recently, one of Jaden's special education teachers asked if she could pull Corinn out of class one day for a literacy assessment project she needed to do for her graduate program...she needed a beginning reader, but didn't currently have any in the special ed program...she said Corinn came to mind & wondered if it would be alright to do the assessment on her...she promised to share her findings with me, so of course i said yes...this is probably pretty boring for most of u, but i found it fascinating...& i'm sure our family will too, so i'm sharing it here
Corinn is a 6 year-old kindergartner who enjoys playing Hide-n-Go Seek with her brother, sister, and cousins. She moved into a new home with her family this fall, and she enjoys her yard where she and her siblings play around a certain tree they call their clubhouse. Corinn’s brother is in third grade, her sister in first, and her home is a loving, supportive environment where the children are encouraged to think independently and enjoy creative activities. Both of Corinn’s parents work outside the home, and she and her siblings spend mornings and afternoons in daycare where Corinn says she has fun. Corinn reports that her favorite day is “summer,” and she drew a summer scene of her favorite tree to share with me. Corinn was interested in reading “Spot” books aloud to me, including Where’s Spot? and Spot Bakes a Cake. While she had not yet mastered every word in either of these books, she enjoyed lifting the flaps in the illustrations to show me what was underneath. Corinn’s teacher describes her as creative and cooperative and notes that Corinn is “an excellent student.” Corinn was very willing to work at every task with me and clearly wanted to please with her cooperation and interest.
Individual Alphabetics subtest scores follow:
Subtest 1, “Letter Identification” Corinn confidently and easily identified 26 lower case alphabet letters, correcting herself quickly when she identified “x” as “k.” She enjoyed pointing to each letter with flair, using a decorative pencil.
Subtest 2, “Letter Production” Corinn wrote all 26 letters readily, interspersing capital and lowercase formations and needing little time to consider each letter. She reversed the following letters: j, h, r, f, and z.
Subtest 3, “Letter-Sound Production” Corinn willingly used her decorative pencil to point to each of the uppercase letters listed as she verbalized the sounds. She identified 25 of 26 letter sounds correctly; her only error was identifying “th” as /t/ as in “top” which she corrected when asked a second time.
Subtest 4, “Phonics/Spelling” Corinn was comfortable with the spelling assessment because, as she stated, “We do this in my class every week!” She spelled three letter words with ease and confidence (van, pet, rug, sad). As the first word with a blend was called (plum), her confidence wavered a bit as she said, “I don’t know that word.” After encouragement, she wrote what she heard while she verbalized the word several times. The assessment continued in this manner (chip, shine), and when “skate” was called, Corinn’s face lit up. She said, “That’s my name!” and quickly wrote the word with the “s” on the end to make her last name. She sounded out “float” and “treat” for a total score of 31 of 40 possible points.
Corinn’s total Alphabetics score was 108 of 118 possible points, indicating that she has a firm grasp of letter recognition and letter sounds. She is fairly strong when working with blends and digraphs. She may soon be ready for instruction in long vowel patterns.
Word Identification, Subtest 1, “Word-List Reading” Corinn read the preprimer word list confidently with the exception of “with” where she paused for several moments before saying, “I don’t know this word.” When asked if she wanted to take a guess, she shook her head no. She correctly read 18 of 20 words. Corinn was much more hesitant with the primer word list, preferring to say, “I don’t know” rather than making guesses, and correctly reading 6 of 20 words.
Word Identification, Subtest 2, “Concept of Word” Corinn cooperatively participated in the activities for Sand Castle even though her ability to read over 15 preprimer words precluded her from this subtest. (She agreed in order for this examiner to learn how to administer the subtest.) As expected, Corinn achieved a perfect score of 16 out of 16.
Word Identification, Subtest 3, “Word Identification in Text” Corinn was eager to read both small books for this portion of the assessment. She stopped at the second word in Sam, “has,” and said, “I don’t know that word.” I supplied it, and she continued through the rest of the book, pointing to each word accurately. She substituted “what” for “out” and scored 28 correct words of 30 possible for 93% accuracy. Corinn jumped into My Huge Dog Max eagerly and again read with accurate tracking. She was more willing to guess at words in context, substituting such words as “this” for “that’s” and “in” for “under” and scored 65 correct words of 72 possible for 90% accuracy. She enjoyed investigating the similarities between the illustrations in both books and suggested, “The same person probably drew both of these!”
Corinn’s writing sample consisted of beginning and ending consonant sounds and several correctly spelled sight words. She reversed the letter “j” as she had when she wrote the letters out of context, but “just,” “like,” and “and” were spelled correctly. Corinn used a capital letter at the start of her sentence and an exclamation point at the end. Her sentence described her love of warm weather—“I just like spring and summer!”
Results of the Book Buddies Assessment for Emergent Readers, Second Edition place Corinn at Preprimer level 3 overall. Corinn is moving from the emergent reading stage into the beginning reader stage with age-appropriate skills. Effective instruction for Corinn at this point will include the following: 1) development of a personal word bank, 2) reading of books at Reading Recovery levels 7-8, 3) introduction of context clues strategies to assist reading of unknown words, 4) primer sight word practice, and 5) encouragement for practice and rereading of familiar text. She is well on her way to becoming a fluent reader!
