Maria Villalvazo

Week 2 Assignment: Individual Assessment, Analysis, and Planning Project (Part One)-

Signature Assignment

ITL 514- Language Literacy Assessment

Kirsten Antonius

National University
 ITL 514- Language Literacy: Assessment

ITL 514

Individual Assessment, Analysis, & Planning Project

Assessment Assignment – Section One

ASSESSMENT & ANALYSIS

COVER SHEET

Student’s First Name _______Julianna__________________________________

Parent/Guardian Name ___Glenda Villalvazo_______________________________

School _____________________Pioneer School__________________________

Principal ________________________________________ contact ______________

Teacher _________________________________________contact ______________

Attach permission slip (See Course Resources)

 Assessment Assignment – Section One
ASSESSMENT & ANALYSIS

Student First Name: _____Julianna______________ DOB: ____August 2008__

Grade: __________5________________ Chronological Age:________10____

I. BACKGROUND HISTORY - Learner

Factors to investigate:
o Siblings: Child has two siblings, One older sister (21 years of age), and
one brother (14 years of age)
o Family size (6,grandmother, mother, father, sister, brother, student)
o Are there any medical or emotional health issues that might impact the
child’s reading? (none)
o Is English the child’s first language? What is the family’s first language?
(English Language Learner, first language is Spanish)
o School history: how many schools has the child attended? (one school)
o Are there any behavior problems? (none)
o Have there been any previous interventions? (none)

II. ASSESSMENTS TO BE ADMINISTERED

See Course Resources for samples of all assessments.

1. Interest and attitude survey

2. Phonemic awareness
Phonological test: Yopp Singer, IAPA
3. Phonics – decoding – San Diego Quick, or Names test
4. Spelling – Required: Use the appropriate Spelling Inventory from Appendix A in the
“Words Their Way” textbook
5. Fluency – You can use one of the passages of the Informal Reading Inventory (IRI) in
order to obtain a fluency score/range
6. Comprehension – Use an IRI with a comprehension rubric (list of questions) to assess
comprehension. This will provide you with a series of miscues to analyze from the
running record portion of the assessment and also information regarding the child’s
ability to comprehend what was just read. If you do not have a formal IRI (see Course
Resources for a list of IRIs), then have the child retell the passage in their own words
once they have finished reading it. (Do not allow them to look at the passage after they
have read it once.)
7. Writing – get sample of their own creation or dictate something to them.

Fill in the following chart, providing the specific name of each assessment used, what
specifically is being assessed, and why you feel this child needs to have this reading
area assessed.
Area Name of Assessment Explain what is being
Given assessed and why this
assessment is needed for
this child

Interest & motivation Reading Interest This assessment is needed

Survey in order to see the interest
and motivation of the
student and their overall
attitude towards reading.
Attitude towards reading can
be an indicator of ability.
Also, knowing their interests
in regards to reading can be
helpful for motivation
purposes.

1.Phonemic Yopp-Singer Test According to Cunningham,

awareness the earliest type of reading
comes from phonemic
awareness. Students should
be able to “hear whether
words rhyme … Know what
word you would have if you
removed a sound, and to
blend and segment word”
(247).

2.Phonics San Diego Quick Phonics is important to see

Assessment of a student’s decoding skills.
Reading Ability The assessment will give a
reading level ability to see if
the student is at grade level
or not.

3.Spelling Writing Sample Knowing a student’s

spelling capability is
important because if a
student is a good speller,
most likely they have good
decoding skills and
advanced vocabulary
 (Cunningham, 252).

4.Vocabulary Elementary Spelling It is important to know a

Inventory student’s vocabulary
knowledge because,
“teachers know that
effective teaching cannot
begin until you understand
what students already know
about words and what they
are ready to learn” (Bear, 23)

5.Fluency Fluency Assessment Knowing if a student can

read fluently is important
because if a student has
fluent oral reading, it is
usually an indication that a
student has good reading
comprehension as well
(Cunningham, 247).

6.Comprehension Informal Reading An informal reading

Inventory inventory is important to see
if the student is able to
understand what they are
reading and what types of
text they understand.

7.Writing Writing Sample Encoding is an important

reflection of decoding skills
and comprehension.

III. ASSESSMENT RESULTS

List the data which resulted from the assessment. Identify what this means for the child.
Area Data What do these results mean
academically?

Interest & Student likes chapter She is motivated, and has

motivation books, specifically positive outlook on reading.
fiction. Matthew effect, she will be a
 good reader.

1.Phonemic 22/22 correct Is at level for grade.

awareness

2.Phonics Grade 5: missed 1 Student is above grade level.

Grade 6: missed 2 Grade 5: Independent Level

Grade 7: missed 3 Grade 6: Instructional Level

Grade 7: Frustration Level

3.Spelling Did not misspell any

words.

Minor punctuation
mistakes with
apostrophes.

