Assessment Write-Up By: Lexi De Haven Assessed student: McKenzie The emergent/beginner assessment is a collection of activities that an observer

completes with a student. Within this assessment are tools for documenting various tasks such as: Rhyme, beginning sounds, words in isolation and concept of word. This collection of assessment data is ladder assessment, if you will. In order for the student to move on within the assessment they must complete each activity with enough accuracy to move up the ladder. Each activity increases with complexity and difficulty when moving from one activity to another. The student who performed this assessment was a little girl named McKenzie. She is a six year old who is grouped in the middle literacy section within her class. She enjoyed doing these assessments and loved to know that she did well. She did however wish to do these assessments during center time which might be a distraction factor within her fluency. This write-up will document how she performed each task and will conclude with a description of what level she is at in regards to literacy. In rhyme, McKenzie had little trouble identifying the rhyming words when looking at the pictures. She was shown the example of the duck, ball, and truck sequence and how to correctly identify the rhyming words. She carried this throughout the activity and successfully selected the correct rhyming pair in each sequence of three. She did, however, get stuck on a few and would need to repeat the words over again. She and her classmates had been working on rhyme earlier that day and throughout the last week of school. McKenzie was well versed within this area of literacy. In beginning sounds McKenzie stole the show. The observer didnt even need to provide the example. McKenzie successfully identified all of the beginning sounds correctly and fluently.

In spelling McKenzie had some difficulty. She correctly spelling three words with ease: Van, pet and rug. When she came to the word sad she spelled the d backwards creating the word sab. Words 5-10 were much too difficult for McKenzie. She had trouble with the blends. For instance pl in plum and sh in shine. She scored 24/40, 60% on her spelling test. When identifying lower case letters McKenzie was very fluent in this activity. However she selfcorrected the lower case L from I to L. She did, however, use the alphabet poster hanging on the wall to correctly identify the d. She uses this resource frequently when she writes. In letter-sound production, McKenzie again had trouble with the blends. She pronounced Th as sh and Ch as C and had trouble identifying the single letters Y which she made a w noise and V which she made a u noise. In the words in Isolation task McKenzie received a 15/20 on the preprimer list, which was enough to move on to the primer list. In the preprimer list however, McKenzie self-corrected but and by and incorrectly read dog which she said was boy, green which she said was gen, and down which she said was brown. In the primer list McKenzie got 7 out of 20 right. In the words she got wrong she would correctly identify the beginning sound and then say a word that she knew at the top of her that had that same sound. This is seen frequently throughout her reading and writing. In the concept of word activity McKenzie did a fantastic job when pointing to each word. When a word was multi-syllabic she kept her finger on that word. She received perfect scores for pointing. In word identification, though, McKenzie did well in the first two lines but then resorted to rote memorization in the last two. Instead of saying Teddy bear, teddy bear, turn out the light. Teddy bear, teddy bear, say goodnight, McKenzie said, Teddy bear, teddy bear, turns off the light. Teddy bear, teddy bear, says goodnight! McKenzie received a 30/32 points for this activity, only losing points for the two word switch-ups.

In reading C titled Sam McKenzie received a score of 27/30, 90% on this reading. She selfcorrected once from dog to big and then incorrectly said down goes by saying daney gets. Again, McKenzie is correctly identifying beginning sounds and then creates words with the same sound. Finally in the last task McKenzie completed a level F reading called My Huge Dog Max which she correctly read 80% of. McKenzie was given the following words: knows, good, and under. She incorrectly read the following words (the words within the parenthesis are the words she replaced them with): his (he), name (nam), huge (helper), spots (stripes), wags (was), tail (tall), he (his) x2, care (curry), sleeps (says), thinks (says). In conclusion, McKenzie was identified as a beginner or early reader by her observer. A beginner is usually in first grade and sometimes more advanced kindergarteners. They know most of the alphabet and have Concept of Word and know about 20 or so sight words (Johnson, 2009). These results were based off how she performed in these various activities and how she scored. All in all, McKenzie was fluent, made little mistakes, correctly identified words, sounds, and rhyming words. In the areas McKenzie had trouble in were areas of advanced readers such as first graders. McKenzie performed well within the context of her grade and age level and received scores that advanced her to complete all of the activities within this assessment packet. McKenzies concept of word is developing and her voice-print match identifies letter names and sounds with ease. She has been building up sight words throughout the year and has become more fluent with at least 20 of them. McKenzie reads word by word while pointing to each word correctly, even the multi-syllabic words. She is aware of beginning, middle and ending sounds although she has trouble with blending sounds. Due to these reading characteristics McKenzie has been identified as a beginner.

Recommendations for teaching: Instructional Goal Activity Identified in Assessment Relating to Instructional Goal -Lower case letter identification -Letter-sound production -Words in Isolation Task Percent of Time Spent

Fluency: Identify sight words with ease. Can blend sounds together to form words. Automatically recognizes some words. Word Study: Can sort known words by alliteration (beginning sounds), can identify rhyme. Comprehension: Can predict using multiple cueing systems, cross checking, vocabulary, concepts. Writing: Can write by sounding out words.

40% of instructional time

-Rhyme picture table -Beginning sounds picture table -Concept of word Teddy Bear -Sam -My Huge Dog Max -Spelling test

20% of instructional time

20% of instructional time

20% of instructional time