MD4Assgn+Robinson+J.docx - 1 Informal Reading Assessments for Literacy Learners Jaleesa Robinson Walden University Dr Althea Jordan Literacy in

MD4Assgn+Robinson+J.docx - 1 Informal Reading Assessments...

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1 Informal Reading Assessments for Literacy Learners Jaleesa Robinson Walden University Dr. Althea Jordan Literacy in Academically Diverse Classrooms – READ 6609 May 20, 2020
2 Informal Reading Assessments for Literacy Learners Part 1: Informal Reading Assessments for PreK-3 Literacy Learners Early literacy is crucial for learners to develop. Early literacy skills equip students with the necessary tools and strategies to become fluent readers and writers. According to The National Institute of Literacy (2008), alphabet knowledge, phonological awareness, writing name, oral language skills, and concepts about print in preschool children are predictors of success in reading and writing. To evaluate and determine what skills and knowledge learners need in order to be successful, teachers must administer both formal and informal assessments frequently. The information retrieved from assessments can and should be used to create meaningful lessons that fosters the needs of the learner. For this assignment, I chose student #11. Student #11 is a 5-year-old, kindergarten, English Language Learner. She is originally from Eritrea and speaks moderate English. She can identify 52 letters of the alphabet (upper and lowercase) and knows 85% of their corresponding sounds. She recently took the WIDA Access test for ELL’s and scored high enough to test out of our schools ESOL program. While she has letter sound knowledge and can speak English fairly well, she struggles to blend and decode. The first assessment administered was an oral language assessment. The Picture Naming (PN) Test was specifically designed to assess language development for children ages 3 to 5 (Reutzel & Cooter, 2016). Oral language skills are important for early literacy learners, as it sets the foundation for reading and listening comprehension. Early learner’s vocabulary knowledge and their knowledge of syntactic structure originates from oral language used in their primary environments, which influences their later literacy skills such as reading and writing (Van der Pluijim, Van Gelderen & Kessels, 2019). I begin the segment by showing student #11 a series of
3 picture cards, in which I named the object on the card. Next, I scrambled the cards and gave them to Student #11. She was instructed to place the cards on to the table individually and say the name of the object. She scored 80%. She did not know the English word for clock. Student #11 was very vocal during this assessment. She was able to explain to me that she knows the word in Tigrinya, her native language but not in English. Student #11 is still working on acquiring basic English vocabulary words and would benefit from word work and vocabulary instruction/activities. Next, we transitioned to the reading nook for a print concept activity and assessment. I wanted to assess her book handling capabilities and knowledge of the parts of a book. Print concepts are broken down into three categories: functional aspects of print, the mapping aspects of print, and the technical aspects of print (Reutzel & Cooter, 2016). The title of the book used

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