ITL 514

Individual Assessment, Analysis, & Planning Project

Assessment Assignment – Section One

ASSESSMENT & ANALYSIS
COVER SHEET

Student’s First Name: Giselle C.

Parent/Guardian Name: I.C.M

School: Casillas Elementary School, Chula Vista Elementary School District

Principal: Chris E. Vickers Contact: chris.vickers@cvesd.org

Teacher: Mr. Tim Kane Contact: timothy.kane@cvesd.org

Youtube Links: https://youtu.be/T6CKUFIRGaU

https://youtu.be/SY0RwjtguPY

Attach permission slip (See Course Resources)

 Assessment Assignment – Section One
ASSESSMENT & ANALYSIS

Student First Name: Giselle C. DOB: 4/13/08

Grade: Sixth-Grade Chronological Age: 11 years old

I. BACKGROUND HISTORY - Learner

Factors to investigate:
o Siblings: One brother and one sister
o Family size: 5
o Are there any medical or emotional health issues that might impact the
child’s reading? No
o Is English the child’s first language? Yes
o What is the family’s first language? Spanish
o School history: how many schools has the child attended? 2
o Are there any behavior problems? No
o Have there been any previous interventions? No

II. ASSESSMENTS TO BE ADMINISTERED

See Course Resources for samples of all assessments.

1. Interest and attitude survey

2. Phonemic awareness
Phonological test: Yopp Singer, IAPA
3. Phonics – decoding – San Diego Quick, or Names test
4. Spelling – Required: Use the appropriate Spelling Inventory from Appendix A in the
“Words Their Way” textbook
5. Fluency – You can use one of the passages of the Informal Reading Inventory (IRI) in
order to obtain a fluency score/range
6. Comprehension – Use an IRI with a comprehension rubric (list of questions) to assess
comprehension. This will provide you with a series of miscues to analyze from the
running record portion of the assessment and also information regarding the child’s
ability to comprehend what was just read. If you do not have a formal IRI (see Course
Resources for a list of IRIs), then have the child retell the passage in their own words
once they have finished reading it. (Do not allow them to look at the passage after they
have read it once.)
7. Writing – get sample of their own creation or dictate something to them.

Fill in the following chart, providing the specific name of each assessment used, what
specifically is being assessed, and why you feel this child needs to have this reading
area assessed.
Area Name of Explain what is being
Assessment Given assessed and why this
assessment is needed for
this child

Interest & motivation Interest Inventory The student is being

questioned on their interests
and what motivates their
academic and personal life.
This is an important
assessment because by
tapping into the student’s
interests we can
customize/personalize
specific strategies which will
both engage the student and
build their literacy skills.

1.Phonemic Yopp-Singer Test This assessment tests a

awareness student's ability to segment
phonemes in whole words.
This assessment gauges a
student’s phonemic
awareness. This assessment
is needed because it is a
great predictor of the child’s
reading and spelling skills.

2.Phonics San Diego Quick The SDQA checks a student’s

ability to recognize words out
of context. It makes students
utilize graphophonic and
semantic cues, phonetic
awareness, and decoding
skill.

3.Spelling Sample Taken from A spelling assessment tests a

the Interest Inventory student’s ability to encode
& Writing Prompt and create the proper spelling
of words.
 4.Vocabulary Sample Taken from Tests a student's knowledge
Comprehension of common and uncommon
Prompt sight words

5.Fluency Running Record This assessment tests several

literacy skills. It identifies
problems with decoding, the
three cuing systems, error
detection, and phonics.

6.Comprehension Reading Prompt & This assessment identifies a

Questions “Hide and student’s ability to find a main
Seek” idea, supporting evidence,
and key vocabulary words in
a text.

7.Writing Writing Prompt on In a writing assessment the

“Cooking” student is given a prompt and
told to write a specific amount
about the given prompt. This
identifies a student’s ability to
spell, construct sentences,
and get a point across.

III. ASSESSMENT RESULTS

List the data which resulted from the assessment. Identify what this means for the child.
Area Data What do these results mean
academically?

