Professional Documents
Culture Documents
Student Data
Student is named ABG. She is in a full day kindergarten class this year. She
started kindergarten at four years old and is currently five years old. She is one of
the youngest in the class. She comes from a Hispanic background, but is not coded
as an ELL. ABG has an older sibling in third grade that helps her with her studies.
Her mother and grandmother are also teachers. ABG is doing well with her
Protocol/Assessment
Scholastic red. Its purpose is to assess the phonics skills along the level of
approximate time of 10-15 minutes. The assessment presents a list of letters and
words for the student to identify or decode. The survey simply requires pencil and
lined paper for the student to use and a record form for the adult administering the
test. It is best to use the data from this assessment to plan instruction and/or
Results
According to the assessment results (as shown in the chart below), ABG
mastered the alphabet skills and requires more reading/decoding and spelling skills.
Based on the data, ABGs teacher should review the following reading/decoding
skills: short vowel, digraphs, and tch trigraphs, consonant blends with short
vowels, and long vowel spellings. Additionally, the teacher should begin teaching
variant vowels and diphthongs. For spelling skills, the teacher should review CVC
Mabel Tang
February 10, 2016
CIL621
AE#1
words and teach long vowel spellings. Overall, the student did a very good job
Conclusion/Assessment Standards
phonics this student should focus on. The detailed assessment would help me
decide where to group this student based on her ability level and plan for word work
lessons during the guided reading/literacy stations block. Prior to the assessment, I
was already aware of ABGs ability level. However, after the assessment, I was
shocked to see specifically what ABG knew and what she did not. I was aware she is
at the stage of learning long vowel patterns, but did not know she knew r- and l-
controlled vowels already. Needless to say, I was very surprised and proud of ABGs
assessment results.
Mabel Tang
February 10, 2016
CIL621
AE#1
The assessment did not take long to do, so the possibility of doing this with a
class or with students who appear ready to begin reading would definitely be
beneficial. The assessment itself was very clear in directions and simple to
administer. I had no troubles with it. However, I personally would have liked for a
separate sheet with the list of alphabet/words because the font was rather small
and hard to read for the student. ABG did well, but she did have to bring her face
closer to the paper to make out the letters/words. That was the only problem I had