Emergent Literacy Assessment - Report Reflection 1 1

Emergent Reading Assessment
RDNG 361
Name: Ariana
Age: 7
Grade: 1st grade
Evaluator: Voaney Sandoval

Date of Evaluation: October, 5, 2015
Student Information:
She is in the first grade, does fairly well in reading. She reads at C and D level, so she is a
little bit above grade level. She is well-behaved and knows how to follow directions.
Also the parent gave permission to assess the student.
Assessments Administered:
Phonological Awareness
Letter Recognition
Listening comprehension
Retelling
Student Observations:
The student understood the directions for each assessment and worked cooperatively
during the assessment. She was soft spoken, but for the most part did not appear
distracted.
Assessment Results:
Phonological Awareness:
For the sections of this assessment the student answered all of the questions correctly in
10 of the 16 sections. The sections were counting words in a spoken sentence, rhyme
recognition, single syllable onset-rime blending, single syllable onset-rime segmenting,
syllable blending &pronouncing, phoneme alliteration & discrimination, phoneme
isolation of initials sounds, phoneme isolation of final sounds, phoneme blending, and
phoneme substitution. Each section contained 6 questions. The student missed only one
question in the two sections, rhyme production and phoneme deletion. The student
missed three questions in the phoneme addition section. She missed four questions in the
syllable segmenting and counting section and Phoneme isolation of medial sounds. The
one section that she missed all six questions was the phoneme segmenting part. Her most
obvious weakness was segmenting words and another less worrisome weakness was
identifying whether a medial sound was long or short in a word.
Letter Recognition:
The student knew all of the uppercase letter names, she identified each of the 26 letter
names correctly. For the lowercase letter names, the student answered all but one
correctly. She confused the letter l for an i. For the consonant sounds, the student
accurately stated the correct sound for all 21 consonants. On the last part concerning
long vowel sounds, the student incorrectly stated 2 of the 5 long vowel sounds. The
two letter she missed were i and a. For the short vowel sounds, the student
incorrectly identified the letter a sound. Her strengths are identifying letter names
and consonant sounds, her weakness is differentiating between short and long vowel
sounds.
Listening Comprehension:
For the listening comprehension portion of the assessment, the student answered 7 out of
the 9 questions correctly. She answered incorrectly the questions concerning why
Abdul did not choose the snake or the rabbit. For the question about the snake, she
answered that it was not a good pet because it might escape its cage, the correct
answer was that the snake might scare Abduls little sister and a snake cannot be
hugged or played with. For the question about the rabbit, she answered that it was
not a good pet because it might hop everywhere, the correct answer was that the
rabbit might get out of its cage, chew the furniture and Abduls mother would not
like that. The student had some trouble with answering questions that dealt with
specific details of the story, but this is not a major concern as it was not significant.
Retelling:
The student was able to retell the story from beginning to end, with detail.
For the retelling rubric she scored an overall grade of 3, which is mastery, this means that
she does well in retelling a story. She scored mastery for four of the five objectives in the
rubric. She used complete sentences with simple structure, she sequenced events with
traditional transitional words (first, then, next), used appropriate synonyms for
vocabulary words from the passage, and she retold the story haltingly but persistently.
She scored exemplary in capturing the salient idea of each event. There were no
significant weakness in this area.
Summary:
The student did really well in the letter recognition portion and in the listening
comprehension and retelling portion of the assessment that I administered. The only
problem that she had in these sections was distinguishing between short and long vowel
sounds. She would improve in this area with practice of the vowel sounds, there is not a
big concern in this area. The part of the assessment that she struggled with the most was
the phonological awareness portion. The student had difficulty with distinguishing
whether a sound was long or short. As I mentioned before, the student needs to have the
opportunity to view the different long and short vowel sounds within the context of
words. The student had significant weakness in segmenting words, she does extremely
well blending words, but not segmenting them. The teacher can model the segmenting of
a word using objects such as pennies, and say the parts of each word while bringing down
a penny for each sound. The student needs time to practice this skill.
Voaney Sandoval
Reflection
Initially I was a bit nervous to begin the assessment with the student. I wanted to make
sure everything went well and that the directions were clearly stated. I did stumble on
giving some of the directions but in these cases I repeated the instructions and modeled
and example of what I wanted the student to do so that the student knew what to do.
Before I started any assessment I asked her if she understood the directions to make sure
she was aware of what I was asking her to do. Overall I felt all of the assessments went
smoothly and the student felt comfortable with my explanation of things. I could improve
on giving the directions quicker and more precise. I looked over the directions for each
assessment before assessing the student looking back on it, I should have practiced how I
would verbally tell the student the instructions. If I improve on this the assessment
process may go a bit quicker in the future, without me having to repeat the instructions to
the student.

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Emergent Reading Assessment

Evaluator: Voaney Sandoval

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