Sara Pintauro

04/06/17
READ 366

Literary Assessment Reflection

I did my literacy assessment with my case study child, B, a

School A in Mrs. Bs kindergarten class. I took him outside away from
the class where we could sit alone and go through the assessment
without distractions. Since he is in kindergarten, we jumped right to
the rhyming section. I first explained to him the directions and went did
the example group with him. I decided to go over the words of the
objects with him since this section wasnt testing him if he knew how
to relate drawings to pictures, but if he knew which objects rhymed.
For the first one, since bear was first, he automatically attempted to
look for a word that rhymed with bear but the next words were keys
and cheese which we the ones that rhymed. He seemed stumped and I
told him to go over them again and its not always the first one that
rhymes. He said oh yeah then got the first one. This pattern continued
for all of them except for number 4 where before he even read what
the objects were he circled the first object box out of habit but when he
couldnt find a word that rhymed with the object he realized he messed
up. He did this same thing with #7 but corrected himself. He scored 9/9
on this section. The next sections were beginning sounds. With my help
telling him what each object was called, he then preceded to slowly
sound each word out to find out which one started with the letter of the
sound he was looking for. He scored 8/8 on this section. B struggled a
lot on the spelling assessment. He mostly confused his es and as a
lot, and his es and is. He also couldnt identify the sk fl or ch
but was able to identify pl, sh, and tr. One of the most far off
spellings he did was spelling skate sata. He scored a 28/40 on this
section. For the alphabetic section when I went over the lower case
letters with B where he scored a 22/26. For this section he got
confused with z and v, and couldnt identify the letters v or q. For letter
production he scored a 21/26. He didnt know x, q, or w at all and he
drew l as a 4 and z as a v. For letter sound production he
scored a 19/26. He knew most of the sounds but got confused with a
few and couldnt identify that ch was a chaa- sound not a caa
sound. For the words in Isolation Task I started off with the preprimar
with B. The first word was but, and he got it because he associated it
with butt and couldnt stop laughing. The rest of the words he
struggled with and could only get most of the basic 1-2-3 letter words
such as to and is and I, etc. and recognized green because they
learned how to identify the colors during class. Since he only got 9
correct, I went back over the alphabetic section with him then moved
on to concept of word. After introducing the poem by showing the
pictures and saying the poem to B I had him repeat it to me over and
over again as I helped him move from word to word and line to line
with my finger. After the second time reading the poem I had him
follow the words as he repeated it to me, while having the pictures
visible. At first he thought the bear was a cat not a bear and he read
and memorized the poem well while using the pictures to help him
whenever he got stuck on a word. He scored a perfect score on both
pointing and word ID. I then went over the Sam form which was
leveled reading C. Using the instructions, I guided B through the story.
He laughed and agreed at my comments about Sam the dog spilling
the cup over and comprehended it when looking at the pictures. When
he read the story, he struggled with the word dog but once I gave it to
him once he remembered it for the rest of the story. He skipped many
words and struggled a lot throughout this story.

From my previous experiences with my case study child, going

straight into a story with him is a struggle for him and he barely is able
to pronounce the first word and has to separate every sound to every
letter. Although, because this literacy assessment was set up to make
him go over the alphabet, sounds, spelling, sight words, and other
easier tasks before having to read the story, I felt he was able to
successfully read the two stories more than he would have without the
warm-up. Although parts of this literacy assessment went very well, I
would like to work on spelling with B, in specifically recognizing which
vowel is in a word based on its sound and improving on his
phonological awareness to help him spell out the words. In specifically,
I believe he has his concept of syllables down but needs to improve on
his onsets and rimes, and phonemes. I also would to make some sort of
worksheet and activity where he has to read over the whole alphabet
and associate the letters with the sounds they all make and practice
spelling all of them without help. Once he improves in these major
components, I believe his letter-sound production and his recognition
of words will come easier to him. Once he recognizes words more
simply and quickly he will then be able to do better on his reading of
stories.