Interest & -Giselle is interested in: -What this means is that she
motivation Singing, art, cooking is teachable!
and math
-It seems like she likes school
-She likes to read fiction and has interest in fiction and
books and would like to writing
spend more time on
history
 -She wants to become
a teacher when she
grows up

1.Phonemic -Giselle did well on the -These results inform me that

awareness Yopp-Signer Test Giselle might struggle with
long vowel sounds and vowel
-She struggled with digraphs, in the context of
segmenting “wave,” their segmentation.
“grew,” “zoo,” “three,”
“job,” and “ice”

2.Phonics -Giselle had some -She had a hard time with

struggle with the SDQA. “ed” endings

-She is at the frustration -Short and long vowels

level at grades 4-6
-vowel/consonant blends
-She skipped many
words

3.Spelling -Giselle has great -That she has a good literacy

spelling foundation

-She has correct letter

recognition

-I did not notice any

inventive spelling

4.Vocabulary -3/5 Vocabulary words -Her vocabulary is at her

correct from “Hide and grade level
Seek” passage

-Giselle has a great

vocabulary for her
grade level

5.Fluency -Giselle’s Running -Giselle has some struggles

Record revealed with graphophonic cues that
several struggles causes her to skip words or a
string of words
-She is at the 93%-96&
Instructional Level
 -She is expressive in -She will need a practice in
her reading and she letter-sound correspondence
reflects, mood, pace, to help her identify a word.
and tension at times
-I noticed that Giselle might
-She did skip many have been a little nervous
words and sections and that might have caused
her to skip-words.
-Sometimes, she only
said part of the word -She struggles with
consonant blends and short
-There was some vowel sounds
stuttering and self-
corrected errors

6.Comprehension -Giselle was able to -Giselle has some

comprehend what she comprehension skills, though
read and was able to could practice identifying
find one supporting evidence within the text
details for the main idea

-She was able to pick

out the main idea of the
passage

7.Writing -Giselle has great -She is great at writing words

writing skills that she is familiar with

-Her writing is coherent -She has great penmanship

and understanding and letter identification

-I did notice she used

“and” a lot

-She missed a “s” at the

end of like

IV. ASSESSMENT ANALYSIS

Identify the child’s strengths and areas of need, justifying your statements by citing the
data (from the Assessment Results) on which you are basing your statements.
Area Strengths, based on . . . Areas of Need –
Challenges, based on. . .

Interest & -Eagerness to learn -None from my observation

motivation (Interest & Inventory)

-Has interest in school

(Interest & Inventory)

1.Phonemic -Segmenting CVC & -Letter-sound

awareness CVCe words (Yopp correspondence (SDQA)
Signer)
-Blending consonants and
vowels (Running Record)

2.Phonics -Good Syntactic -Decoding (SDQA & Running

knowledge (Running Record)
Record)
-short/long vowel sounds
-Diphthongs (ow, ou...) (SDQA)
(Running Record) (Yopp-
Singer)

3.Spelling - Good Penmanship -None noted from my

(Writing Prompt) (Interest observation
Inventory)

-Good Orthographic cues

(Writing Prompt)

-Legible letters (Writing

Prompt) (Interest
Inventory)

4.Vocabulary -At sixth grade level of -None noted

vocabulary (Vocab
Assessment)

5.Fluency -Confident with high -Skipped words she didn’t

frequency words recognize (Running Record)
(Running Record)
 6.Comprehension -Understood what she -Might have had difficulty
was reading finding evidence
(Comprehension (Comprehension
Assessment) Assessment)

-Comprehended the main

idea (Comprehension
Assessment)

7. Writing -Good syntactic cue -Need to add an “s” to a word

“My family love...”
-Good sentence structure
-Comma use

V. PROPOSED GOALS
Write goals for each of the child’s areas of need.
The goals should link to the Common Core State Standards whenever possible.
A. Goals required for the following 2 areas: Common Core
standard
 Interest & motivation: This child is motivated and CCSS.ELA-
appears to like school. The only thing for her to LITERACY.L.6.3: Use
keep doing is getting better and better at literacy knowledge of language
skills. and its conventions
when writing, speaking,
reading or listening.

