Kat Murray

TE405
Assignment 1: Small Group Reading Assessment

Part 1: Rationale for Assessments

Baseline Strengths and Areas for Growth For Student M

- My mentor teacher was unable to provide me with any existing assessment data, but
she was able to give me a broad list of areas of growth for each student. Because I was
not given any previous assessments, the only judge I have of their strengths is what I
have witnessed during my time in their classroom. During reading and literacy courses, I
have been able to identify that student M has a very positive attitude and is very
hardworking.
- Through the notes my mentor teacher gave me, I was able to determine that student M
has a hard time with literary text language, craft, and structure. More specifically,
student M has a hard time understanding figurative and connotative language, as well as
recognizing points of view and text structures. According to my mentor teacher, student
M is below grade level in reading, and is having a hard time Decoding words.

Baseline Strengths and Areas for Growth For Student T

- Just like with student M, my mentor teacher was unable to provide me with any existing
assessment data, but she was able to give me a list of areas of growth for each student.
Through informal observations during field placement, I noticed that once student T is
engaged in an activity, they will work hard to finish the assignment at hand.
- Student T has a hard time with Informational text language, craft, and structure. Going
into more details, my mentor teacher stated that student T struggles with recognizing
point of view, purpose, perspective, figurative and rhetorical language, as well as text
structures and features. My mentor teacher also mentioned that student T is below
grade level in reading.

Questions:
1. What spelling stage are my students at?
2. What phonetic patterns are my students able to recognize?
3. What reading levels are these students at?
Assessment Choice/Rationale

For both student M and student T, I decided to give the Elementary Spelling assessment,
in order to give me a baseline for which spelling stage each student is in, and to see where they
have room for improvement. Through some informal observation, I recognized that student M
has a hard time decoding words, so the next assessment that I wanted to give them was a
phonics inventory assessment. I decided to give them the phonics assessment because it will
allow me to see what phonetic patterns student M is able to recognize, and which ones they
have a hard time identifying. For student T, I decided to execute a phonological awareness
assessment. The reason I chose this assessment is because I wasn’t given any background data,
and I wanted to see where my student was at.

Part 2: Data From Assessments

Student 1 (M):
Name of What skill(s) or Scores What does this What else
assessment knowledge does assessment tell would you want
this assessment you about the to find out
assess students’ about this child
strengths and as a reader?
areas for
growth?

Mentor teacher Student M has a I received no These notes tell I would like to
shared students hard time physical me that student know what
areas for growth understanding assessments, M could use reading level
in reading literary text just some notes practice in things student M is at,
language, craft, on areas for like figurative so I can use that
and structures. growth. and connotative information to
language, point help build a
of view, and text lesson.
structure.

Informal By observing in Not applicable Through my I would like to

observation my placement observation, I perform a
during field classroom, I would say that Phonics
noticed that M an area for inventory
has a hard time growth for M assessment to
decoding words would be see which
decoding. phonetic
patterns they
are able to
 recognize

Elementary This assessment 55/87, student Student M us at I would like to

Spelling gauges what M is in the Early the End-of-year try to
Inventory spelling stage Syllables and spelling stage incorporate the
the student is at. Affixes stage of goal for fourth -ing inflected
spelling, which is grade. Student endings into the
the end-of-year M could use lesson
spelling stage more practice somehow.
goal for fourth with inflected
grade. endings and
unaccented final
syllables

Phonics This assessment Student was Student was When students

Inventory tests the able to get to having a hard receive their
Assessment student’s ability page 8/10 time decoding weekly spelling
https://intensive to recognize before words with ‘two lists, do they go
intervention.org phonetic incorrectly syllables with over the
/sites/default/fil patterns. decoding 5 unlike dual definitions of
es/Phonics-Inve words in a row. consonants’, the words as
ntory_508.pdf words with ‘two well as break
syllables with a down the
long vowel, phonetic
single patterns within
consonant, and the list?
-ing and -er’, and
words with ‘two
syllables with
double
consonant with
-ing or -er’.
Student M is
able to easily
recognize
consonant-vowel
-dual consonant
words,
consonant-vowel
-consonant
words,
consonant-vowel
-consonant-e
 words,
R-controlled
words, and
vowel team
words.

Student M
Strengths and Areas for Growth:
- Through my assessments I found that student M is able to easily recognize
consonant-vowel-dual consonant words, consonant-vowel-consonant words,
consonant-vowel-consonant-e words, R-controlled words, and vowel team words.
Student M is at the end of year spelling stage goal for fourth grade, which is aligned to
where she is in her schooling.
- Student M was having a hard time decoding words with ‘two syllables with unlike dual
consonants’, words with ‘two syllables with a long vowel, single consonant, and -ing and
-er’, and words with ‘two syllables with double consonant with -ing or -er’. Student M
could use more practice with inflected endings and unaccented final syllables.

