K-1 Initial Assessment Report
(Due via email, see guidelines and/or calendar for date)
Tutor: Emily Hulit
Students First Name: Summer
Assessment 1: Assessment Summary Sheet
Date: 2-25-16
Grade: K
Alphabet Recitation and Tracking Observations: Skips over N
Alphabet Recognition:
Capitals (Highlight unknown capitals)
Alphabet Recognition:
Lowercase (Highlight unknown lowercase)
M P S O X N A F G K L T U C Y B I
m p s o x n a f g k l t u c y b i
V D J E Q R Z H W
v d j e q r z h w
Number correct: 25/26
Phonological Awareness:
Number correct:
1A Syllable sort
2A Syllable segmentation
1B Rhyme identification
2B Rhyme production
24/26
Points
earned
6
5
7
4
Points
Possible
10
8
9
8
Rhyme production responses:
Points
earned
6
7
3
Points
Possible
8
8
8
Kindergarten Spelling Inventory if used:
cat - hat
back - fat
wet - vet
hop - bop
bug fug
will No response
king - ving
tap - zap
Initial phonemes (5): 5
1C Alliteration
Middle phonemes (5): 1
2C Segment initial sound
Final phonemes (5): 3
1D Segment sounds w/
Total phonetically acceptable (15): 9
counters
Phonics:
Fry Words:
Fry Words (spelling
words, if tested): List
Beginning Consonant Sounds and Letters
Words read correctly (10)
the first 5 words
(Highlight unknown letter-sounds)
Words
tested
(25)
misspelled:
P S N F G K L W
T C Y B D J R H
Number correct: 13/16
Assessments for Concepts about Print (if required to complete):
Name writing assessment (If required to complete, highlight all those that apply):
Name
separate
from
drawing
Linear
scribbles
or waves
Segment
into at least
2 units
Letter like
forms
First
letter
of
name
present
At least half of
letters in name
present
All letters
present
Left to right
with no
reversals
Child can
name all
letters
Correct
capital and
lowercase
Concepts about Print (If required to complete, highlight all concepts children understood):
What is a book for?
Front and back
Title
Where to start reading
Where to go next
Top and bottom
Word
First and last letter
Find a letter
Capital and lowercase
Sentence
Period
Question mark
Number correct on sort out of 10
(Remember, you modeled first 5 cards, there were 10
remaining) 4/10
Dictated sentence: Record exactly what student wrote. If it included mock letters, you could always take a
picture of it and insert it here.
My nam is summer. (No spaces)
I have to sit on a rag. (No spaces)
If this is the end of your assessments, be sure to complete page 3 listing strengths and needs.
Assessment 2: Spelling Assessment - Primary Spelling Inventory (PSI)
Words Spelled
Correctly:
0
Feature Points:
12
Spelling Stage:
Early Letter Name- Alphabetic
What is the next instructional step? (Which feature will you begin working on? Remember, find the
first column that your student missed more than one.)
Letter name alphabetic
Include clear pictures of:
1. student spelling work and
2. completed Feature Guide (the spelling sheet with all the tallies)
Assessment 3: Running Record (NOT TO BE COMPLETED IF PRE-A)
Text Title:
Guided Reading Level: A
I Can Draw
Running words
Number of Miscues (Errors)
Number of Self-Corrections
36
5
3
Accuracy (%)
Error Rate
Self-Correction Rate
86%
1:7
1:2.6
Miscue Analysis: Meaning (M %) 71
Syntax (S %) 28
Visual (V %) 28
What does the miscue analysis tell you about possible instructional needs?
Student understands meaning of the text. Sometimes student will look at pictures instead of
words to make the sentence sound like the picture. Need to work with students on looking at
work and sounding it out. Student struggles with matching beginning sounds.
Fluency score
(include here or
highlight):
4 reads in larger,
3 mostly 3-4 word
2 - mostly 2 word
1 - reads primarily word
meaningful phrases;
mostly smooth and
expressive interpretation
guided by meaning and
punctuation; appropriate
stress and rate with only
a few slowdowns, sounds
like natural language
phrases; some smooth,
expressive reading but
not always consistent;
some appropriate pausing
for meaning and
punctuation; mostly
appropriate stress and
rate with some
slowdowns
phrases, some 3-4 word
groups; some word-byword reading; not very
smooth; little expression;
slow rate most of the
time; experiences several
rough spots
by word; monotone; not
smooth or expressive; no
attention to punctuation;
slow, laborious rate, little
or inappropriate stress;
does not sound like
natural language
3 limited
2 recalls unrelated
understanding of text;
mentions main idea with
a few supporting details
facts that arent
necessarily important to
overall story
Comprehension
5 excellent
4 satisfactory/fairly
understanding of text;
solid understanding of
score (include
comprehensive summary; text; includes some main
here or highlight): lots of details; includes
ideas or important
all important information
and main ideas in logical
order; makes connections
to his/her own life, other
information but
organization or sequence
might be off
1 no recall; talks off
topic; or recall of only a
texts, movies, etc.
fact or two
Was this level of text: Independent, Instructional, or Frustration
Looking back over all of the assessment data youve collected, list the specific strengths
and needs of your child based on the data. This will help as you begin planning.
Strengths
Needs
Student is able to recognize most letters in the
alphabet whether they are capital or lower case.
Student does not put any spaces between words.
Student is able to recognize and produce rhyming
words. When asked to match pictures, she usually
doesnt get many wrong. When asked to produce,
she struggles but understands the concept of
rhyming.
Student looks at pictures to figure out what the
word is trying to say instead of trying to sound
out the word.
Student is able to produce initial sounds of the
words.
Student cannot recognize most fry words, even
after constant practice in the classroom.
Student is able to write her name and associate it
with herself. Name is legible. Could use work
with capitals and lower case letters. All seem to
blend.
Student struggles with middle of the words and
ending of words. Usually can only produce
beginning sounds.
Student understands most concepts about print.
Students reading is not very smooth and sounds
monotone and forced.
Student is not excited about reading and dreads
working with me everyday, also tries to rush out
before being done.
