Literacy Assessment Portfolio

Gabriele Johannsson
576656508
EDTE 500

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Table of Contents
Primary Overview Pg. 3
(Grade 2) Screener Pg. 4
Reading Record Pg. 7
Teaching/ Learning Pg. 9
Plan
Intermediate Overview Pg. 10
(Grade 5) Reading Pg. 11
Comprehension
Learning/ Teaching Pg. 14
Plan

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Primary
Grade 2 student (B)
Overview and Observations
Results from reading interest survey
During the reading interest survey B explained that she gets very excited when she hears that
it’s time to read and even sometimes, “literally reads until 11pm”. B describes herself as a good
reader and explained that she is reading Harry Potter with her mom at the moment. They like
to take turns reading to each other. Most of B’s reading happens at home before bed with her
mother. Her favourite books are Star Wars books, and she loves reading about Princess Leia
and Rey. Along with Harry Potter and Star Wars, B subscribes monthly to Chickadee magazine
and often is so excited about each issue that she brings it to school to read. When asked what
books she does not enjoy, B responded with “I don’t know”. B finds reading to be easy when
the font is large and is excited to learn how to read handwriting. B finds reading challenging
when she comes across big words but usually her mom will help her. When B comes across a
word she doesn’t know she will ask her mom, teacher, or a friend. B feels that the best way for
her teacher to help her with reading is to help her read big words.

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Grade 2 student (B)
Screener

Medial Phoneme
B is able to identify the middle sound in three
letter words. However, she seemed to have
gotten into the routine of saying the vowel
sound instead of the medial sound and was
tricked by the word “sky”.

Medial Substitution
B is able to make a new word when the
middle sound is changed.

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Grade 2 Student (B)
Screener Cont.

Complex Vowels
B knows most complex vowel sounds but got stuck on “oi”
and “oy”. She read them both as “ow” which may indicate
that she knows they make the same sound.

Nonsense words Blends

and diagraphs
In the word “cag” B used to long vowel
sound /A/. When B read the word “fum”
she made a connection that the word
sounded like mom. When B read the
word “smesk” she used the long vowel
sound /E/. When B read the word “himp”
she added an /a/ at the end. B struggled
with the long vowel patterns.

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Grade 2 screener Cont.

Sight Words
Over: read as “uver”
Sentence: B started to sound out this
word, then said “sense” and moved on.

Self-corrected:
Sound: read as “soond” and then self-
corrected to sound
Know: read knew and then explained
the difference between now and know.

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Grade 2 Student (B)
Reading record

B read at level 18. She had 18 errors

and 4 self-corrections. Her reading of
“sentence” during the sight word
portion of the screener was a great
clue into her reading patterns that
showed during the running record.
B read with expression when the text
was bolded.
When B didn’t know a word she made
a guess based on the letters present.
(Ex: quickly was read as quietly.
Wheat was read as white). B rarely
went back and reread when the text
didn’t make sense with the word she
substituted.
Her reading was overall fluent but I
think this student values fluency over
meaning and wants to show that she
is a fluent reader.

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Grade 2 Student (B)
Running record Comprehension

Overall B seemed to comprehend the

meaning of the text, but there were some
key points missed. For example, in response
to the question “why are harvest mice
always in danger?” B responded “they’re
tiny, they like to get eaten by owls”.

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Grade 2 Student (B)
Teaching and learning plan
Strengths
● Interest in reading
● Making connections
● Reading with expression
● Phonological awareness
Struggles
● Reading for meaning
● Accuracy
● Complex vowel sounds “oi” and “oy”
● Taking time to read each word

Next steps and instruction

Goal 3.7 on page 86 of Reading Strategies
● Slow Down the Zoom, Zoom, Zoom to Make Sense
● B reads quickly with the goal of fluency which sometimes causes her to be less accurate
and lose comprehension. This lesson would really help her reading be more accurate
and allow her to comprehend meaning better.

Goal 3.18 on page 97 of Reading Strategies

● Cover and Slide
● When B comes to longer words she will often make a guess based on some of the letters
she sees. This lesson would help her slow down and read each part, improving her
accuracy.

Goal 3.19 on page 98 of Reading Strategies

● Take the Word Apart, Then Put it Back Together
● This lesson would also help B accurately read longer words.

