Final Assessment Paper for ED 123

Assessments for Reading Strands

Name of assessment- add the
APA citation in the ( ) for the
assessment you used
1-Concept of print (MLPP)

Date of
assessment

Score

10/1/14

19/22

Grade
Level of
student
1st

Observations

Did well on assignment,

however was confused by
capital and lowercase letters.
2-Alphabetic Fluency (DIBELS,
Mod 3
1st grade
1st
Worked fairly quickly, only
University of Oregon)
69/1 min
made one error in 70 words,
not counting confusing capital
I for small I.
3-Phonemic Awareness (LACOE)
10/14/14
1st
Did well except for words with
double letters, such as zoo,
tree, keep.
4-Sight Vocabulary (San Diego)
10/25/14
1st
3 errors on pre-prim, 5 on
primer level. No facility for 1st
grade words.
Mid Term Assessment Paper 4assessments due
5-Oral Reading Fluency (MLPP)
11/6/14
Text
2nd
Had some trouble with
Difficulty:
passage, self-corrected about
Easy Text
half of mistakes.
Not Read
Previously
Acc:95%
SC: 1:2
Grade 3 on
fluency.
6-Running Record (Learning A-Z)
Unknown
Error 1: 62
4th Had little trouble with passage
Acc: 98%
and is self-correcting. See
SC 1:1
reflection below for further
testing.
7-Comprehension-Retelling
11/16/14
48 words
6th
Did well on this assessment.
(Reading A-Z)
Had problems with repeating
himself, but was clear on the
major topics of the passage
and followed clear beginning,
middle, and end.
8-Informal Reading Inventory
unknown
Oral
4th
Used Level 5. Read both
(Jennings IRI)
Reading
passages well within adequate
WRA=Ind
time frame. Had a much
Com= Inst
harder time with
Flu=Adq
comprehension after silent
Silent
reading.
Reading

Com=Frus
Flu=Adq
Final Assessment Paper 8 Assessments due
Information about student:
I used two students for my assessments. One was a student I have worked with, Zoe, and the
other, Pari, is one of the fake student profiles made available to us.
Zoe is a first grade student. She is an only child and has English-speaking parents. Her home is
very stable and loving, and she is a bright and curious girl. She has some trouble focusing but
loves to read and is eager to please. I have known Zoe since she was a baby so she is comfortable
with me and is able to have fun when we work together. I see Zoe on Sundays in the late
afternoon, and I usually try to make our lessons a fun experience for her.
Pari is six-year-old girl, adopted at approximately age one from India (father East Indian; mother
Anglo-American; older sister, 11, also adopted East Indian). Small for her age, she is very
energetic. Physically active and mentally quick-witted, she has a sophisticated sense of humor,
prone to joking and mugging and inventing things. She has a high opinion of her abilities, if
not a particularly realistic one, and is quite competitive. This competitiveness is what keeps her
from being classed as simply hyperactive her pride keeps her engaged in a subject even when
her curiosity flags and focus is subject to boredom, distraction or fatigue, which is often. I see
Pari on Mondays between 4-5pm after an already had a full day of school, so sometimes she is a
little tired of intellectual activity, and can get boisterous and uncooperative when shes bored. In
spite of that, she is unusually observant for a six-year-old, keeping quite good track of everyones
schedules and conversations.
For assessment 5, I worked with my nephew, James, who is 7 years old. He is in the
second grade. He is a bit old for the second grade, about a year older than most of his peers. He

is a shy boy and has trouble with social interactions. He is either quiet and withdrawn, or talking
so loud that he makes others uncomfortable. Despite being seemingly antisocial, when he gets to
know and trust someone he is a sweet and considerate person. He loves to read and has a big
imagination, loving to play outdoors with elaborate games. One of his favorite games to play
involves him saving a kingdom of mice that live in the field behind his house.His favorite books
are about animals. He always has a good attitude and rarely throws a fit, instead being withdrawn
when he is upset or overwhelmed. He loves to go to school and always shares what he learned
that day in class. He has no known emotional, mental, or physical disabilities.
For assessment 7, I used my boss son, Julian. He is 12 and in 6th grade. Julian is a smart
and perceptive boy. His father is from Germany and his mother is American. His parents
divorced three years ago and his mother now lives in California. Whenever I see him at work he
is always reading, mainly fantasy books like Harry Potter or the Golden Compass. He boasts that
he read the Lord of the Rings in one week. He is confident (perhaps overly so) about his reading
skills and has made fun of the concept of reading strategies such as think-alouds. In his view,
he doesnt need any assistance with reading. He can be overly literal at times and is very direct in
his way of talking. He likes to talk about the themes or metaphors of what hes reading, and his
emotional reactions to books. He is a joy to talk to and work with. He was apprehensive about
working with me on this assessment, for fear that he would be graded on it in school. Despite his
intelligence, he does not enjoy school and views it as a waste of time. He went to a Waldorf style
preschool.
For assessments 6 and 8, I worked with George. George is young for the 4th grade, just
turning 9 at the beginning of the school year. He is a quiet student in the classroom, often
daydreaming rather than participating and has been working hard this year on following

