READING ASSESSMENT ANALYSIS

Teacher Candidate: Andria Starr

Student: L*****

Instructional Level:
ASSESSMENT RESULTS INSTRUCTIONAL FOCUS COMMON CORE

MISCUES: MISCUES: MISCUES:

ER: 1:3.5 Work on using visual in Foundational Skills:
Accuracy: 72% decoding words, instead of Phonics and Word
SC: 1:10 relying solely on pictures Recognition RF. 1.3
When reading, Logan, tends Slowing his reading and Know and apply grade-level
to use structure the most in putting more effort into phonics and word analysis
decoding words. Logan used decoding and sounding out skills in decoding words.
Meaning the second most. words instead of just B: Decode regularly spelled
When he would read he skipping. one-syllable words.
based what he thought the Continue the repeating to
words were on the previous correct.
pages pictures. I feel that if
the paper book was an actual
book, his text to picture
decoding would have
worked. Because of his
reliance on the pictures he
missed many words because
he thought it was referring to
a previous picture. This was a
common mistake made.
With SC, Logan relied mostly
on visual. He would look at
what letter started the word
and go from there.
Only two of the nine errors,
he SC. Other times he sped
on passed them.
The two SC he repeated the
whole sentence to fix the
two errors.
Logan seems to rush through
reading rarely focusing on
accuracy.
ABC Test: Letters: 50/54;
Sounds: 49/54
With the ABC test he seems
to know most of the sounds
and letter names of the
 alphabet when verballing
speaking them.
It seems that he needs more
instruction and practice
when using the letters and
sounds in spelling words and
reading.
FLUENCY:
Logan reads about 18 words Work on slowing reading
per minute but with multiple
errors
With this particular story he
seemed to read in sets of
three words
He paused at periods
He used no stress on bolded
words.
COMPREHENSION:
Comprehension: 4(limited) Within the Text:
Within the text: 3
Logan was able to sum up
the story in a simple manner,
but was not sequential.
Beyond & About the Text: 1
Had very limited
understanding from beyond
the text. Noticed the girls
were friends but did not see
the meaning of love on the
FLUENCY:
Foundational Skills:
pace, to increase accuracy
Work on word stress and
meaning
COMPREHENSION:
Slow Logans reading to Literature.
ensure better retention.
Beyond & About the Text:
Practice retention and Literature
discussion.
FLUENCY:
Fluency RF.1.4
Read with sufficient accuracy
and fluency to support
comprehension
A: Read grade-level text with
purpose and understanding
B: Read grade-level text
orally with accuracy,
appropriate rate, and
expression on successive
readings.
C: Use context to confirm or
self-correct word recognition
and understanding,
rereading as necessary.
COMPREHENSION:
Within the Text:
Key Ideas and Details: RL.1.2
Retell stories, including key
details, and demonstrate
understanding of their
central message or lesson.
Beyond & About the Text:
Craft and Structure: RL. 1.4
Identify words and phrases
in stories or poems that
suggest feelings or appeal to
 last page. He said it was
different because the word
was bolded.
Didnt notice any
measurement to the
activities they liked to do
most or least.
WRITING:
Writing: 1 (Reflects limited)
Logan was able to respond
on topic but was not able to
write in full sentences.
His writing is almost illegible
and is misspelled. There is
hardly any phonemic
awareness and words are
unrecognizable unless
hearing him speak as he
writes.
He listed five things the
characters liked to do.
Asked him to draw pictures
to accompany his writing
and he was unable to stay
on topic so failed to draw
any pictures.
Verbally he answered the
prompt fully, and he wrote
those answers in his own
form of handwriting and
spelling.
VA Lik Tu Bak, Va Lik To
Red, Pay tu, Va Li tu Pat,
Va Sled.
He does write left to right
and top to bottom.
Didnt give any extra specific
details in answer to prompt
WRITING:
Work on one to one Writing:
correspondence of letters
and their different sounds
when writing.
Work on spacing between
words.
Work on alphabet and
sounds
