Title?

I plan to use a passage from the Dr. Seuss book One Fish Two Fish Red Fish Blue Fish

and have the students point out things on the pages after I read. I would do half of the questions

with the student and then give them a break and come back and do the last 5 questions.

My questions for this assessment are:

1. Where is the letter R in this sentence? One fish two fish Red fish Blue fish. I think

this helps to see if the students know what the letters look like
2. What is the beginning sound in the word fish? This helps to see if the students know

there letter sounds.

3. On this page can you point to the fish? I think this question helps them associate the

words to the pictures.

4. What color is this fish? Do they know their colors and can they associate this to a

picture?
5. Did you like reading this book? This shows the readers attitudes towards reading.
6. How do you feel about reading? This question can show if the student thinks that

reading is priority.
7. What do you think is the most important subject in school?
8. I see on this page it says one f-i-s-h. I cant remember what word this is. What do we

do if we dont know the word on a page when we get stuck? This could help me to

see if the student knows the solution to a reading problem put in front of them.
 I chose to use these questions because I know from personal experience of shadowing

kindergarten classes that when learning a new language for ELLs it can be hardest to learn to

write in that language. I chose to see how the ELLs are adapting to this new language and

learning phonics, and phonemic awareness because I am working with kindergarteners and this is

an important part of kindergarten.

The people who benefit from this tool would be both the student and the teacher. The teacher

can see where the student is struggling, and the student gets extra practice with letters and their

sounds. It could change the goals and objectives because the teacher could better plan their

lesson to those students needs because she now knows exactly where they are struggling and

how to fix it.

The reason I chose to do 5 questions and then take a break is because I was using the threads

method from Woodward (2001), and I think this is a good approach that way the student doesnt

become to overwhelmed. I feel like young students need constant breaks of theyre going to lose

focus because their attention span is short.

I would use this tool to see where my ELL students are at in the middle of the year before

having a conference with their parents. The reason I would do this is so I can tell the parents an

accurate and recently tested reflection of how their student is doing.

One of the standards for ELLs in kindergarten is the ability to build and present knowledge

through research by integrating, comparing, and synthesizing ideas from texts. I chose to read the

students a text and then I integrated phonics and phonemic awareness into the questions by

having the students tell me the answers based off what I read.
Washington English Language Proficiency (ELP) Descriptors and Standards. (n.d.). Retrieved

February 04, 2016, from http://www.k12.wa.us/migrantbilingual/eld.aspx

Woodward, T. (2001). Planning Lessons and Courses: Designing sequences of work for the

language classroom. United Kingdom: Cambridge University Press.