Brittany Cole

Literacy Assessment
Maddi is a kindergarten student who is typically considered gifted by
her teacher and parents. She is in the highest group for reading and the
second highest for math. She is also put into a number of after school
activities including dance, music and gymnastics.
When doing the 3 Billy Goats Gruff Retelling Maddi scored a 7. She was
able to (nonverbally) retell the episodes of the story, but as she was being
nonverbal that day she could not introduce the story or add any of the
details to receive a higher score. She did motion through the episodes in the
correct order and acted out the interactions between the characters in
proper order.
In this assessment Maddi got an 8 out of 9 on the rhyming portion. She
got the last one wrong, circling the cup and the car instead of the star and
the car. Then she got an 8 out of 8 on the beginning sounds portion. She
finished both of those worksheets in around 5 minutes.
We then did spelling where she received a score of 15 out of the 16
possible, as I only had her do up until number 5 as instructed. She wrote van,
pet, rug, and sad all completely correct. For plum she wrote plm, omitting the
u.
She was able to recognize 20 out of the 26 letters. She did not
correctly identify p, s, l, u, c, d, or q. Many of these letters are ones that are
flips of the other such as p, d, and q. She was able to write 23 out of the 26
letters, incorrectly writing p, z, and w. For s and f she did write them

backwards. Then for w she wrote a u instead and may have misheard me.
She got 16 out of the 26 letter sounds correct, incorrectly stating the sounds
for r, w, j, h, sh, v, I, u, e, and g. She got the other two consonant blends
correct.
For words in isolation she got 13 out of the 20 words correct. She was
able to read the words but, he, red, I, dog, my, up, sad, to, green, me, is, and
by. We then went on to the story Sam. In Sam she got 22 of the words correct
scoring a 73%. She was unable to read the words has, big, get, cup, out, and
goes.
In all Maddi is able to correctly read a higher number of words than
many of her peers. She would be considered a beginner reader as she is able
to read a number of sight words but when she reads a book she reads word
by word. She also uses sound to write words, by sounding them out.
As a beginning reader she should be given a diet of 40% on fluency,
20% on word study, 20% on comprehension, and 20% on writing. Therefore,
most of her time should be spent reading familiar texts or reading out loud
on a recording so she can hear herself. Then her time should be spent
equally sorting new words/other word study activities, listening to
stories/retelling stories/comprehension activities, and journaling/picture
captioning/writing activities.