directions without reminders. Outside the classroom he is inquisitive, logical, and extremely
opinionated and loves the outdoors. George was not thrilled about taking the assessments, but
was willing because he knew it was important to my class. He has no known emotional, mental
or physical disabilities.

Observations
Concept of Print:
This was the first assessment I did with Zoe. We did the assessment at her house, in a
comfortable and familiar environment. I did my best to put her at ease about the assessment,
telling her to do her best and not worry about the scores. She seemed bot excited and nervous to
take the assessment. Most of the assessment went well, but there were a couple times when she
didnt wait for me to finish my sentence or seemed to rush through her answers. Im sure she
knows the difference between capital and lowercase letters, but she rushed through that part and
made two errors.
Alphabetic Fluency:
The fake student profile for Pari says she is sometimes hyperactive, and quick witted, so it makes
sense that she worked through the assessment quickly. Making only one error indicates that she
is comfortable with the alphabet.
Phonemic Awareness:
This assessment was the second one I did with Zoe. She seemed much more comfortable this
time, and did not rush through her answers as much. When working together on our lesson plans,
Zoe doesnt seem to like going over the details of reading as much, such as punctuation. Her

errors during this assessment reflected that. She could properly spell words, but could not sound
out the double letter sounds correctly. Whenever she made a mistake she seemed to get very
flustered with herself, and disappointed.
Oral Reading Fluency:
This assessment was done with my seven-year-old nephew. We did the assessment at my house,
in a quiet setting. He was excited to work with me and see how he did on the assessment. When
we first started he was reading very quietly and so I had trouble hearing him, but once I asked
him to speak up we had no more issues with volume. He read confidently despite his problems
with volume, and at an appropriate pace. He graded a 3 on the oral reading fluency scale.
Although he read most sentences in a phrased manner, there were some parts of the reading
where he had trouble connecting the words or stumbling over them. His main issue during the
assessment was not correcting his mistakes. He only self-corrected about half of the time while
reading.
Running Record:
The fake student profile for George says that he is logical and follows direction well, so it makes
sense that he would do well on his assessment. His rate of self correction is a good indicator of
his abilities.
Comprehension Retelling:
This assessment was done with my boss son, Julian, who is 12 years old. He did not want to do
the assessment with me, but agreed when he knew how important it was for my grade and after I
told him it wouldnt affect his grades in school. We completed the assessment at work after
Julian got home from school. Julian did a thorough retelling, but had issues with repeating

himself. He did however cover all of what he read and followed a chronological order during his
retelling.
Informal Reading Inventory:
Georges has trouble with his comprehension when he reads silently. Some students have trouble
thinking through what they are reading when they cant talk it out.

Mid Term Summary of assessments and scores: Four assessments are due at Mid-term. You
need to talk about all of them not just one
Pari scored high on the Alphabetic Fluency Assessment, making only one error in 70
words, which is impressive. She also moved through the assessment quickly, which when
combined with an almost perfect score shows that she has confidence regarding her answers.
Her Sight Vocabulary assessment did not go as well. Pari missed too many words on this
assessment to indicate she is functioning at her grade level. Her scores indicate that the material
is at the frustration level for her and is probably difficult.
I did the MLPP Concept of Print Assesment and the Yopp-Singer Phonemic Awareness
Assessment with Zoe. She scored fairly high on both tests, but had some glaring problems with
some very important reading concepts such as uppercase/lowercase letters and separating the
sounds in words with double letters. I think her tendency to rush through activities and trouble
focusing on the small details contributed to the missed points. She did not take her time with the
assessments and rushed through them as if it were a game.

