Borkowski, Jessica

ED 325
Assessment Project
Childs Information
Susan* is a six-year-old girl. She is currently in kindergarten at a suburban public school.
Susan lives with her mother and father and has an older brother who is in third grade at
the same school. Susan was born premature at 35 weeks gestation. Earlier this school
year, Susan was placed in intervention for reading. She received instruction for reading in
a small group each day in addition to regular classroom instruction. Since starting
intervention, Susan has made great gains and no longer requires the intervention
instruction.
Susan loves to learn and is well behaved at school. She tends to be quite in school and very
talkative at home. She makes friends easily and will often reach out to other students who
have no one to play with. Outside of the school day, Susan is in Girl Scouts and Science Club
at school.
Assessments Administered
Student Questionnaire
Running Record
Retell Rubric for Comprehension
Words Their Way Primary Spelling Inventory
On Demand Writing Sample
Concepts of Print
Letter Identification Assessment
Manipulating Sounds
Segmenting Sounds
Blending Sounds
Counting Syllables
Data Findings
Student Questionnaire: Susan likes to read because it gives you ability to know
words in your head and you can write your own stories. She reads everyday and
enjoys stories about animals and things that people did in the past. She feels that
reading is easy and uses decoding skills to figure out words that she doesnt know.
Daily Running Record: Currently reading level C text in school. Used a familiar level
C text for this assessment. Error Rate-1:35, Accuracy 97%, Self-correct rate=1:3,
Easy
Words Their Way Primary Spelling Inventory: Early Letter Name-Alphabetic
On Demand Writing Sample: Using the 6-Trait Assessment for Beginning Writers
Rubric, Susan is in Emerging Stage, with some behaviors in Developing Stage.
Concepts of Print: Score 12 out of 13
Letter Identification Assessment: Upper Case 26 out of 27, Lower Case 27 out of 28,
Known Letter Sounds 25 out of 26, Susan had a difficult time with the unique
printed lower case g
Manipulating Sounds: 5 out of 10 correct
Segmenting Sounds: 9 out of 10 correct
Blending Sounds: 8 out of 11 correct
Counting Syllables: 10 out of 10 correct
Analysis of Data
Based on Tompkins stages of literacy development I was able to determine that Susan is
currently in the Beginning stage of both reading and writing. Based on Words Their Way, I
was able to determine that Susan is in the Early Letter Name-Alphabetic stage of spelling.
For reading, Susan is able to identify letter names and sounds, match spoken words to
written words, use beginning, middle, and ending sounds to decode words, and apply
knowledge of the cueing system to monitor reading. She also self corrects while reading,
points to words when reading, and makes reasonable predictions.
For writing, Susan writes from left to right, write one or more sentences, and spells many
words phonetically. She also uses capital letters to begin sentences, correct punctuation to
end sentences, and can reread her writing.
For spelling, Susan has a good understanding of initial and final consonant sounds. She is
starting to grasp short vowel sounds.
Instructional Design
Reading: I would recommend that Susan continue to read level C books independently but
move her to a level D text for instructional reading. This will allow for Susan to gain
confidence in reading while she reads independently but also receive a challenge with a
teacher to help guide her. I would also recommend exposing Susan to letters in other fonts
so that she can see that the letter may change shape slightly but it is still the same letter.
Phonological Awareness: I would recommend having Susan work on manipulating sounds,
particularly changing the beginning sound of a word to form a new word.
Writing: I would recommend that Susan start to work on expanding her writing beyond
one to two sentences. Her illustrations are elaborate and detailed. She could use
encouragement to label her pictures and then use these labels to develop her writing
further. I would also recommend working with Susan on using lower- and uppercase
letters correctly.
Spelling: In addition to the phonological awareness recommendations mentioned above, I
would also recommend that Susan study blends and short vowel sounds. She should also
work on developing a richer vocabulary.
*The name of the student has been changed to protect the students privacy.