Emergent Assessment Battery, Data Analysis and Planning for Instruction

1. Complete the following assessments with a Kindergarten or First Grade student.

• Phonemic Awareness March 3, 2023
• Letter Name/Sound Assessment (pp. 203 &204) February 10, 2023
• Concepts About Print February 3, 2023
• Sight Word Assessment (p. 206) February 17, 2023
• Word Study Inventory (pp. 210 -212) March 3, 2023

2. Score and complete analysis as outlined below.

Phonemic Awareness Assessment
Phonemic Awareness Strengths
1. rhyme awareness
2. manipulation of sounds
3. isolating parts of spoken word
Phonemic Awareness Challenges
1. syllable identification
2. sounding out a word correctly, blending those sounds back together to read the word
3. noticing alliteration

Letter Name/Sound Assessment

Letter Name/Sound Strengths
1. can’t point to the letters that they recognized
2. too the time to think it through before answering
3. identified the letters via movement and could verbally say them
Letter Name/Sound Challenges
1. understanding C & S or C & K sound the same
2. would not verbally demonstrate the sound
3. did not want to engage in the sounds assessment

Concepts of Print Assessment

Concepts About Print Strengths
1. recognizes the characteristics of a book and in text
2. actively engaged
3. identifies site words immediately
Concepts About Print Challenges
1. comprehension difficulty of punctuation
2. when asked to frame a word or letter they did not understand the prompt
3. fine motor skills when turning the page

Sight Word Assessment

 Sight Word Strengths
1. taking the time to look at each word
2. sounding out each letter in the word
3. identified 25 plus site words
Sight Word Challenges
1. differentiating long and short vowels and words
2. refusal to read
3. having difficulty saying the letter R

Word Study Inventory

Word Study Strengths
1. identify onsets by sounding the word out
2. inquiring about the word and what it means
3. wanted to keep trying
Word Study Challenges
1. pronunciation of the Ch blend
2. difficulty identifying some medial and short vowels within words
3. differentiating N from M
Planning for Instruction
1. Based on the assessment data outlined above, what would be your next steps with this
student? Select two areas on which to focus.
I would go back and revisit phonemic awareness practice with words because applying a sound
to a grapheme creates a stronger connection when learning a new words and connecting it in a
way that best interests them by using books that they like that may have word study inventory
words within in the book.

2. Why did you select these two areas?

Those two areas seemed to have a hard to identifying the parts of a word and broken into
sections such as the initial consonant/digraph, medial vowel, and final consonant/digraph.
Instead of teaching the word and having them memorize the word taking the time to break the
words down with their sounds and the letters that are involved in making the word me create a
better understanding.

3. Explain, in detail, the interventions you would utilize to enhance student learning in
these areas?
I would first use a scaffolded strategy that we have used in the classroom by model blending and
segmenting words. Modeling learned words by stretching the sounds out so they can hear each
one and slowly blend them together to build a word providing visual cues with a picture and
sound boxes to the words to help them connect them too.
4. What research from EDU 304 supports your plan? Explain.
The in-class lesson plans that we conducted with other peers showed a progression in teaching
words from daily lower-level beginning with picture of sorts to a medium level which involved
picture sorts and the graphemes and then with would be higher level the picture visual was
replaced with more words and the understanding of what an onset, rime, and blending of words
were.,
5. What experience/learning from your Clinical Experience guided your decision?
Although a lot of repetition is conducted within the classroom maintaining that practice could
make comprehending sight words easier to learn if we are accurately and properly teaching them
strategies to learn a new word. These practiced strategies of picture sorting, word making, and
sound boxes may help solidify what they are learning.

6. Describe how and when you would reassess? What would you do after reassessment?

I would reassess the student after the 2-week mark to see what they have learned I would be
coming with your family room is to see if they are understand. This sounds of the letters and
then I would work my way up to letter name and sound strengths. When their challenges
have become a strength, I will end with a word study inventory once a child has completed
all three successfully, I would move the child up to the next reading level and continue on
with their learned lesson.

7. Post copies of completed assessments, scoring sheets, and analysis on Canvas as one
document.

Resource:
Richardson, Jan and Dufresne. (2019). The Next Step Forward in Word Study and Phonics.
Scholastic: New York. [978-1-338-56259-0].
 AP P EN DIX C
Letter Name/Sound Checklist
Directions: Circle or check the letters and sounds each student knows.

Brody
Student: Date: February 10, 2023
Letters
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

a b c d e f g h i j k l m n o p q r s t u v w x y z

Sounds
a b c d e f g h i j k l m n o p q r s t u v w x y z

Student: Date:
Letters
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

a b c d e f g h i j k l m n o p q r s t u v w x y z

Sounds
a b c d e f g h i j k l m n o p q r s t u v w x y z

Student: Date:
Letters
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

a b c d e f g h i j k l m n o p q r s t u v w x y z

Sounds
a b c d e f g h i j k l m n o p q r s t u v w x y z

Student: Date:
Letters
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

a b c d e f g h i j k l m n o p q r s t u v w x y z

Sounds
a b c d e f g h i j k l m n o p q r s t u v w x y z

Item #DDL-LTRSC. TM ® & © Scholastic Inc. All rights reserved. The Next Step Forward in Word Study and Phonics © 2019 by Jan Richardson and Michèle
Dufresne. Published by Scholastic Inc.
APPENDIX B
Letter Name/Sound Teacher Recording Form
Directions: Place a check in the column if the student identifies the letter name or sound.