My nephew did fairly well on some parts of the Oral Reading Fluency Assessment, but
not so well on others. For reading a text he had not read before, he read at a 95% rate and made
few errors. However, he had some trouble grouping words together as phrases and when he did
make mistakes he only corrected them half the time.
The student profile, George, did good on the Running Record and Informal Reading
Inventory assessments. It is clear from his scores that he is a logical and intelligent boy. He made
very few mistakes on his passage during the Running Record Assessment and corrected his
mistakes when he made them. His Informal Reading Assessment went well too, however his
trouble with comprehension after reading silently is an issue he should work on.
Julian did a fantastic job on his Comprehension (Retelling) Assessment. He read through
the passage quickly, followed a chronological order when retelling, and accurately summed up
what he read. His only issue is his tendency to repeat himself or over explain.

Mid Term Conclusions after assessments: Four assessments are due at Mid-term. You need
to talk about all of them not just one
Pari scored well on her Alphabetic Fluency Assessment, but poorly on her Sight Vocabulary
Assessment. The high scores on her Alphabetic Fluency Assessment indicate that her
understanding of the alphabet is appropriate for her grade level. She could have scored poorly on
her Sight Vocabulary Assessment due to being tired at the end of a long day, but regardless
should work on her sight vocabulary words and develop her skills to be on track with her grade
level. She is a bright child and should be on track by the end of the year.
The assessments were quite helpful in determining Zoes reading strengths and weaknesses. It
seems that Zoe is confused about some of the more technical parts of reading, but gets the big

picture. For instance she gets caught up on capital and lowercase letters and letters that double
such as in the word zoo. When we went over the answers or I repeated the correct pronunciation
of the word, she would say Ohhhh! and immediately recognize her mistake, which is good, but
she needs to slow down and remedy her mistakes before I correct them.
There are a couple suggestions I have for Zoe to improve her test taking and reading skills. I
think it would be beneficial to remind her to take time on her answers and not rush through the
assessments. She should also focus more on the technical aspects of reading as she gets the big
picture quite well. Zoe reads at an appropriate level for her grade and will probably meet or
exceed her grade level by the end of the year.
James did well for the most part on his assessment, but his issues with shyness and lack
of recognition when it comes to errors are two roadblocks that will stand in his way towards
reading skill growth. I believe that the stress of the test (though he was excited about it) and his
inexperience with reading aloud may have caused his scores to be lower than they should have
been. I would suggest some practice reading aloud with both his peers and with adult figures.
Reading aloud and being aware of mistakes while reading aloud is an important part of the
school process. James needs to work on his confidence, as well as his volume while reading. He
has a good attitude and loves to learn and read, so I am confident that he will meet or exceed his
grade level by the end of the year.
George is obviously a bright kid who is both meeting and exceeding the reading levels
expected for his grade. He has confidence in his reading and makes few errors. When he does
make errors, they are corrected. His only problem is with comprehension after silent reading.
Some students have trouble thinking through what they read silently, and either need to talk or
write it out. Some work with his parents or teacher would quickly remedy this issue. George will

continue to read at an appropriate level for his grade, and I wouldnt be surprised if he begins to
read several grades above as his skills improve.
Julians assessment went very well. Its clear that he reads often and thinks about what
hes reading. He makes parallels between real-life and other books, which is an important skill to
have. Despite his disdain for reading comprehension strategies, it is obvious that he employs
them quite often. His dislike for school does not seem to affect his abilities. The only thing that
Julian needs to work on is communicating in a more concise way. This will help improve his
communication skills and help later on when he needs to write essays on books he is reading.
While I did not test Julians reading level, I believe that he reads above his grade level and will
only continue to hone his reading skills.

References
DIBELS University of Oregon (2014). Letter Naming Fluency Test. Retrieved from
https://dibels.uoregon.edu/market/assessment/measures/lnf.php
MLPP (2003). Concepts of Print. Retrieved from
http://www.misd.net/MLPP/assessments/conceptsofPrint/default.htm
LACOE (2014). Yopp-Singer Test of Phonemic Segmentation. Retrieved from
http://teams.lacoe.edu/reading/assessments/yopp.html
San Diego (2014). San Diego Quick Reading Assessment. Retrieved from
http://theteacherscafe.com/Worksheets/Reading/San-Diego-Quick-Printable-ReadingAssessment-Instructions.htm