Classroom Assessment Profile

Name: Judy Larkin

Name of the
assessment
Website link
for further
information

Formative or
Summative

Phonics Assessment

Writing Journals

Grade Level Created

This assessment can be used as a

formative or summative
assessment. As a formative
assessment, I administer it four
times a year to determine student
learning and focus instruction.
This assessment correlates to our
phonics program and can be
used as a summative assessment
at the end of each unit as we
complete vowel patterns.

The data that is collected with

Data
this assessment directly
collected with correlates to our phonics
this
program. The first three parts are
assessment
letter/sound id which most
students know by the time they
come to first grade. The
remaining sections focus on the
spelling patterns I am teaching
as well as decoding nonsense
words. This data is crucial to
determine if student learning is
achieved or if they need

I use writing journals as an

assessment tool primarily as a
formative assessment. I have
the student write 3-4 times a
week to see what he/she is able
to do independently and
without prompting. I then use it
as a tool to help with specific
instruction focused on what
that student needs.

The data that is collected with

this assessment informs me
about this student as a writer. I
am able to see if he/she begins
a sentence with a capital, uses
correct letter formation, uses
punctuation consistently,
understands how words are
created, uses sounds he/she
hears to write the words. I also
check to see if the student can
read his writing back to me.
This is good information for

additional interventions to
understand material.
How will this This data is reported through our
data be
student learning objectives that I
reported?
need to set at the beginning of
the year. I also report this data at
RTI meetings if I have
concerns about a student. I also
will give data about concerned
students to the reading specialist.
How will this The data that I receive from this
Data provide assessment tells me whether the
you with
student has successfully learned
Information
the material and is able to
to support the decode words according to the
learning of
spelling patterns. If the student is
your
successful, I do not need to focus
students?
any further instruction with the
particular spelling pattern. If a
student is not able to
successfully decode certain
words, I can provide additional
instruction or interventions for
this student.
Pros of this
I feel this is a concise assessment
assessment
tool that gives me a lot of
tool
information to direct instruction.
It also is a consistent tool used
among our grade level.

Cons of this
assessment

It takes time to give it, but when

a student shows signs of
difficulty I will stop the
assessment.

instruction and report cards.

Information that I obtain from
writing journals is used for
report cards and for parent
conferences. I also use this
information if I have concerns
about a student when I go to a
RTI meeting or collaborating
with another teacher.
By looking at what a student
does independently in writing, I
am able to focus on one thing
that they need to work on as a
writer. I feel that writing
differentiates itself when I am
able to collaborate with 4-5
writers a day and give them a
post it note with a goal to work
on.

Writing journals help me to

know my student as a writer
and a student. It gives valuable
information to focus instruction
and also gives me a lot of
information about the students
interests.
It takes a lot of time to meet
with writers and some teachers
cannot always fit it into their
day.

Phonics Assessment
Name_________________________

Date: _________________

1. Capital Letter Names

B A I

C D F

E P L R Z J U H G W X V Y

N O K M T Q

/26

2. Lowercase Letter Names

b

o k

r z

j u h

m t q

v y n
/26

3. Consonant Sounds
b

i s

o k

m t

r z

j u

h g

x v y
/26

4. Consonant Digraphs
sh

ch

th

ck

qu

/5

/5

5. Vowel Sounds
i

6. Short Vowel Sounds

hit

pot

but

mat

fip

saf

vem rup

let

(real)

/5

wog

(nonsense)

/5

7. Short Vowel Sounds with Consonant Digraphs

chip

then

match

shop

luck

(real)

/5

shum

gick

chot

thap

retch

(nonsense)

/5

8. Short Vowel Sounds with Consonant Blends

stop

trip

clap

glod

stram frip

dress

truck

(real)

/5

cruz

plek

(nonsense)

/5

9. Vowel + e
fade

joke

leem

rafe

mile
cude

keep

tune

gove hine

(real)

/5

(nonsense)

/5

10. Vowel Diphthongs and Digraphs

paid

boat

root

few bay

saw

boil

weight suit found head

row

meat

high foot

glue cry tie eye toy

/20

11.R and L Controlled

dirt

smart

burk flar

bold
zorp

corn turn
mirt

rolt

(real)

/5

(nonsense)

/5

dislike

/5

12. Prefixes
under

inside

replay

exit

closest

careful

13. Suffixes
Sitting

nation

nearly

/5

14. Multisyllabic words

Cupcake

bookmark

combination

Calculate

entertain

refreshment

/6