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Early Literacy Assessment

Early Literacy Assessment

 

Student: Shannon

Student ID: XXX-361

 

Phonological Awareness

Use the Phonological Awareness Screening and administer the PASS.

Shannon completed the Phonological Awareness Screening in Schools with 56 percent accuracy.

Strengths: A strength for Shannon was finding word pairs that rhyme. On four out of the five prompts, she was able to quickly identify if two words rhymed or not. For example, Shannon was given the words top and leg and almost immediately knew that the two did not rhyme. Another strength for Shannon was isolating the initial phoneme in a word. She was able to identify the first initial sound in the words pie and hip with ease.

Needs: Shannon had some difficulty segmenting parts heard in a word. She responded correctly to one out of five prompts. For example, Shannon segmented the word sidewalk as s/ide/wal/k and dinosaur as di/no/sa/ur. In addition, Shannon had a hard time with counting how many sounds she heard in a word. Out of the five prompts, she got two of them correct. Shannon seemed to have more trouble with words that included two letters that when combined make a different sound. For example, when Shannon was asked to count each sound she heard in the word fish, she counted a sound for each letter instead of one sound for the f and i and one sound for the letters sh.

Suggestions for Instruction: One activity that could be done with Shannon is clapping out her name and/or other commonly used words. Another activity that could be done is the instructor places the numbers one, two and three around the room. Then the instructor calls out a word and can clap it with Shannon or have Shannon do it herself. Once she knows how many syllables the word has, Shannon runs over to the corresponding number.

Letter Recognition Knowledge

Use the Letter Recognition Knowledge sheets to assess letter recognition knowledge.

Shannon was able to recognize the lower case letters of the alphabet with 92 percent accuracy and she was able to recognize upper case letters of the alphabet with 100 percent accuracy. She was able to identify letter-sound correspondences with 88 percent accuracy.

Strengths: A strength for Shannon was recognizing some visually confusing lower case letters. For example, Shannon was able to recognize the letters b and d without hesitations. Shannon also showed her knowledge of lower case letters by identifying each letter name and sound at a steady pace with little or no pause.

Needs: Shannon had some difficulties with the visually similar letters p and q. Although she correctly identified the lower case letter p, she identified the letter q as another p. When calling out upper case letters, Shannon struggled to identify the letter y and called it a v. She also had some difficulty identifying the sound for the letter q and again identified it as a p and gave it a p sound.

Suggestions for Instruction: One activity that can be done with Shannon is placing flashcards with pictures of commonly used nouns. Under the picture should be a correct and clearly written label. The instructor can have Shannon point to the first letter of the word and say out loud what the picture is. Another activity could be showing Shannon alphabet flashcards and have her name an animal, person, or place that begins with the letter represented on the flashcard.

Print Concepts

Use the Print Concept protocol sheet to assess print concept knowledge.

Shannon was able to respond with 85 percent accuracy on the print concepts assessment.

Strengths: Shannon showed a lot of strength in the print concept assessment. She did very well and was very confident in her answers. She was able to identify the layout of the book, the direction in which we read print, and the top and bottom of a page. She also did very well in understanding the terms “word” and “letter”.

Needs: Shannon had some difficulty showing where the beginning and end to the story was on a page. While assessing her, Shannon was looking at an open book with one side being text only and the other side illustration only. Shannon would point to the top of the picture when asked where the story begins and point to the bottom of the picture when asked where the story ends on the page with text.

Suggestions for Instruction: Guided reading is a great activity that could help Shannon with identifying the beginning and end of text on a page. Another activity that can be done with Shannon is having her read simple text that is marked with directional symbols to help guide her in her reading.

Running Record

Use a text suggested by the classroom teacher for the running record.

Mark if it is a “cold” read or a ‘reread” of a familiar text.

Shannon did a very good job reading the book provided for her. She had never seen or read the book prior to the day of assessment. Shannon did a great job pacing herself and using her finger to point to words and stay on track. The only time Shannon stopped herself it was to repeat the sentence which she had just read correctly. Shannon made no mistakes during her reading and was more than happy to read out loud to me.

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