ASSESSMENT, ANALYSIS & PLANNING:

ASSESSMENT & ANALYSIS

I. BACKGROUND HISTORY - Learner

Student First Name: Stella DOB: 10/02/09

Grade: 3 Chronological Age: 9

Stella is a nine year old girl who lives with her father, mother, older sister Grace (17),
and grandmother in Sacramento, CA. There are no emotional or medical issues that
might affect this student’s reading ability. English is her first language, and the only
language that is spoken in the home. Stella has been attending Alice Birney since she
was in prekindergarten, so a total of 4 ½ years now. There are no behavioral problems,
and no previous interventions.

II. ASSESSMENTS ADMINISTERED

1. Interest and attitude survey

2. Yopp-Singer (Phonological Awareness)
3. San Diego Quick (Phonics/Decoding)
4. Elementary Spelling Inventory (Spelling)
5. Florida Assessments for Instruction in Reading (FAIR) (Fluency & Comprehension)
6. Original Writing Sample

Fill in the following chart, providing the specific name of each assessment used, what
specifically is being assessed, and why you feel this child needs to have this reading
area assessed.

Area Name of Explain what is being

Assessment Given assessed and why this
assessment is needed for
this child

1. Interest & Interest Inventory Basic assessment of

motivation student’s attitudes toward
school and their general
interests. This inventory
captures this student’s
attitude toward school in
general, literacy specifically,
and will also provide a
 catalog of interests that could
possibly be used to provide
literacy support in the
classroom through the use of
themes or integration of
topics of interest in the
curriculum.

2. Phonemic Yopp-Singer This assessment measures a

awareness student’s ability to segment
phonemes, which will provide
a snapshot of their general
phonemic awareness.

3. Phonics San Diego Quick This assessment measures a

student’s ability to decode
unfamiliar words, and will
provide a base reading level
for this student to indicate
what their independent,
instructional and frustration
reading levels are, as well as
provide clues to what
phonological patterns might
need to be worked on.

4. Spelling Words Their Way Spelling Inventories are

Elementary Spelling helpful in determining letter
Inventory patterns and concepts that
will need to be addressed in
class. This assessment will
allow me to determine Stella’s
areas of strength and need,
and where to concentrate
spelling instruction (including
groupings in class).

5. Fluency Florida Assessments This assessment provides a

for Reading Instruction fluency rate based on how
many words a student reads
 (FAIR) 3rd & 5th each minute, and will provide
Grade Selections this information for Stella.

6. Comprehension Florida Assessments This assessment includes

for Reading Instruction comprehension questions to
(FAIR) 3rd & 5th determine if students are
Grade Selections comprehending what they are
reading out loud. This
assessment will demonstrate
whether Stella is
comprehending what she is
reading out loud.

7. Writing Original Writing A writing sample can show

Sample where a student needs help
with grammar and spelling,
and provide insight into their
interests. An original writing
sample will show where Stella
is regarding these literacy
elements.

III. ASSESSMENT RESULTS

List the data which resulted from the assessment. Identify what this means for the child.

Area Data What do these results mean

academically?

1. Interest & Stella enjoys reading in Stella enjoys school, and is

motivation and out of school, excited about learning. She
particularly fantasy and has many interests that can
adventure books. She be used to involve her in
has a wide variety of learning.
interests, including
math, drawing, writing,
crocheting, and lizards.
2. Phonemic Stella scored 16 on the Stella demonstrated difficulty
awareness Yopp-Singer Test of in segmenting words; her
Phoneme greatest difficulties lay with
Segmentation. She silent e, initial consonant
seemed to struggle with blends, and medial short
silent e, initial vowels.
consonant blends, and
medial short vowels.

3. .Phonics Stella is at a grade 5 Stella has a tremendous sight

independent reading word vocabulary, but
level, a grade 6 struggles to decode words
instructional reading using knowledge of phonics.
level (1 missed word),
and a grade 7
frustration reading level
(5 missed). She
seemed to have a
tremendous
vocabulary, and it
seemed as if she was
recognizing the words
rather than sounding
them out. When she
attempted to sound the
harder words out, she
struggled to make
sense of them.

4. .Spelling Stella’s results from the Stella scored well above

Elementary Spelling grade level in spelling, but
Inventory indicate that seems to struggle with soft C
she is in the words.
Derivational Relations
Stage of spelling, and
needs to focus on the
features of Bases and
Roots. She did struggle
 with the soft C in a
couple of the words that
were within her realm of
competency.

5. Fluency Stella scored well Stella reads with fluency and

above the average expression, and does not
fluency level on both need special attention paid to
the third grade and fifth this skill at school.
grade passages. On
the third grade
passage, she read 192
words/minute, which
according to the
Hasbrouck & Tindal
Oral Reading Fluency
Data is well above the
90th percentile for
spring assessment. On
the fifth grade passage,
she read 148
words/minute, which is
still between the 75th
and 90th percentile for
spring assessment.

