CIED 321 Primary Literacy Assessment and Instruction

Spring 2024 Southern Illinois University Edwardsville

Assessment and Instruction Report #2: Word Study

Completed During Elementary School Visit 1
Part 1: Overview

Teacher Candidate Project Supervisor/School or Site/District or City Date Grade

Lauren Hurst Dr. Msengi- Ellis Elementary school- Belleville 2-12-24 2nd
Student Name and Pseudonym Used for Student Assessment Time:
Harper Jenson 8:50-9:15 AM
Classroom Context:
-We were at Ellis Elementary school in Belleville, Illinois. The classroom we were in was the art
room. This art room had multiple tables and chairs of different colors that we all sat at. There were
two giant fish made out of paper and paper plates hanging in two corners of the room. On the floor,
was a huge rug that had the alphabet and different animals that started with the corresponding letter.
There were two whiteboards, hanging racks fir art pieces to dry, many little cubbies filled with
different kinds of art supplies, and a giant window where we could see the playground outside.

Part 2: Diagnostic Assessment Plan

Teacher Candidate Partner(s): Emily Roberts

Assessment Procedure:
-Emily and I told the student she needed to write the vocabulary words down after we read
them used in a sentence.
-We told the student to try her best.
-We told her she could choose to stop the assessment as the words became too difficult for
her to write.
CIED 321 Primary Literacy Assessment and Instruction
Spring 2024 Southern Illinois University Edwardsville
CIED 321 Primary Literacy Assessment and Instruction
Spring 2024 Southern Illinois University Edwardsville
CIED 321 Primary Literacy Assessment and Instruction
Spring 2024 Southern Illinois University Edwardsville

Part 3: Commentary
Assessment Commentary:
1. What are the phonetic strengths of this reader’s knowledge of word identification?
- Harper spelt words phonetically or by how the word sounds. Her biggest strength was
blends such as “mp, fi, tr ,pl ,dr, br” (Gehsmann & Templeton, 2022, p.132)
- Examples: She spelt “spoil” as “spoyll”, “favor” as “faver”, “Float” as “flote”, and
“when” as “wen”.

2. How can the reader increase knowledge of phonics to identify words?

- She understood the differences between diagraphs, vowels, and consonants. This helped
her spelling become more accurate. On the chart we were able to identify the specific
suffixes she excelled in such as “ed” and “ing”. (Gehsmann & Templeton, 2022, p. 132)

3. What are the strengths of this reader’s knowledge of spelling patterns?

- She never failed to get the prefix of a word correct. She also understood when to place a
vowel in a word whether it was correct or not. Examples of words she got correct
include, “Drive, lump, cares, marched, etc.” She also excelled in the blending category
as well as the short vowel category. (Gehsmann & Templeton, 2022, p. 132)

4. How can the reader increase knowledge of spelling patterns to identify words?
-Harper could improve upon two different categories including advanced suffixes and final
syllables.
Although, she struggled in these categories it is important to focus on the spelling pattern related to
CIED 321 Primary Literacy Assessment and Instruction
Spring 2024 Southern Illinois University Edwardsville

orthographic knowledge rather than the number of words correct. (Gehsmann & Templeton, 2022,
p. 131)

Gehsmann, Kristin M., and Shane Templeton. Teaching Reading and Writing: The Developmental
Approach. Pearson, 2022.