Literacy Assessment

Stepheny Kim
Kindergarten Waterman Elementary School
After assessing the student, I would put them in the Beginning reading level. The student is able
to identify some initial and ending sounds in words and uses prior knowledge and their own
experiences to make meaning. He was also able to demonstrate concept of words and also the
understanding of sight words. Because I have seen the student in the classroom for a while now
I know that he is able to retell a story from the beginning, middle and end. He also demonstrates
the ability to write left to right and read what he has written afterwards. He is currently placed in
the highest reading group out of three in his classroom and does not have trouble working or
reading independently.
Rhyme: The student was able to identify all the rhyming words without any confusions or
hesitations. I gave the student the instructions and he was quick to understand what to do. The
student did not say the name of the pictures out loud but was able to say the correct answer
after observing the three pictures. However on #3 the student had trouble understanding the
third picture so I read the three pictures out loud, Mop, Jar, Shop. The student then was quick
to find the right rhyming pairs and completed the rest of the section without any other questions.
Alphabetics:
Letter Identification: The student scored a 25/26 on this section. The student has no
trouble or hesitations on the first row of letters, however had some hesitations and questions on
the second line. The student pronounced the b as a p but self corrected himself. The student
did not know what the q was in lowercase. I wrote out a Q and told him that q was the lower
case of Q and he understood it. He resumed to get the rest of the letters correct.
Letter Production: The student had trouble writing the M out and write a N instead
however I believe this could have been because the room was loud and he may not have heard
me correctly. I asked the student to write out M more clearly and he did it without any errors.
The student did well with the other letters but had written reversals for y, j, and z. When the
student was finished with all the letters I asked the students if he was done and he looked over
his paper and did not realize that he had done reversals one the three alphabet letters.
Letter-Sound Production: The student had no difficulty with this portion of the
assessment. He was able to clearly pronounce and sound out the sounds each corresponding
letter makes. He did not have to repeat his sounds or pronounce them but went down the paper
without any obvious hesitations.
Beginning Sounds: This was another section the student did extremely well on. After giving the
example with the sun the student understood the concept of the question and was able to go
down the list of rows and successfully find the picture with the same beginning sounds. I did not
have to explain or give hints to any of the pictures. The student was able to think in his head
and not out loud to find out the corresponding pictures.
Spelling: The student was able to do the first three words correctly. On the 4th word, Sad the
student had written Sap but the CT and I believe that he just got the p and d mixed up because
he was just not focusing as hard as he could have. The CT believed that it was a mistake and
not an intentional lack of understanding. The student was able to successfully spell out the next
two words: plum and chip. The next four words were a challenge for him. However as he was

writing I noticed that he was able to spell out the words for how they sound even if it was not
spelled correctly. For example skate was spelled scat. The student showed understanding of
what letters make what sounds and tried his best to spell out a word solely based on the sounds
of a letter. He missed a lot of the blends/digraphs and long vowels but he is still at a high
reading level for his age. The student is in Kindergarten but was able to spell some of the First
Grade spelling words correctly.
Words in Isolation Task: The student was able to do all of the preprimer words except the word
down and said dont. However for his age and grade he was able to do most of the preprimer
words and was able to go onto the primer words. He did not pronounce ride correctly but said
rit, cald instead of could and winter instead of water. The student got a 17/20 on the primer
words showing he knew most of them as well. The student struggled with the first word in the
First grade level word list. He mispronounced today as teddy. As the list went on the student
mispronounced most of the words and asked, What is this word? when he was unable to read
them or recognize them. However overall the student was able to identify and read out a lot of
the sight words in his class which were most of the words in the preprimer words and knew
some of the primer words.
Concept of Word: The students in this class had already been assessed on Teddy Bear so this
was not a new or challenging section for the student. He has already passed the teachers
assessment on this and was able to read and point to the words without confusion or in need of
help.
Suggestions: The student is at a high level of reading and understanding of words so continual
exposure to new words will be helpful I believe. Having someone read to him and point to words
so he can visually see and become familiar with them will be beneficial to him. Also, I believe
creating a personal dictionary would be helpful for his learning as well. Having the student be
given responsibility and ownership of writing down words helps him practice spelling, writing and
also independency with learning. More read alouds and activities where the student is told to
copy and practice spelling and understanding long vowels and blends/digraphs will be beneficial
as well.