 Comprehension: Find key evidence intext to CCSS.ELA-

support main ideas. LITERACY.RL.6.1: Cite
textual evidence to
support analysis of what
the text says explicitly as
well as inferences drawn
from the text.

Include goals for the following if they are areas of need

 Phonemic awareness: Giselle needs to practice CCSS.ELA-
letter-sound patterns. LITERACY.L.6.5.C
Distinguish among the
connotations
(associations) of words
with similar denotations
(definitions) (e.g., stingy,
 scrimping, economical,
unwasteful, thrifty).
 Phonics: Building Giselle’s decoding skills with CCSS.ELA-
unfamiliar words is a goal. LITERACY.L.6.1
Demonstrate command
of the conventions of
standard English
grammar and usage
when writing or
speaking.
 Spelling: Increase use of commas and CCSS.ELA-
punctuations when necessary LITERACY.L.6.2
Demonstrate command
of the conventions of
standard English
capitalization,
punctuation, and spelling
when writing.
 Vocabulary: Increase vocabulary by reading more CCSS.ELA-
often and keeping a vocabulary log LITERACY.L.6.4
Determine or clarify the
meaning of unknown and
multiple-meaning words
and phrases based on
grade 6 reading and
content, choosing flexibly
from a range of
strategies.
 Fluency: To take more time to read in class and at CCSS.ELA-
home. LITERACY.L.6.1
Demonstrate command
of the conventions of
standard English
grammar and usage
when writing or
speaking.
 Writing: Use more details in writing to convey real CCSS.ELA-
life experiences LITERACY.W.6.3
Write narratives to
develop real or imagined
experiences or events
using effective
technique, relevant
descriptive details, and
well-structured event
sequences.
VI. Reflection
Reflect on all the assessments you administered. Review your own video-recording of
your assessments. In your paper, reflect on your process for administering the
assessments. What was effective in your process? In what areas do you need to
improve? Why? How? What portion of the analysis was difficult? What resources
might you need to help you in this process next time you administer these types of
assessments.

This field assignment has taught me a lot about preparing, administering, and
analyzing many different assessments surrounding literacy. I was lucky enough to have
a great sixth-grade student, Giselle C., to help me with this assignment. While reflecting,
I determined several different things that I could have done better.

First, I took way too long. The running record was too long, the reading
comprehension passage was too long, and I should have set a time limit on the writing
assessment. Next time, I will improve by cutting down the assessment time. I will make
it quick and straight to the point by choosing shorter passages.

Second, I feel like I could have prepared more. I could have been more thorough
in my preparation for this assignment. I wasn’t aware exactly what student I was going
to be assessing until the morning. I could have prepared a reading comprehension
strategy on singing or on dogs, something geared to the reader’s interest.

Lastly, I felt like the student was nervous and that had to do with a lot of mistakes
she made. She said she had never been recorded before, especially with school. She
was a shy kid and you can tell in the video because her voice is so soft. In the future, I
hope to first make the student feel more comfortable.

In Words Their Way, an assessment is described from its Latin roots. We read,
“The word assessment comes from the Latin word assidere—“to sit beside.” Spend
some time sitting beside your students and looking through the window that their
spellings provide and use inventories to assess what they know about how words work”
(Bear, 2018, P.47). The whole field experience summed up this quote. It was a great
lesson for me to understand assessments and the correct steps one must take in order
to “look through the student’s window.” This assignment taught me that assessing a
student is a crucial part of teaching because it notifies the teacher where the student
needs guidance or practice. It offers critical insight into the student’s knowledge and
struggles. Without assessments educators would be lost to their student’s needs.
Bear, D. R. Words Their Way. (2018) [National University]. Retrieved from
https://nu.vitalsource.com/#/books/9780134110103/

Common Core State Standards Initiative: English Language Arts Standards, Grade 6. Accessed
from http://www.corestandards.org/ELA-Literacy/L/6/