6. Comprehension Stella was able to Stella reads with both fluency

correctly answer the and comprehension. During
comprehension her reading of the passages,
questions on both the she exhibited self-corrective
third and fifth grade behavior such as rereading
FAIR passages. lines or words for clarification
and pausing when she came
upon an unfamiliar term (¼).

7.Writing Stella wrote about a Stella’s writing ability is at

topic they are studying grade level, and indicates that
in school right now, the she is aware of correct and
Niseneh (one of the
earliest native american
 tribes in California). appropriate spelling, grammar
She demonstrated and punctuation.
correct grammar,
spelling and
punctuation, as well as
the ability to summarize
what she is learning in
class.

IV. ASSESSMENT ANALYSIS

Identify the child’s strengths and areas of need, justifying your statements by citing the
data (from the Assessment Results) on which you are basing your statements.

Area Strengths, based on . . . Areas of Need –

Challenges, based on. . .

1. Interest & Stella self-reports that Stella would like to

motivation she is interested in a
wide variety of subjects in
school. She has a variety
of interests outside of
school as well.
experience more science
activities in school, and my
recommendation would to
include more science-based
activities in her classroom.

2. Phonemic Overall, Stella did well Stella would benefit from

awareness on the Yopp-Singer
assessment, scoring right
on the borderline for
needing intervention.
This may not be a skill
that has been explicitly
taught in her classroom,
and her skills were
overall strong with noted
exceptions.
activities that allowed her to
practice the skills of
segmentation, especially with
regard to words that contain
silent e, initial consonant
blends, and medial short
vowels.
Stella also struggled to sound
out more complex and
unfamiliar words on the San
Diego Quick Assessment,
indicating that she would

3. .Phonics Stella has a strong
sight-word vocabulary, as
demonstrated by her
ability to read well above
grade level lists on the
San Diego Quick.
4. .Spelling Stella is a strong speller,
as evidenced by her
score on the Elementary
Spelling Inventory. She
understands most word
and spelling patterns,
and is ready to
concentrate on bases
and roots.
5. Fluency Stella reads with fluency
and expression, and
comprehends what she
has read. Her scores on
the FAIR assessment
indicate that her fluency
score is well above
average for her grade
level.
benefit from some practice
with phonemes.
Stella struggled to decode
unfamiliar words on the
Grade Seven list on the San
Diego Quick assessment, and
I believe she would benefit
from some instruction in
decoding words using
phonics skills rather than
attempting to read by sight.
Stella struggled with the soft
C sound on two of the words
she attempted to spell on the
Elementary Spelling Inventory
(even though she
self-corrected after noticing
the words did not look right).
A quick review of this
concept, or a short study of
this concept might reinforce
or clarify this skill for her.
Stella does not really have
any areas of need or
challenge in this area at this
time.
 6. Comprehension Stella is able to Stella does not really have
comprehend what she any areas of need or
reads, even when the challenge in this area at this
texts might be of lower time.
interest.

7. Writing Stella’s original writing Stella does not really have

sample demonstrates any areas of need or
that she is a strong challenge in this area at this
writer. She has a good time. However, she did
grasp on spelling, indicate in her interest
grammar and inventory that she enjoys
punctuation. making up fictional stories, so
plenty of opportunity for her to
express her creative writing
should be made available to
her at school, and she should
be encouraged to use writing
to integrate her ideas about
what she is learning with her
own background experiences.

V. PROPOSED GOALS

Write goals for each of the child’s areas of need.

The goals should link to the Common Core State Standards whenever possible.

Goals required for Interest & Common Core Standard:

Motivation and Comprehension:

Interest & Motivation: Stella will use CCSS.ELA-LITERACY.RI.3.3

informational texts about a topic of her
own choosing to investigate that concept
from multiple perspectives.
Describe the relationship between a
series of historical events, ​scientific
ideas or concepts,​ or steps in technical
procedures in a text, using language that
pertains to time, sequence, and
cause/effect.

Comprehension: Stella will use context CCSS.ELA-LITERACY.RF.3.4.C

cues to read unfamiliar words within a Use context to confirm or self-correct
text. word recognition and understanding,
rereading as necessary.

Additional Goals:

Phonics: Stella will use phonics skills to CCSS.ELA-LITERACY.RF.3.3.C

decode unfamiliar multisyllabic words. Decode multisyllable words.

Phonemic Awareness: Stella will There are no third grade standards that
demonstrate phonemic awareness by address this need.
correctly segmenting words that involve
silent e, initial consonant digraphs, and
medial short vowels.