Beruflich Dokumente
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National University
Chelsea Johnston
Week Four Assignment: Individual Assessment, Analysis & Planning Project (Part Two)
Diane Albertoni
26 June 2019
ASSESSMENT, ANALYSIS, & PLANNING 2
Introduction
Hayden. Hayden is ten years old and just completed the fourth grade. Hayden is a struggling
reader but is not on an Individualized Education Program (IEP). The assessments that were
completed were: An Interest Survey, Yopp-Singer Test, The San Diego Quick Reading
comprehension article, and Student reading/writing inventory. Hayden has one younger brother
who is in second-grade. His immediate family consists of himself, his brother, mother, and
father. There are no known medical or emotional health issues that might impact the child’s
reading. English is the primary and only language Hayden and his family speak. Hayden has
attended two different elementary schools; his father is in the military so they move every 4-5
My overall reading assessment was completed well and uncovered great information. I
was able to determine what standards the student was struggling with and also which could aid in
his progression. Some feedback I obtained was to focus more on personal goals for the student. It
was pointed out that creating specific and personal goals for each student could result in a
quicker growth and more student response. With this information I can better aid each of my
students and provide them a clear path to success. If I take the time to focus on each child and
come up with achievable goals for each, I can guide each student to their potential and lead them
to success. Completing these assessments provided me with the chance to determine a strategy
on conducting them and give me insight to the inner workings of the classroom.
ASSESSMENT, ANALYSIS, & PLANNING 3
After completing the assessments, I was able to draw clear conclusions on Hayden’s
current reading strengths and needs. Hayden’s strengths are phonemic awareness, phonics,
spelling, fluency, and writing; his needs are in spelling, vocabulary, and comprehension. To aid
in Hayden’s needs I will approach each strategy in various learning methods, such as kinesthetic,
visual, and auditory approaches. This will allow for Hayden to gain perspective and a deeper
understanding of his needs. For spelling I will spend time on phonetic spelling, rule-based
spelling, and morphemic spelling. This can all be done in multiple ways to appeal to the learning
type of Hayden. To help in vocabulary, I would teach vocabulary through context with games,
puzzles, and songs; I would use word association throughout the classroom; and introduce new
vocab in often but in short segments. To help Hayden in comprehension I could teach
comprehension managing strategies, do book talks and increase his interest in the text before
reading, and stop throughout reading the text to have him recall information. And lastly, to spark
motivation in reading, I would allow Hayden to pick his own “dessert book” to do projects on
and to read in free time, allow him to use technology to create and read e-books, and introduce
Reflection
Conducting this assessment was an eye-opening experience for me. I felt like I got great
insight on how this process works and how to conduct these types of assessments in my future
classroom. I am glad that I got feedback from my instructor and learned the importance of
providing personal goals for growth. This field work was a great opportunity for me and I feel
that my students will benefit from it all. I believe that I will now be able to better assess students
and be able to provide goals that will help the while class and each student individually. I look
ASSESSMENT, ANALYSIS, & PLANNING 4
forward to learning how to teach better through experience and being able to provide instruction