Spring 2019

EDCI 3482, section II

School of Education
College of Human Sciences and Education
Louisiana State University

STUDENT LITERACY ASSESSMENT

Teacher: Mary Jane Walker

Child: Aja Penny
Classroom Teacher: Tarmecia Jolla
LSU Supervisor: Dr. Alica Benton

ASSESSMENTS ADMINISTERED

Interest Inventory: January 23, 2019

Basic Sight Vocabulary: February 13, 2019
Concepts of Print Test: February 13, 2019
Informal Reading Inventory: February 5, 2019
(oral and silent)
Writing Sample: February 13, 2019

BACKGROUND

Aja Penny, a seven-year-old child, was enrolled in the first grade in Mrs. Jolla’s

classroom at the Math Science and the Arts Academy East, located in St. Gabriel, Louisiana.

One of twenty children placed in the class, Aja was assessed on January 20, 2019, through

February 18, 2019.

Interest Indicator
 2

When an interest inventory was administered, Aja indicated she was interested in playing outside

and riding her bike with her dad She also indicated that the perfect day would be her skating.

When questioned about her attitude toward reading and writing, she stated that she liked writing

sentences the most and that she loved reading chapter books especially ones about princesses.

Aja was a wonderful child, and it was a pleasure to work with her.

ASSESSMENT PROCEDURES

To gain an understanding about Aja, a series of informal assessments were administered.

An interest inventory was administered to gain background about Aja and assist with selection of

instructional materials and in planning instruction. A total of 2 lists of 100 sight words were

presented to Aja in order to determine knowledge about her sight vocabulary. The Concepts of

Print Test, an informal assessment designed to test a child’s knowledge of literate behaviors and

targeted to first graders, was administered. The Qualitative Reading Inventory was given to

determine Aja’s oral and silent reading abilities and his/her comprehension. In addition, Aja was

asked to provide a writing sample which was assessed using the Conventions of Writing

Developmental Scale.

ASSESSMENT RESULTS

Based on all assessment results, the following levels were determined. Aja was

independent at the first-grade level. She was instructional at the second-grade level, and she

frustrated at the third-grade level.

Concepts of Print
 3

When the Concepts of Print Test was administered to Aja, she scored 20 out of a possible

22 items. She was unable to identify the use or name for quotation marks or commas, though

that is to be expected at this level of schooling. However, Aja easily identified print concepts

such as the front cover and back cover of a book, and she quickly identified letters, both capital

and lower, and easily identified words and the direction in which reading takes place (i.e. left to

right).

Sight Vocabulary

Sight words are words that need to be automatically recognized when reading. They are

important because they appear so frequently in print. Aja was presented 2 lists of 100 sight

words. She scored 100 of the first 100 sight word list, and 95 of the second 100 sight word list.

Aja recognized all of the simple sight words and was even able to identify the trickier words like

different and America, she only struggled with the words live, sentence, picture, and study.

Graded Word Lists

Graded word lists were presented as lists of words in isolation. Aja read lists first

through third grade. Aja began at the first-grade level. She read the first-grade list with 100%

accuracy; she read the second-grade list with 90% accuracy, and the grade 3 list was read with

40% accuracy. A few times during word identification, Aja expressed a nervousness’ towards

reading the words and would hesitate but after being reassured that if she did not know the word

she could let me know and we would move on, she became more relaxed and was more

confident in her answers. Being that Aja was instructional on a word list at the second-grade

level, I dropped one level below this grade level and began assessing her oral reading decoding

abilities and silent reading comprehension abilities at the first-grade level. Overall, Aja

successfully completed both the first and second grade word lists with confidence.
 4

Oral Reading

Miscues, often called mistakes, allowed me to determine how Aja approached print and

decoded, or figured out unfamiliar words. Substitutions, omissions, additions and pronunciations

were all scored as miscues. In addition, self-corrections, rereading, and halting, choppy reading

behaviors were noted and recorded, but not marked as miscues. Aja read passages at grade levels

first through second. When Aja read orally, she read fluently and with expression, making sure

to note the usage of exclamation points and question marks. An analysis of 2 miscues revealed

that when Aja read orally at a second-grade level, she mispronounced two unfamiliar words,

these were counted as miscues, however she did not let this disrupt her train of thought and was

able to reassess both words before continuing to read the story fluently. Aja read fluently and

reread when a word was unfamiliar. Aja readily tried to decode unfamiliar words.

Silent Reading

To assess Aja’s silent reading comprehension, she was asked to retell what she read after

each passage and a set of comprehension questions was asked after each completed passage.

From grade levels first through second, Aja’s retellings were informed and included many details

and her answers indicated she was able to comprehend well while reading. When Aja read

silently, her comprehension was indicated by Aja’s ability to retell the stories, including key

points and details. This was shown through the fact that she answered all comprehension

questions connected to the story correctly and in great detail. She was also able to bring up other

details that were less key, showing she comprehended nearly all of the story.

Writing
 5

A sample of Aja’s writing was gathered from previous assignments she had completed in

the class. Based on the Conventions of Writing Developmental Scale, a simple analysis of a

writing sample collected on February 13, 2019, indicated Aja can write at around a level seven

known as the conventional writing stage. An error analysis revealed that she struggled with

some spacing and had slight difficulty with stable letter size, as well as having problems with

sentence structure. She had varied abilities with using complete sentences, containing one main

clause consisting of at least one independent subject and verb. For example, when asked to

identify if the fox, a character in a story from class, knew if the grapes he found were sour and to

explain why or why not, Aja simply wrote; “They were sour.” failing to indicate who or what

‘They’ referred. She also did not answer as to why or why not he knew, although, this is less of a

writing issue. Compared to the other first graders who were also assessed on spelling, Aja

performed at slightly above average consistency as she correctly spelled nine words out of ten

total words attempted. The average for other first graders was seven words spelled correctly out

of ten words attempted.

GOALS

The following goals were established for Aja:

1. Develop sight word reading skills under light pressure.

2. Increase availability of upper level reading options.

3. Increase availability of time to provide reading for pleasure.

 6

(COMPLETION OF) TUTORING REPORT

(written in simple past tense; include your name and three goals at top when submitting)

Based on goals established for Aja, tutoring sessions focused on (list

the three goals here using developing, improving, and/or increasing). The following three

paragraphs detail activities completed in tutoring sessions to address goals.

(Create three separate paragraphs here, where you’ll describe what you did by goal areas in

tutoring sessions).

To address (list goal 1), we concentrated on or we focused on or activities were selected that…

In order to focus on (list goal 2), tutoring sessions contained or consisted of, or were directed at..

Goal 3, to increase reading for pleasure, was addressed by…..

RECOMMENDATIONS
 7

would benefit from (address

recommendations at least one per goal). To increase reading for pleasure, should

(address choice and access to literature).

Books read by child:

[In list format, provide title (italicized) and author(s)]

Books read to child:

[In list format, provide title (italicized) and author(s)]

Books read with child:

[In list format, provide title (italicized) and author(s)]

[this is COMPLETION of TUTORING Report (CTR)]

It is DUE Thursday, April 20, 2018

On Thursday May 3, 2018, your Final Examination is

to submit 2 copies of the Report of Assessment &
Tutoring (corrected ISR and corrected CTR together).
It is single spaced and includes signature and date
lines (see below). You must space your entire Report of
Assessment & Tutoring so that signature lines do not
appear by themselves on last page. You will also
submit your completed record of field experience
form.

Be prepared to spend from 4:30-6:00 PM.

 8

Signature of tutor

Date

Signature of supervisor