Literacy Assessment

The child that completed the literacy assessment is in first grade, she is seven years old.
On her own she is currently reading at a preprimer 1 level, but in small group language arts
rotations she is being instructed at a preprimer 2 and preprimer 3 level. This level correlates with
late kindergarten through mid-first grade. So while the child is not yet reading on a first grade
level, she is still considered on target for her grade level, since it is still close to the beginning of
the year. She is a confident reader and will attempt to sound out words before saying that she
does not know what it is or asking what the word is.
The student completed three of the tasks from the literacy assessment. The first task
completed was the spelling test. This test was graded on the ability of the student to spell the
whole word correctly. She correctly spelled five out of the ten total words. In the words that the
student spelled incorrectly the beginning and ending sounds are always written down, and
sometimes the middle sound is included as well. The areas she struggled the most with were long
vowels and blends and diagraphs, in these particular categories she received a score of zero out
of three and three out of six. The next task the student completed was the words in isolation task,
sight words. She correctly identified all twenty of the preprimer words. Since she correctly
identified all twenty of the preprimer words next she read the words from the primer list. She
was able to identify ten out of the twenty words. The words that she did not know right away she
tried to sound out but could not. Since the student correctly identified all twenty preprimer words
and ten from the primer list next she did the reading assignment My Huge Dog Max. This story is
at an F reading level, which is considered a primer book. The student took a picture walk through
the story and then read it aloud. She correctly read 61 out of the 72 words, reading with 85%
accuracy. This was the last task the student completed.

The same student also completed the tasks for the Retelling Assignment. The student was
read the story of The Three Billy Goats Gruff and then the story was modeled using paper cut
outs of the characters. Next the student was supposed to retell the story from memory using the
paper cut outs. She needed help getting started and a reminder of the names of the three goats but
after that she was able to relay the story problem, the three episodes, the resolution, and the
reactions of the characters without help. The total score she could have received was fifteen
points. Receiving anything from thirteen to fifteen points means that the student has strong
retelling skills. Alex received eleven points out of fifteen and needed assistance a couple of times
throughout her retelling. This means that she is still developing her retelling skills. She has
mastered some aspects of it, but overall she still needs practice.
The child should continue to be instructed at a PP2 and PP3 level in reading groups.
Continuing to instruct at a level above her independent reading level it will help develop her
reading skills and give the student tools to figure out unknown words so that her independent
reading level will increase. This shows that currently she is at a beginning reading level. By the
end of first grade the student should be reading at a primer or first grade level and at the
beginning of second grade should be at a first or second grade level. By the beginning of second
grade she should be becoming a transitional reader, instead of a beginner. Since she is at a
beginner level now the majority of instructional time should be focused on fluency, about 40%.
This is repeated reading of familiar texts, choral reading, and focusing on vocabulary in the texts.
The rest of the time should be spent of word study, comprehension, and writing with 20% of time
being devoted to each.