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Assignment 2

2019 words - 9 pages

For this assignment, I had the pleasure of working with the same student I worked with for the first assignment. My student is in second grade and I well be referring to her as J.R. While working with J.R., I assessed her using four different assessments and I really got to understand her as a learner. This assignment was different from the first assignment because I was able to dig deeper into her literacy knowledge and I was able to identify many of her strengths and areas of need. I feel like I understand J.R. a lot better because I now know about her personally and educationally.
J.R. is seven years old and lives in an apartment with her mother, brothers, aunt, and cousins. She enjoys ...view middle of the document...

The high-frequency word knowledge survey is an assessment that tests the student’s knowledge of sight words. The assessment had a total of one hundred sight words that the student should know. The words ranged from simple words like "a" to more complex words like "number". For this assessment, I printed the sight words onto bigger cards and I laid them out for J.R. Her job was to read the words that were listed. If she read them correctly and without hesitation then she got it correct. However, if she had to spell out the word or if she hesitated for a long period of time then I marked it wrong because she is supposed to recognize them right away. J.R. did fairly well on this assessment. She was able to recognize 88 sight words out of 100. I recognized that the words that she got wrong were the harder sight words. The second assessment that I completed with J.R. was the spelling inventory assessment. For this assessment, I gave J.R. a simple spelling test. I would say the word to her and include the word in a sentence. As I did this, J.R. wrote the words down. This assessment was given to see if J.R. could hear and write the constants (initial and final), the short vowels, digraphs, blends, and common long vowels that appear in the words that were given. This was one of the assessments that J.R. struggled with. She spelled most of the words wrong and she had trouble identifying digraphs and blends in words. The third assessment that I conducted was the phonemic awareness assessment. This assessment tested skills such as rhyming, phoneme isolation, oral blending, oral segmentation, and phonemic manipulation. There were eight big sections in this assessment and I went through each section with J.R. very slowly. At the beginning, she just had to identify if words rhymed and she had to find rhyming words. She then had to look at three pictures and find the two pictures that had the same beginning sound and the two that had the same ending sound. J.R. then had to orally blend words together and orally break words apart. She also had to say the first sound that appears in some words and the last sound that appears in some words. Lastly, J.R. had to say words without the first sound and she had to replace the first sound in a couple of words. J.R. did extremely well with this assessment. She received an overall score of 96%. For the fourth and final assessment, I gave her the concepts of print checklist. For this assessment, J.R. had to look at a book and identify the front of the book, the back of the book, the first and last parts of the story, where one would start reading, the direction that one would take when reading, capital and lower case letters in the text, and punctuation throughout the text. J.R. did fairly well on this assessment. It is clear that she understands the basic concept of print, but she does need some re-teaching in a couple of the areas.
J.R. is a smart girl with a lot of potential. Just like any student she has her...

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