Student: Date:

Letter Letter Name Letter Letter Name Letter Sound

752
Letter-Name Score:

/26
Letter-Sound Score:

204 TM ® & © Scholastic Inc

I rights reserved. The Next Step Forward in Word
Study and Phonics © 2019
by Jan Richardson and Michele Dufresne, PublishedbyScholasticInc.
 Concepts of Print Individual Checklist
Number correct = score forconcepts of Print
Student:
Code: Correct response
Date: 212 3/2023

• Incorreet response or no response Grade Level:

Score Comments
The student POINTS to:
1. the front of the book

2. the back of the book

3. the title

4. the text

5. where to begin reading the story

6. the direction in which to read (left to right)
7. where to go next at the end of the line

8. words one-one-as teacher reads one page

(voice-print matches)
9. the first word on the page
10. the last word on the page

The student FRAMES:

11. one word/two words

12. the first letter in a word

13. the last letter in a word

14. one letter/two letters

15. the student points to and names any three letters

on the page (_J

The student points to or frames:

16. a capital letter

17. a small letter

18. a period (.)

19. question mark (?)
20. an exclamation mark (")
21. quotation marks ('")
22. a comma (,)

SCORE: Total Number Checked

Adapted from An Observation Survey of Early Literacy Achievement, Marie
M. Clay.
2006 assessment.doc 83
N:CONSERWeber\MLPP K3-2006WLPP K-3 Assessment Toolkit K-3
Michigan Department of Education
APPENDIX F
Emergent Word Study Inventory (Levels A-C)
Student:

Directions: Give each student a blank sheet of paper and pencil. Then say, am going to say some words for
you to write. If you don't know how to spell the word, say it slowly and write down the sounds you hear.
Analyze and Reflect: Record observations about individual students. Circle the sounds students need to learn.
In the Reflection column, note strengths and needs, such as letter reversals, letter formation, and confusions.

Date:
Level A: a

Medial End Reflection

Word Beginning
consonant vowel consonant

bat b a

m
jam a

a p
rap

d
sad S a

fat f a

van a n

Date:
Level B:
End Reflection
Word Beginning Medial
consonant vowel consonant

W a
wax

h
hog
a m
yam

cob

p
zap

lot

Date:
Level C:
End Reflection
Word Beginning Medial
consonant vowel consonant

run

g
leg
d
kid

sob

cap

him h

Phonics © 2019 by Jan Richardson and Michele Dufresne. Published by Scholastic Inc.
. 8 0 Scholastic Inc. All rights reserved. The Next Step Forward in Word Study
 APPENDIX

Early Word Study Inventory (Levels D-F)

Student:

Directions: Administer the inventories at the level students are reading and one level below. Give each student
a blank sheet of paper and pencil. Then say, am going to say some words for you to
write. If you don't know
how to spell the word, say it slowly and write the sounds you hear."
Analyze and Reflect: Record observations about individuals and groups. Circle the skills students need to learn.
In the Reflection column, note strengths and needs, such as letter reversals, letter formation, and
confusions.

Level D: initial and final digraphs; medial, short vowels

a ch sh th Date:

Word Initial consonant/ Medial Final consonant/ Reflection

digraph vowel digraph
chug ch g

shop

thud th d
mesh sh

rich ch

bath b th

Level E: Initial blends and digraphs; medial, short vowels

a e sh th cl cr fr gl pl sp Date:

Word Initial blend Medial Final consonant/ Reflection

vowel digraph
glad gl a d

spot sp t

plush pl sh
crib
b

cloth cl th

fresh fr sh

Level F: initial and final blends and digraphs; medial, short vowels
bl Date:
dr tr SW pr st ft nd pt
Word Initial digraph/ Reflection
Medial Final blend
blend vowel
blend bl

draft
dr a

211
 AP P EN DIX E
Sight Word Checklists
Directions: Put a checkmark next to the word each time a student writes it without support.
Analyze and Reflect: Use this chart to record progress of guided reading groups.

SIGHT WORD CHECKLIST — LEVEL A

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6

am
at
can
go
is
like
me
see
the
to

SIGHT WORD CHECKLIST — LEVEL B

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6

dad
he
in
it
look
mom
my
on
up
we

SIGHT WORD CHECKLIST — LEVEL C

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6

and
are
come
for
got
here
not
play
said
you

Item #DDL-SWCHK. TM ® & © Scholastic Inc. All rights reserved. The Next Step Forward in Word Study and Phonics © 2019 by Jan Richardson and Michèle
Dufresne. Published by Scholastic Inc.
A PP EN D IX E
Sight Word Checklists continued
Directions: Put a checkmark next to the word each time a student writes it without support.
Analyze and Reflect: Use this chart to record progress of guided reading groups.

SIGHT WORD CHECKLIST — LEVEL D

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6

day
down
into
looking
she
they
went
where
will
your

SIGHT WORD CHECKLIST — LEVEL E

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6

all
away
back
big
her
over
this
want
who
with

SIGHT WORD CHECKLIST — LEVEL F

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6

came
have
help
next
now
one
some
then
was
what

Item #DDL-SWCHK. TM ® & © Scholastic Inc. All rights reserved. The Next Step Forward in Word Study and Phonics © 2019 by Jan Richardson and Michèle
Dufresne. Published by Scholastic Inc.