What did administering this assessment tell you about the student?
- Administering this assessment told me that student M is at the appropriate spelling
stage for their grade, but they have a hard time decoding two-syllable words.

What other questions do you have?

- Does this student study their vocabulary/ spelling words at home?
- How do they practice?
- How often does this student read in their free time?

What still needs to be known about this student?

- I would still like to know what reading level this student is testing at, and assess their
overall fluency and comprehension.

Possible Additional Assessments:

- Doch or Fry Word List Assessment: This would would help me assess their word
knowledge and help me further assess her ability to decode words.
- QRI-VI Reading Assessment: This would help me assess their overall decoding skills,
where they are in fluency, and their comprehension skills.

Possible Skills/Strategies to Target:

 - A possible skill that I could target in our lesson, is the inflicted -ing ending.

Student 2 (T):
Name of What skill(s) or Scores What does this What else
assessment knowledge does (if applicable) assessment tell would you want
this assessment you about the to find out
assess students’ about this child
strengths and as a reader?
areas for
growth?

Mentor teacher Student T is I received no This note tells I would like to

shared students having a hard physical me that student find out what
areas for growth time reading assessments, T has room to student T’s
in reading informational just some notes grow when it strengths are,
text, and on areas for comes to and what I can
language craft growth. recognizing do for my
and structure. point of view, student in the
purpose, future.
perspective,
figurative and
rhetorical
language and
text structures.

Elementary This assessment 33/87, student T Student T is I would like to

Spelling gauges what is in Middle around the know if this
Inventory spelling stage ‘Within Word spelling stage student enjoys
the student is at. Pattern’ spelling range of a reading, and
stage which is second-third practices it for
around the grade student, their own
end-of-year goal and was having a leisure.
for second hard time
grade. Student T recognizing long
is in fourth vowel sounds.
grade.

Tests of This assessment -Rhymes: Student T was at How does

Phonological is to test this a. ⅘ mastery level for student T do
awareness students b. 5/5 rhymes, with decoding
phonological -Phoneme phoneme written words?
awareness, or Isolation: 5/5 identity,
 their ability to -Phoneme blending,
work with Identity: ⅘ phoneme
sounds in -Phoneme addition,
spoken language Categorization: ⅗ phoneme
-Blending: 5/5 deletion, and for
-Phoneme ⅔ of the parts of
Addition: ⅘ the phoneme
-Phoneme segmentation
Deletion: 5/5 portion. Student
-Phoneme T could use
substitution: ⅗ some practice
-Phoneme with phoneme
Segmentation: categorization,
a. 10/11 phoneme
b. 8/12 substitution, and
c. 11/13 phoneme
segmentation of
a word
beginning with a
consonant
cluster into its
individual
sounds.

Student T
Strengths and Areas for Growth:
- Student T excels at isolating particular sounds from the remainder of the word, blending
segmented sounds together, and phoneme deletion. Overall, student T was at mastery
level for most of the tasks that were on the test of phonological awareness.
- Student T having a hard time recognizing long vowel sounds. Student T could also use
some practice with phonemic categorization, and words beginning with a consonant
cluster.

What did administering this assessment tell you about the student?
- Student T was able to identify sounds in words, but they weren't able to recognize which
letters created those sounds.

What other questions do you have?

- What phonetic patterns is student T able to recognize?
What still needs to be known about this student?
- I would still like to know what reading level this student is at, and where the student is
with decoding words. I would also like to know how this student feels about reading, and
if they do it in their free time.

Possible Additional Assessments:

- Phonics inventory assessment: this would allow me to see which phonetic patterns that
they recognize and I can see how they do with decoding unknown words.
- I would also like to find out what reading level student T is at, so I can present them with
material that suits them.

Possible Skills/Strategies to Target:

- One possible skill to target would be long vowel sounds. I’m considering this as a
possible target because this is where student T started to fall off during the spelling
inventory assessment. Another possible skill to target would be phonemic
categorization.

Part 3: Interpretation of assessment data

Instructional Recommendations/Goals:
- For student M, I would like to focus on decoding the phonetic patterns that they were
having a hard time recognizing, as well as her oral fluency. They were given a brief
introduction to the inflicted -ing ending in their weekly spelling words recently, so I
might want to review that with them before moving on to the other areas of growth.
- For student T, I would like to learn more about them by administering the phonics
inventory assessment, but I know that I would like to focus on decoding words with this
student as well. I would also like to work on long vowel sounds with student T, as that is
where they began having a hard time with the spelling inventory.
 Part 4: Assessments
Student M Spelling Inventory:

Student M Phonics Inventory Assessment:

Student T Spelling Inventory Assessment:

Student T: Tests of Phonological Awareness Assessment