Week 7 Assigment # 5 Student Reading Assessment

Week 7 Assignment# 5
Student information: 1st. grade male student who reads at instructional grade level. For this assessment, I used a Fountas & Pinnell 1st grade level H reader, timer and assessment form. First, on day 1, the student chose one of the three first-grade level picture books. Next, on day two, I used the assessment tool Initial Sounds Form 2.
Duration: 2 days 23 minutes each day

Print Awareness: Day 1 The first-grade student was able to tell me the title, front, of the book, and the back of the book. Once the book was open he began to read. I asked the student, to show and tell me where the story began and where it ended. He paused and then said, “from the left side, and it stops at the right.”I then asked him to tell me the difference between a period and a question mark and he said the question mark is asking you a question. Student A identified the page number pages 1-3 in his storybook. The student was also able to tell me that the author writes the story and the illustrator draws the pictures. The student was able to answer all print awareness questions. Phonological / Phonemic Awareness: Phonological- The first-grade student choose one book from his Fountas & Pinnell benchmark assessment. I went on with the assessment by asking him a series of questions. For this assessment, I asked how many words are in the sentence? “I am happy to hear you read today.” student counted and responded correctly 8. Do these words rhyme sound, hound? Yes, I then asked him to point and say the word he could not. The student was unfamiliar with the words. What about these, flop, stop? Yes. Syllable blending- I am going to say a word in parts Listen, gol…den? What word did I say “you said, golden” I am going to say a word in parts? Syllable segmentation, can you tell me the two-word parts in open? /o/ pen/ No response. Syllable deletion Say golden without the -en. No response

Phonemic: Based on student A responses, I asked the following phonemic questions. Phoneme matching which words sound alike? man, sat, sip (Correct response: sat, sip Phoneme isolation – initial (first) sound What's the first sound in sat? (Correct response: /s/) Phoneme isolation – final (last) sound What's the last sound on sat? (Correct response: /t/) Phoneme isolation – medial (middle) sound What's the middle sound in sat? (Correct response: /a/) Phoneme blending What word do these sounds make? /h/ – /o/ – /t/ (Correct response: hot) Phoneme segmentation what sounds do you hear in hot? /h/ - /o/t/ When the student was asked (phoneme segmentation) what sounds do you hear in the words sound or brown? No answer I told the student, the sound has the /ow/ even though it is spelled with /ou/ and that it has one syllable. Student A is expected to master or manipulate phoneme segmentation by the middle of the first grade. The student can identify up to three and four letter words on his grade level. Student A has difficulty with decoding. I would recommend.

http://www.readingrockets.org/helping

Day 2.

Phonics: For this assessment, I used Initial Sounds Form 2. The student had to make letter-sound relationships with each picture. Student A had to name the pictures in each row and put an X on the picture in each row that starts with a different sound. I told him to make sure he identifies the proper name for each picture. I practiced with the first row of pictures: “ I am going to say the name of each picture in each first row Top Dog tiger top and tiger begin with the T sound dog is different it begins with the D sound I will mark an X on a dog.” Student A had 2 minutes to complete the task. The student placed an X on six pictures out of ten because he needed more time. I recommend this website.    https://sightwords.com/phonemic-awareness/sound-pronunciations/

Fluency: For this assessment student A read a grade leveled book and was able to decode 41 out of 53 words correctly in one minute and fifty-two seconds (1:53). He could not decode, large, golden, shiny, found, hound, strong, brown eg. The student reads with some fluency but stopped between words because he could successfully read the first-grade book. He was able to recall that the book had sticks (straws) and that the animals found something. I ended up assessing him on a Level D (kindergarten) book and he was able to read the first 3 pages without error. The student will not benefit from reading a lower level book. This student moved to 1st-grade leveled books 3weeks ago and given that fact he is considered a beginner reader, he will need RTI in order to be on grade level by the end of the school year. I strongly believe he can benefit from reading activities and games on the website below. Student A is motivated about literacy and enjoys reading.

https://www.startfall.com/hltr-classic/