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Kindergarten: Emergent Literacy Survey

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Chelsea Lyall

on 18 February 2014

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Transcript of Kindergarten: Emergent Literacy Survey

Student Data
Goals for Further Assessment
Student A: Onset and rime of a word
Goal 1: When Student A is verbally given an onset and a rime of a word by the administrator, the student will be able to blend the sounds together to make the appropriate word.

Student B: Phoneme Segmentation:
Goal 1: When verbally prompted with a CVC word Student B will identify the beginning sound of words (advancing to ending then middle upon mastery and independence).

Instructional Recommendations
Purpose for Assessment
"A method for identifying at-risk beginning readers which is short, yet comprehensive, and allows for adaptions culturally." (Lombardino et. al, 1999) (Lipson & Wixson, 2013)

Directions for Administration
1. Select a quiet area with limited distractions
2. Administer in a one-on-one setting
3. Follow the explicit directions provided by assessment company Hougton Mifflin
4. Mark Recording Form as directed
5. Complete Early Literacy Survey Summary Form
Profile of Assessment Participants
City: North Ridgeville, Ohio
Grade Level: Kindergarten Full-Day program
Reading Level: Early Emergent
Number of Students assessed: Six students
For the the purposes of this study our focus will be centered around two students.
Students A: Girl, age 5.6
Student B: Boy, age 5.9
Kindergarten: Emergent Literacy Survey

Components of Assessment
Phonemic Awareness
Familiarity with Print
Beginning Reading and Writing
Instruction should include but is not limited to small group skill oriented lessons to specifically target identified deficit areas. Instruction should be grade appropriate with opportunities for hands-on experiences that develop both expressive and receptive language skills. Further assessments could include: running records, observation, standardized testing, district testing, and informal teacher assessments.
Source: Houghton Mifflin Early Success
Based on the assessment data, we believe the following should be focused on for future success in kindergarten and into first grade:

Student A: (1) Blending Onsets and Rimes , (2) Concepts of Print, (3) Word Recognition, (4) Sentence Dictation

Student B: (1) Phoneme Segmentation, (2) word recognition, and (3) Sentence dictation
Our Assessment Critique
Assessed a variety of skills appropriate for grade level
Provided clear directions for assessment administrator to follow (aside from Concepts of Print section; see Cons)
Confirmed the deficit areas identified by districts and classroom assessments
Lacked scoring comparison data; did not know what was considered an acceptable score
Error found in assessment
Found the Concepts of Print section to be confusing for students; unclear directions
Student A
Full transcript