Early childhood education professionals utilize a variety of literacy assessments to determine the skills and knowledge of students and to monitor their progress. The data from these assessments will identify specific needs of students and inform further instruction.
Allocate at least 4 hours in the field to support this field experience.
Part 1: Literacy Assessments and Student Reading Profile
In collaboration with your mentor, select two literacy assessments you will administer to a student identified by your mentor. You may select tests available in topic Resources, such as DIBELS or EasyCBM.com, or you may use assessments your mentor provides. You may assess any basic literacy skills or knowledge, including but not limited to, letter names, letter sounds, phoneme segmentation, word reading fluency, oral reading fluency, or reading comprehension. (Each assessment should only take 1-2 minutes to administer.)
After administering the assessments, analyze the assessment data collaboratively with your mentor teacher, and complete the "Student Reading Profile " template to summarize the data and identify the students reading strengths, areas for growth, and reading goals. Use a pseudonym to protect the student's identity.
In addition, gather other classroom data and information on the student from your mentor. This may include:
Information from or about the students family
Writing samples
Observational and behavioral data
Anecdotal records
Other assessment data
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
Part 2: Reflection
Write a 250-500 word reflection on the following:
Summarize the additional classroom data and information obtained from your mentor.
Identify 2-3 instructional strategies that would support the reading goals identified on the profile.
Explain how the data collected informs the strategies.
remember 3rd grade refer to rubric
below is the template and links to help
Sample Answer
Part 1: Literacy Assessments and Student Reading Profile
Field Experience (4+ Hours):
- Assessment Selection and Administration:
- Student: Let's use the pseudonym "Alex."
- Assessments:
- DIBELS Next - Oral Reading Fluency (ORF): This assessment measures Alex's ability to read grade-level passages accurately and quickly. (Focus on 3rd-grade level passages)
- EasyCBM - Phoneme Segmentation Fluency (PSF): This assessment measures Alex's ability to break words into individual sounds.
- Administration: I will administer each assessment individually in a quiet space, following the standardized procedures for each.
- Data Analysis:
- I will score the assessments according to the provided guidelines.
- I will collaboratively analyze the scores with my mentor teacher to determine Alex's performance compared to grade-level benchmarks.
- Student Reading Profile (Template):
Student Reading Profile
- Student Pseudonym: Alex
- Grade Level: 3rd
- Date: [Date of Assessment]
- Assessments Administered:
- DIBELS Next - Oral Reading Fluency (ORF)
- EasyCBM - Phoneme Segmentation Fluency (PSF)
- Assessment Data:
- ORF: Alex read [Number] words correctly per minute (WCPM) with [Number] errors. 3rd grade Benchmark is [Benchmark number] WCPM.
- PSF: Alex correctly segmented [Number] phonemes in one minute. 3rd grade benchmark is [Benchmark number].
- Reading Strengths:
- Alex demonstrates good phonemic awareness in the middle of words.
- Alex has a good understanding of sight words.
- Areas for Growth:
- Alex struggles with oral reading fluency, particularly with multisyllabic words.
- Alex struggles with phoneme segmentation of consonant blends.
- Reading Goals:
- Increase oral reading fluency to meet the 3rd-grade benchmark of [Benchmark number] WCPM.
- Improve phoneme segmentation skills, especially with consonant blends.
- Additional Classroom Data:
- Family Information: Alex's family is very supportive but struggles with English fluency, making direct reading support at home challenging.
- Writing Samples: Alex's writing shows good ideas but contains numerous spelling errors and incomplete sentences.
- Observational/Behavioral Data: Alex is often reluctant to participate in reading aloud activities.
- Anecdotal Records: Notes indicate Alex sometimes guesses at words rather than attempting to sound them out.
- Other Assessment Data: Classroom reading comprehension tests indicate Alex understands the main ideas of stories when read aloud, but struggles when reading independently.
Part 2: Reflection (250-500 Words)
Reflection:
The data gathered from the DIBELS ORF and EasyCBM PSF assessments, combined with the additional classroom information, paints a clear picture of Alex's reading profile. While Alex demonstrates some foundational phonemic awareness and sight word recognition, significant areas for growth were identified, particularly in oral reading fluency and phoneme segmentation of consonant blends.
The additional classroom data provided valuable context. The language barrier at home highlights the need for targeted in-school interventions. Alex's writing samples and observational data reinforce the assessment findings, showing a reluctance to engage with reading aloud and a tendency to guess at words. The comprehension data suggests that Alex's reading challenges impact independent reading, but comprehension is stronger when supported.
Based on this data, several instructional strategies would be beneficial:
- Repeated Reading: To improve oral reading fluency, I would implement repeated reading activities. This involves Alex reading the same passage multiple times, focusing on accuracy and speed. This strategy helps build automaticity and confidence. The ORF data directly informs this strategy, as it revealed a need to improve reading rate.
- Explicit Phoneme Segmentation Instruction: To address the phoneme segmentation challenges, I would provide explicit instruction on consonant blends. Using manipulatives like sound boxes and engaging in activities that require Alex to break down words into individual sounds would be helpful. The PSF data clear