capitalization, punctuation,
and spelling when writing
the senses.
WRITING:
Text Types and Purposes:
W.1.2 Write
informative/explanatory
texts in which they name a
topic, supply some facts
about the topic, and provide
some sense of closure.
Language:
Literacy 1.1 Demonstrate
command of the conventions
of standard English grammar
and usage when writing or
speaking.
J: Produce and expand
complete simple and
comound declarative,
interrogative, imperative,
and exclamatory sentences
in response to prompts.
Literacy 1.2 Demonstrate
command of the conventions
of standard English
B: Use end punctuation for
sentences
D: Use conventional spelling
for words with common
spelling patterns and for
frequently occurring
irregular words.
 SPELLING ASSESSMENT ANALYSIS
Teacher Candidate: Andria Starr
Student: L****
Instructional Level:
ASSESSMENT RESULTS
USING WELL:
Score: 3/15 spelled correctly
Before Emergent would be
independent
Initial Consonants: 5/7
Final Consonants: 5/7
Short Vowels: 5/7
CONFUSING:
Emergent Late: Consonants
would be instructional
Digraphs: 0/3
Blends: 1/5
Common Long Vowels: 0/7
Other Vowels: 0/1
Inflected Endings: 0/1
Tends to write some letters
backwards, such as the
lowercase d.
INSTRUCTIONAL FOCUS COMMON CORE
Lessons: Foundational Skills:
c,h,f,d Print Concepts: RF.1.1
l, k, j, w Demonstrate understanding
b, m, r, s of the organization and basic
y, z, v features of print.
i/u Phonological Awareness:
e/i/o/u RF.1.2 Demonstrate
ap/ag understanding of spoken
op/ot/og words, syllables, and sounds
un/ut/ug (phonemes).
A: Distinguish long from
short vowel sounds in
spoken single-syllable words.
Phonics and Word
Recognition: RF.1.3 Know
and apply grade-level
phonics and word analysis
skills in decoding words.
A: Know the spelling-sound
correspondence for common
consonant digraphs
C: Know final e and
common vowel team
conventions for representing
long vowel sounds.
 PHONOLOGICAL/PHONEMIC AWARENESS ASSESSMENT ANALYSIS
Teacher Candidate: Andria Starr
Student: L****
ASSESSMENT RESULTS
RHYMING: 3/5 on first sheet
6/10 with both sheets
Took a long time in deciding
what rhymed
Had some teacher guidance
of, Do you think thats
right?
Not really any pattern
INITIAL SOUND: 100% on
pictures and oral
Verbally said the words to
himself in deciding the
matching pictures
BLENDING: 8/10
Went through them really
fast
Feel that on the mistakes it
was because he was rushing
and didnt hear correctly
SEGMENTING: 7/10
Sped through the process
Missed trip because he
segmented it by /tr/ /ip/.
Missed pad because he
heard /d/ as /t/. (he was
rushing)
Segmented tool into /t/
/ool/
INSTRUCTIONAL FOCUS COMMON CORE
RHYMING: RHYMING:
Read some rhyming books RF. Phonological Awareness
to the student 1.2 Demonstrate
When reading pause and point understanding of spoken
out words that rhyme words, syllables, and sounds
Also ask student to find which
two words rhyme
(phonemes).
Illustrations will help, and 1.2 C Isolate and pronounce
practice will too initial, medial vowel, and final
o After reading aloud rhyming sounds (phonemes) in spoken
books, follow up with single, syllable words.
activity:
o Have students sort pictures by
rhymes.
INITIAL SOUND: INITIAL SOUND:
No further instruction N/A
BLENDING: BLENDING:
No further instruction N/A
SEGMENTING: SEGMENTING:
Robot Talk: RF. Phonological Awareness
Procedure
1. As the robot leader, say this
1.2 Demonstrate
rhyme in a robot voice and have understanding of spoken
the students respond: I am a words, syllables, and sounds
robot. Can you help me? Can you (phonemes).
tell me what I see? I see a /c/ /a/ 1.2 C Isolate and pronounce
/p/.
2. Encourage the students to
initial, medial vowel, and final
repeat the rhyme in robot talk sounds (phonemes) in spoken
and then blend the final word to single, syllable words.
answer the robots question. 1.2 D Segment spoken single-
o Boxed words. syllable words into their
o Once the word is said have complete sequence of
the student slide the letters
of the word into each box as
individual sounds
they come to the sound. (phonemes).
Then have the child slide
their finger under and sound
out the word.