4.Vocabulary Consonants: 7/7 Overall, good speller, but

needs help in bases, roots,
Short Vowels:5/5 advanced syllables.
Digraphs:5/6

Blends:7/7

Common Long
Vowels:5/5

Other Vowels: 5/7

Inflected Endings:4/5

Syllable Junctures: 3/5

Unaccented Final
Syllables:3/5

Advanced Affixes:3/5

Bases or Roots: 3/5

Feature Points: 47/62

Words Spelled
 Correctly:17/25

5.Fluency WPM 156 Student is advanced in

fluency. She is reading at
No errors 100% accuracy for a fifth
grade level passage.

6.Comprehension Level 5: Fiction Students Instructional

Reading Level is 5th grade.
2 miscues/184 words

Comprehension score
6/10 points

7.Writing Did not misspell any Student is a good writer.

words.

Complete Sentences

IV. ASSESSMENT ANALYSIS

Identify the child’s strengths and areas of need, justifying your statements by citing the
data (from the Assessment Results) on which you are basing your statements.
Area Strengths, based on . . . Areas of Need – Challenges,
based on. . .

Interest & Her responses, “I like

motivation chapter books,” and “…
some of the words can
be hard, but I can figure
them out by sounding
them out.”

1.Phonemic Scored of 22/22.

awareness Student was able to
segment all words.

2.Phonics Instructional Reading

level is 6th grade level,
one level above
student’s grade.

3.Spelling Was able to spell

 correctly in writing
sample.

4.Vocabulary Syllable junctures (3/5),

Unaccented final syllables
(3/5), advanced affixes (3/5),
and bases or roots (3/5).

5.Fluency 100% accuracy.

0 miscues

6.Comprehension Inferential comprehension:

Could not infer why the dog
would hang out with wolf.
Answered on biological
resemblance of dogs and
wolves.

7. Writing Wrote complete

sentences that were
clear.

V. PROPOSED GOALS
Write goals for each of the child’s areas of need.
The goals should link to the Common Core State Standards whenever possible.
A. Goals required for the following 2 areas: Common Core
standard
 Interest & motivation
 -A goal would be to challenge the student to try
reading more non-fiction books. She enjoys
reading fiction and chapter books, a step up
would be non-fiction expository books.
 Comprehension
 -A goal would be working on this student with
inferential comprehension and eventually
challenging her with evaluative comprehension.
She is good at literal comprehension, (got every
literal comprehension question correct).
Include goals for the following if they are areas of need
 Phonemic awareness
 Phonics
  Spelling
 Vocabulary
 -Although the student is right where she is
supposed to be developmentally, it would benefit
her if she were to be challenged and worked on
some of the areas of need according to the
Words Their Way Spelling Inventory Feature
Guide.
 Fluency

 Writing
 -Student was able to write down complete
sentences. Student would benefit from writing
more complex sentences with higher level
vocabulary.

VI. Reflection
Reflect on all the assessments you administered. Review your own video-recording of
your assessments. In your paper, reflect on your process for administering the
assessments. What was effective in your process? In what areas do you need to
improve? Why? How? What portion of the analysis was difficult? What resources
might you need to help you in this process next time you administer these types of
assessments.

The student I worked with was really high for her grade level, but she was the
only student I had access to since we were on Spring Break. For the Reading Interest
Survey, you can see the enthusiasm in the student when she talked about reading. It
was very informal, and I believe it was a good opener for the other assessments.
Because this student is a fifth grade level, the Yopp-Singer Test of Phoneme
Segmentation seemed a little silly to her. I believe this assessment should be given to
younger students, rather than someone at my student’s level. I enjoyed giving the San
Diego Quick Assessment. It was interesting to see the student grow from grade level to
grade level. I believe the test is easily to follow, and like Words Their Way, it is clear to
see what type of word patterns are confusing to the student. The Vocabulary test from
Words Their Way is also easy to follow. The chart that has the different word patterns
makes it clear to see what features the student is strong at and what they need help
with. Also, it is easy to see what spelling stage they are on. The fluency assessment is
also quick, and you can see a student’s rate, prosody, and accuracy with this test. You
can also quickly see a student’s comprehension by how they are reading the text
(prosody). The Informal Reading Inventory gives a lot of information on the student. I
enjoy these types of assessments because you can see some students are so in tune-
with the story that they end up changing some of the words. Lastly, the writing
assessment I used, also looked at motivation and interest. You can get spelling and
writing results on a writing assessment. Overall, there is a lot of information gained from
the assessments that can be used to enhance this student’s reading ability and help
them become a lifelong learner.
 References

Bear, D., Invernizzi, M, Templeton, S., & Johnston, F. (2016). Words Their Way, Word

Study for Phonics, Vocabulary, and Spelling Instruction. 6th ed. Boston:

Pearson.

Cunningham, P. (2017). Phonics They Use. 7th ed. Boston: Pearson.