EDTE 500

Ana Vieira
Literacy Assessment
Breanna Dorman-Banks
October 29, 2018
 Primary Student
1st Grade

Overview of the Student:

I did a screener with a grade one student from Georgia Avenue. At first, my student seemed a bit
hesitant to come out and work with me. He was very shy and answered questions quietly, which
sometimes resulted in having to ask him to repeat himself. Once we got a bit further into the
assessment, he started to warm up to me. Taking breaks from the assessment and asking him
what types of books he liked to read or how often he reads was a good way to connect with him.
He was quite strong at the start of the screener with phonological awareness, isolation, phoneme
blending, and segmentation. He could comprehend what a beginning sound and end sound was
no problem. He seemed very confident with hearing sounds of letters. When it came time to
recognizing each letter of the alphabet he was very confident and flew through them. At times, I
could not even catch up with him. There was only one capital letter he couldn’t remember but I
think it was because he was starting to lose stamina. The sight words were where my student
started to struggle. He could not complete many of the grade one sight words and knew a few
from the kindergarten list. I could tell he was starting to get a bit frustrated with himself. At the
end I asked my student a few questions regarding reading. He said he did not enjoy reading yet
because he did not know how. When it came time to reading in class he would just tell a story
through the pictures. My student said he thinks he would eventually start to enjoy reading more
once he learns how to read.
Student was very confident when it
came to this part of the assessment.
Went through it very quickly, and I
could tell he was pleased with how this
went.
Had to repeat the words a few times. I think he was
starting to get a bit confused with the words.
Struggled with recognizing the sound that “F” makes,
not just the letter itself. When it came to bed, he
also heard “ED” as the ending not just the sound the
letter “D” makes. Overall he still did well with this
part of the assessment.
Once again, was very confident with this part of
the assessment. Only one little confusion when
it came to trip, he heard rip.
Could fully comprehend what was expected
here. Very confident in his answers.
Struggled with this part of the assessment.
Could not quite understand the blend the two
letters make. He would recognize the first
letter and just say what sounds that makes.
Great work with being able to recognize all the letters.
Could confidently recognize the uppercase from the
lowercase letters.
STRENGTHS STRUGGLES STEPS
Reading assessment & School-Wide Write
Observations
Grade: 1
Strengths Struggles

The student was very confident when it came
to phonological awareness. He scored a five
out of five with sounding out the beginning of
the word. He also did well with isolation. He
could recognize most of the last sounds in
each word. I think overall, he was strong with
the sounds that letters make. He could
recognize all letters of the alphabet both in
lower case and upper case. He was also fairly
strong when completing the concepts of print.
Although, he is not able to read yet he knew
you read left to right and were the front and
the back of the book were.
I think this student would benefit with getting to
know the sight words. Having someone sit
down and pick out sight words in books, so then
he starts to recognize them. I think it would be
good for him to have someone he is
comfortable with work with him since he was
very shy. I think being read with and read to
would help with his reading skills.
Lastly, once he is a more emerged reader I think
it would be greatly beneficial for him to do a
running record.

Next Steps / Strategies

Activity: Word Treasure Hunt 1.5

Strategy: Have readers read the pictures and the words. First, read the pictures to understand the
story, then go back to hunt for any words or letters you know.
Prompts: Let’s read the story, first looking at the pictures to understand it.
Let’s check the page. Do you see any letters you know?
Show me the words you know on this page.
Shall we hunt for some treasures? Maybe there are words or letters you know on the page.

I think this would be a great, fun way to get the student starting to learn common words. Picking
them out of the story will give him a lot of repetition.
The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers by Jennifer Serravallo
 Intermediate Student
5th Grade

Overview of the Student:

When doing the reading assessment with my grade five student I found it very challenging
because I came in part way through the assessment. I was originally in a different class but was
asked to go to the grade five classroom because of more students needing scribers. When
meeting my student, he was completing the assessment with his classroom teacher and then I was
asked to step in. He was very quiet and didn’t want to answer most questions. For a series of
questions, I asked him regarding the reading passage he said he did not know. It was difficult
because we were told not to help out and I thought he could use help by me prompting him. I
tried to re-read parts of the passage to help him try to answer questions. For most of the screener
he would shrug his shoulders and say I don’t know. There were a few questions were I finally
got an answer out of him. I do not believe he was comprehending what was happening in the
passage and it did not seem that he was interested by it. I think it may have helped if he did the
screener with someone he was more comfortable with. At the end of the screener I asked him a
few questions regarding reading. I asked if he had a favourite book to read and he said no. From
the questions that I asked it seemed that my student did not enjoy reading. I think it would help
to get him reading with topics that interest him.
STRENGTHS STRUGGLES STEPS
Reading assessment & School-Wide Write
Observations
Grade: 5
Strengths Struggles

He could make connections to the story. He
had a basic understanding of what was
happening in the story but was confused at
times.
I don’t believe my student was fully
comprehending the book. I did come into the
assessment late and he had already been read it.
Just when it came to answering questions he did
not seem confident with what to write. This
could also be because of lack of interest of the
passage. I think he would benefit from doing
more work to help with comprehension. He
was very confused with what text features were
and could not make predictions. He was very
shy and quiet so I think it would be a good idea
to have him work with someone he is
comfortable with.

Next Steps / Strategies

Activity: Chapter-End Stop Signs 5.14

Strategy: Each chapter will have at least one important event. At the end of the chapter, stop and jot
about what the most important event is. You can use the chapter title to help. Jot the event on a separate
page or on a sticky note. When you pick the book back up to keep reading, you can reread all your jots to
remind yourself where you are.
Prompts: Check the chapter title.
What’s the most important thing that happened?
If you had to say the most important thing in one sentence, what would it be?
Say what’s most important in a brief way, short enough to fit on a sticky note.
Reread your sticky note to remember the most important event from each chapter.
Use the sticky notes to help you remember.

I think this would be a great activity because it would help with reviewing about each chapter. Makes
him think what was the most important thing to take away from the chapter.
The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers by Jennifer Serravallo