Goal 3.21 on page 100 of Reading Strategies

● Look for Vowels That Go Together
● B didn’t know the complex vowel sound “oi” or “oy”

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Intermediate
Grade 5 Student (D)
Overview and Observations

Results from reading interest survey

When asked how he felt about reading, D responded with “it’s okay, my dad is trying to get me
a reading tutor”. D feels as though he is not a good reader and believe this to be because he
doesn’t try hard enough. D reads more often at home. D likes Dog Man books and was excited
to talk about the new one he has at home. D prefers to read with someone and usually reads
with his Nana. Reading is easy for D when the words are easy and reading is challenging for D
when the words are big. When D comes to a word he doesn’t know his Nana often helps, when
he is alone he uses his finger and is very likely to keep trying. D believes that the best way for
his teacher to help with his reading is for them to practice with him.

My observations
This student requested a writing scribe, he chose to read on his own but struggled throughout
the text. D received help with reading after trying on his own first, he was taught strategies,
then was given another chance to try and lastly in some cases was told the word.
D is very eager to try new strategies but seemed to forget them for the next time. He often
ignores punctuation such as periods and commas and he did not pay any attention to the text
features in this non-fiction reading. D is very persistent with trying to sound out a word he is
unsure of and very rarely gives up, of course he was able to read the words that he has a
personal connection to like the word hunter. D reads with a very unsure voice, he will often
read a word correctly, but then will keep trying to sound it out. Often D read a word correctly
but because of his unsure voice the word sounded slightly off, which I think made it hard for
him to recognize his word trial as a real word.
The classroom teacher indicated to me that D will need further testing to understand why he is
struggling with reading the way that he is. D has had reading intervention in the past.

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Grade 5 Student (D)

Reading
comprehension
(This is the text D read)

Prediction and Use of Text Features

I think D answered this question adequately

Literal Comprehension
D was not able to come up with this answer right
away, he was reminded to look back at the text, he
wasn’t sure where to look, he then was coached at
which section of the text to look at, still seemed
unsure, and then finally said “maybe they liked to be
hunters”.

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Grade 5 Student (D)
Reading Comprehension Cont.

Main Idea and Supporting

Details
D chose an accurate main idea. His subtopics
were unconventional but they worked. He chose
to only give one to two supporting details for
each subtopic. Some of the supporting details
were not directly connected to the text.

(scribed exactly how he spoke)

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Grade 5 Student (D)
Reading Comprehension Cont.

Making Connections
D had a hard time coming up with a
connection but did make a connection to
hunting.

Inferencing
D’s inference was accurate. He struggled
through the reason.

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Grade 5 Student (D)
Learning and Teaching Plan
Strengths Struggles
● Eagerness to try new strategies ● Punctuation
● Persistence ● Text features
● Fluency
● Confidence in reading
● Remembering strategies

D needs instruction on reading comprehension. However, I’ve chosen to focus on reading

accuracy for his next steps.

Next Steps for Instruction

Goal 3.3 in Reading Strategies
● Use a Word You Know
● D will be able to use his prior reading knowledge to help decode new words

Goal 3.20 in Reading Strategies

● Skip and Return
● D sometimes gets hung up on words he doesn’t know and then forgets what he is
reading, this lesson could help him move past the words he doesn’t know

Goal 4.1 in Reading Strategies

● Read It Like You’ve Always Known It
● D would benefit from going back and re-reading in a confident voice
● This goal would help his comprehension

Goal 4.2 in Reading Strategies

● Think, “Have I Seen It on the Word Wall?”

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 ● D sounds out almost every word even the ones he has previously read
● Getting D to start recognizing the words he already knows could develop is fluency and
confidence

Goal 4.4 in Reading Strategies

● Make the Bumpy Smooth
● D would comprehend more of what he read if he went back and read it smoothly

Goal 4.5 in Reading Strategies

● Say Good-Bye to Robot Reading
● D’s reading can be quite choppy which makes comprehension challenging for him
● This lesson would help his fluency and comprehension

Goal 4.6 in Reading Strategies

● Punctuation at the End of a Sentence
● D ignored most punctuation during the reading
● Chunking the reading into sentences will help him pause and reflect on each sentence

Goal 4.8 in Reading Strategies

● Punctuation Inside a Sentence
● D would benefit from focusing more on punctuation

Lessons on Text Features

● There are many cool lesson ideas for text features on Teachers Pay Teachers
● Text Feature Surgery, for example is a lesson where students dress as surgeons, search
for and carefully cut out text features from magazines and stick them to the worksheet
with Band-Aids.

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