Corinn is a 6 year-old kindergartner who enjoys playing Hide-n-Go Seek with her brother, sister, and cousins. She moved into a new home with her family this fall, and she enjoys her yard where she and her siblings play around a certain tree they call their clubhouse. Corinn’s brother is in third grade, her sister in first, and her home is a loving, supportive environment where the children are encouraged to think independently and enjoy creative activities. Both of Corinn’s parents work outside the home, and she and her siblings spend mornings and afternoons in daycare where Corinn says she has fun. Corinn reports that her favorite day is “summer,” and she drew a summer scene of her favorite tree to share with me. Corinn was interested in reading “Spot” books aloud to me, including Where’s Spot? and Spot Bakes a Cake. While she had not yet mastered every word in either of these books, she enjoyed lifting the flaps in the illustrations to show me what was underneath. Corinn’s teacher describes her as creative and cooperative and notes that Corinn is “an excellent student.” Corinn was very willing to work at every task with me and clearly wanted to please with her cooperation and interest. Individual Alphabetics subtest scores follow:
Subtest 1, “Letter Identification” Corinn confidently and easily identified 26 lower case alphabet letters, correcting herself quickly when she identified “x” as “k.” She enjoyed pointing to each letter with flair, using a decorative pencil.
Subtest 2, “Letter Production” Corinn wrote all 26 letters readily, interspersing capital and lowercase formations and needing little time to consider each letter. She reversed the following letters: j, h, r, f, and z.
Subtest 3, “Letter-Sound Production” Corinn willingly used her decorative pencil to point to each of the uppercase letters listed as she verbalized the sounds. She identified 25 of 26 letter sounds correctly; her only error was identifying “th” as /t/ as in “top” which she corrected when asked a second time.
Subtest 4, “Phonics/Spelling” Corinn was comfortable with the spelling assessment because, as she stated, “We do this in my class every week!” She spelled three letter words with ease and confidence (van, pet, rug, sad). As the first word with a blend was called (plum), her confidence wavered a bit as she said, “I don’t know that word.” After encouragement, she wrote what she heard while she verbalized the word several times. The assessment continued in this manner (chip, shine), and when “skate” was called, Corinn’s face lit up. She said, “That’s my name!” and quickly wrote the word with the “s” on the end to make her last name. She sounded out “float” and “treat” for a total score of 31 of 40 possible points.
Corinn’s total Alphabetics score was 108 of 118 possible points, indicating that she has a firm grasp of letter recognition and letter sounds. She is fairly strong when working with blends and digraphs. She may soon be ready for instruction in long vowel patterns.
Word Identification, Subtest 1, “Word-List Reading” Corinn read the preprimer word list confidently with the exception of “with” where she paused for several moments before saying, “I don’t know this word.” When asked if she wanted to take a guess, she shook her head no. She correctly read 18 of 20 words. Corinn was much more hesitant with the primer word list, preferring to say, “I don’t know” rather than making guesses, and correctly reading 6 of 20 words.
Word Identification, Subtest 2, “Concept of Word” Corinn cooperatively participated in the activities for Sand Castle even though her ability to read over 15 preprimer words precluded her from this subtest. (She agreed in order for this examiner to learn how to administer the subtest.) As expected, Corinn achieved a perfect score of 16 out of 16.
Word Identification, Subtest 3, “Word Identification in Text” Corinn was eager to read both small books for this portion of the assessment. She stopped at the second word in Sam, “has,” and said, “I don’t know that word.” I supplied it, and she continued through the rest of the book, pointing to each word accurately. She substituted “what” for “out” and scored 28 correct words of 30 possible for 93% accuracy. Corinn jumped into My Huge Dog Max eagerly and again read with accurate tracking. She was more willing to guess at words in context, substituting such words as “this” for “that’s” and “in” for “under” and scored 65 correct words of 72 possible for 90% accuracy. She enjoyed investigating the similarities between the illustrations in both books and suggested, “The same person probably drew both of these!”
Corinn’s writing sample consisted of beginning and ending consonant sounds and several correctly spelled sight words. She reversed the letter “j” as she had when she wrote the letters out of context, but “just,” “like,” and “and” were spelled correctly. Corinn used a capital letter at the start of her sentence and an exclamation point at the end. Her sentence described her love of warm weather—“I just like spring and summer!”
Results of the Book Buddies Assessment for Emergent Readers, Second Edition place Corinn at Preprimer level 3 overall. Corinn is moving from the emergent reading stage into the beginning reader stage with age-appropriate skills. Effective instruction for Corinn at this point will include the following: 1) development of a personal word bank, 2) reading of books at Reading Recovery levels 7-8, 3) introduction of context clues strategies to assist reading of unknown words, 4) primer sight word practice, and 5) encouragement for practice and rereading of familiar text. She is well on her way to becoming a fluent reader!
2 comments:
FABULOUS!
That's awesome:} What a smartie!!
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