Nick Popejoy EDUC 366 Mrs.

Pam Kolath Post-Assessment Analysis 5-2-13

Analysis

This semester I worked with two kindergarteners from Westside Elementary School. Their names are Alucard and Aaron. Both boys are highly energetic and were very enjoyable to teach. They were always cooperative and I had absolutely no behavior problems with either one. In our end of the year assessments, they were given a full battery of performance assessments. These include a Phonological Awareness Skills Test (PAST), a Words Their Way spelling inventory, a reading assessment and miscue analysis, a Dolch PrePrimer Sight Words test, and a letter names and sounds test. The students both did very well for their grade level. On Alucards Dolch assessment, he know 19/40 sight words or 48%. This is a drastic improvement from his pre-test in December, where he knew 4/40 or 10%. He knew multiple words of four or more letters, including funny, jump, help, three, and Yellow. He also made a huge stride in his letter and sound recognition. When tested in December, he knew 15/26 (57%) of upper case letters and 18/26 (69%) lower case letters. This time around, he recognized 23/26 (88%) of both upper case and lower case letters. His sound production also improved from 69% of sounds to 87% of sounds. With Aaron, no pre-test data was available for any of his assessments. He was able to read 23/40 Dolch words or 58%. He knew all of the two letter words and a

majority of the three letter words. With all words that he sounded out, he was able to identify the initial sound. He was able to identify all 26 upper case letters and their sounds. He answered 25/26 (96%) of lower case letters correctly. In their PASTs, both students passed all sub-tests. Alucard had previously taken this, so he was only assessed on the sub-tests that he had failed the first time. Aaron made it through the test with very little difficulty. The sub-test that they had the most difficulty with was the production of rhymes. Most times they answered with a word with the same onset rather than the same rime. On the reading test, they both read the same keep book, My Little Dog. This is the level B book in this series. It was chosen because of there scores on a Where to Begin assessment they completed before. Both students fell at the high end of the A range or the bottom of the B range. The results of this assessment shocked me to say the least. Aaron scored far higher that Alucard on the Where to Begin assessment, but Alucard had a 13% higher accuracy score, with far better comprehension than Aaron did. Both students used a great job of using all three cueing systems when trying to figure out words. Aarons mistakes came mostly from not using the visual system. I believe that Aaron will need explicit instruction in reading words in context. He is very good at reading them in isolation, but cannot isolate them in a sentence and sound them out. Alucard will need prompting and support as he continues to learn the remainder of the alphabet names and sounds.