes with a. Day--Play b. Hop--Hot Comments: Student was very quick to answering these questions and was confident in answers.

3/8

Analysis of Phonological Awareness

Maria was unable to segment spoken words into syllables. For example, when asked to segment the word cat. She counted the letters of the word cat and answered three. When shown example of how the word rainbow has two syllables, Maria said she understood. She was then asked to segment the word phone. She identified the onset of the 1st syllable /ph/and the rime /one/ as two segmentations. Maria struggled with the identification of words starting with the same letter and sound. When asked what do these three words have in common: four, finger, and five. Maria looked up and said those three words do not have anything in common. When question was repeated and to listen carefully Maria still answered, those words dont have anything in common. When asked which word does not have the same sound as the other two words, for example: sun, set, dog, Maria would answer sun. When given another example Maria again, struggled with what the answer would be but then answered with the wrong answer again. It is possible Maria did not understand many of these tasks because these tests assess multiple phonological awareness skills.

Marias work on this task suggested the following: That she is unable to segment spoken words into syllables That she struggles with the identification of words starting with the same letter and sound That she understands how to count, in a sentence spoken to her, the amount of words in the sentence.

Instructional Strategies
The next instructional step for Maria would be to continue to learn the alphabet. Not only to recognize upper case and lower case letters but to know the phonemes of each letter. Maria needs much more practice with learning letters to be able move forward in writing out complete words and pronouncing these words. An example on how to work on these concepts would be working with a teacher or adult and going over the alphabet and having her read each letter. Including activities such as alphabet matching between upper case and lower case letters, listening to others say the alphabet, or even watching educational short clips about each letter could be beneficial for Maria to understand and recognize letters. Throughout the assessments it is shown Maria has trouble identifying what words and letters are and often gets complicated with the difference between the two. Without understanding the difference between these concepts Maria is unable to write out complete sentences. Basic practice of putting random letters and a sight word on a page and asking which is a word and which is a letter is the first activity to see if she can tell the difference. Then continuing to grow and making the activity more difficult for her to understand this concept. From the results of these assessments, Maria is a very low emergent reader. One thing Maria is able to do is tell a story through pictures. This step shows that Maria understands the concept of a story and the layout of a story. When it comes to actually reading, creating, and writing a story Maria struggles. Instructional activities to help Maria with this concept would be to have her read with a partner, or read with a parent every night. Working with an iPad and using iBooks she is able to hear each word as it is being highlighted in the story. This could help her make the connection on print, not words make the story.

Maria overall needs more practice in her phonic skills and phonemic awareness skills. Once she is able to recognize upper case and lower case letters and see these letters make words. She will understand the sounds these words make. Next she will be able to write short complete sentences and start to read low emergent books in the classroom by the print instead of pictures.