Understanding Literacy Assessment And Relationship

A literacy rich environment is essential for any emerging reader. Emerging literacy reflects "children's natural growth and awareness of print in the environment" (Genisio & Drecktrah, 1999, p. 227) and therefore the environment has to contain suffient enough manifestations of this print and other literacy material presented in an attractive way without overwhelming the child. "Clearly, literacy-rich environments are of value. They allow children to practice literacy behaviours and language in ways that make sense to them" (Roskos & Neuman, 1994, p. 264).

I conducted the first part of my assessment (word lists) to determine what passage would be appropriate for the 1st grade student. I was very nervous to conduct this assessment because I was worried about not being able to determine students’ reading level and/or not being able to figure out the area (i.e. fluency, comprehension, etc.) in which the student needed additional support in. I am happy to say that it wasn’t as scary as I thought. I was surprised how much I learned about the student by simply reviewing their list of words. It was pretty obvious when they were hitting the frustration level.

To assess my kindergarten student I chose three assessments, the primary spelling inventory, letter/sound identification, and concepts of print. Each assessment went very well. My student showed a few weaknesses that could use improvement but he also displayed many strengths. The first assessment I administered was the primary spelling inventory. I brought in a piece of paper and a new pencil for my student to use, and when I told him he was going to get to spell some words he was eager to start. My student spelled the firsts four words correctly, and then a few errors began in words. I stopped at the twelfth word even though he wanted to continue. When I said a word he wasn’t sure on, he would sound it out to the best of his ability. My student

There are many forms of both formal and informal assessment tools and approaches that help teachers evaluate the language development and the progress performance of their students. Assessment approaches are the way teachers assess their students and assessment tools referred to the instruments that utilize to measure each method. Some of those tools includes: Tests, quizzes, projects, classroom performances, tasks, observations, portfolios and standardize tests. Tests and quizzes are given periodically to ensure students comprehend the subject contents. Performance tasks and projects are used to measure students’ accumulated skills and knowledge in problem-solving and critical thinking whereas observations and portfolios are evidences to show students performance and achievement over the period of time. Each of these forms of assessment is very effective when utilized and conducted at an appropriate time.

The inventory should be individually administered to students in order to accurately observe student automaticity with the high-frequency word recognition. Elementary students are frequently given this test in order to progress monitor high-frequency word mastery and general factors of fluency.

There will be formative assessments on student’s participation, progress, and effort during the lesson. For instance, in the individual handout sheet, student’s ideas and thoughts on each question will be assessed, and the differences of the responses between the Bellringer and the exit slip will also be evaluated as well. The Bellringer can be examined as a pretest that teachers can use for determining what students already know (Woolfolk, 2015, p. 571). The summative assessments will be held mainly on students’ English language development in order to examine the level of accomplishment students gained (p. 571). For native speaking students, teachers will examine the quality of student’s response on the homework assignment sheet and the usage of tone, diction, and literary devices in building arguments on the critical response. Also, student’s reflection on fellow students’ contribution regarding the argument construction and the racism will be examined as well.

The student read aloud will serve as a formative assessment on fluency and word recognition.

For weeks 4-6, George was given 10 third-grade spelling words. His average score for weeks 4 to 6 was a 94%. There is a clear increase in scoring results. When the amount of spelling words was lowered, George was able to increase his overall spelling score. Based on George’s spelling CBM, his teacher felt as the issue with his decreasing score wasn’t the level of difficult just the amount of words presented at one period of time. With the high success rate of George’s spelling scores for week 4-6, his teacher increased the amount of words per week for the final duration of the progress monitoring.

Included below is an example of initial assessment and diagnostic assessment for both Numeracy and Literacy, which shows how I use this within my teaching practice.

During this assessment, I learned that the student had more errors that were structural or visual. Some of the errors were the result of the student adding letters

Literacy is defined as being literate, that is, being able to read and write in a language. My personal experience with literacy began at an early age, at the age of 4 when I began to sit and read words and letters in the back of my mother’s car. Soon enough, she would bring me a magazine called “Majed” which, in the 90’s, was a popular magazine. With this, I began even more interested in reading and writing and reviewed every word in the magazine associated with each of the short pictured stories. It was the first memory I deeply recall of literacy and it was what laid the foundation for my personal love of reading and writing. The methodology used for this is an interview. There are three interviews which are analyzed and brought together in the form of a narrative. This narrative serves to better explain the emotions and thoughts that the interviewees had about the idea of literacy.

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

Assessments are a critical tool in monitoring the progress of English language learners at all grade levels. The main purpose of assessments is to ensure students are receiving quality teaching instruction in accordance to academic and content standards. Even though these tests are not the only resource used for testing students, they provide teachers with invaluable data to determine if the student is growing in certain academic areas. There are several types of assessment that can be used to measure a student’s progress. In this paper, various alternatives to

There are several kinds of assessment carried out during a student’s learning. These include the placement assessment, formative assessment, and summative assessment. Learners coming into the kindergarten class are often given a pre test or a placement assessment to evaluate what the learner may already know or think about content that is to be

1) Develop a chart (matrix) of 1000−1,250 words that compares and contrasts the different types of assessments, the characteristics of each, and for what situations each is best suited. It should address the following: