To see any growth it only showed me that high

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to see any growth. It only showed me that high frequency words are not one of his issues. Ilooked at his iReady Reading report to see how he did on the high frequency words domain andhe tested out. This just only confirmed that this student does not have a weakness with highfrequency words.CORE Phoneme Deletion TestAssessmentFallWinterCORE Phoneme DeletionTest5/55/55/54/5------------------------------The “CORE Phoneme Deletion Test” is an assessment that can help determine whetherdeficits in phonemic, or sound, awareness account for the student’s reading or spelling delays. Idid this assessment on Student J to help me determine if the student’s weaknesses in readingwere because of a deficiency in his phonemic awareness. His iReady Reading report said he
tested out of phonemic awareness. For the fall assessment I administered this assessment andthe student only missed number 18. The word was g(r)ow and he could not figure out what theword would be without the “r”.There were a few other words that he said something incorrectbut then corrected himself quickly. This assessment showed me that Student J is strong in hisphonemic awareness. I did not make the student do the winter assessment; I did not want himto have to do more than he needed too. The assessment I talked about before this one, hemade almost a perfect score and when I made him so the winter assessment he scored perfect.There was no need in making him do something that was not beneficial to determining growth.CORE Phoneme Segmentation TestAssessmentFallWinterCORE PhonemeSegmentation Test11/15 (Strategic)-------------------------The “CORE Phoneme Segmentation Test” assessment assesses the student’s ability tobreak down a word. This assessment was a little more difficult for the student to complete thanthe “Phoneme Deletion Test”. From what I already know about this student, he struggles withphonics. For the fall assessment Student J scored 11/15. He missed the words: shriek, chalk,spread, and glare. These words were hard for the student I believe because he was neverproperly taught how to segment and blend words. The way the assessment is supposed to beadministered is with blocks that are meant to help the student visualize sounds in a word.Student J works better when there are incentives like candy involved. I used m&ms for thisassessment instead of blocks. I used lessons to help him with variant correspondences in words.
I did not administer a winter post assessment on this student because he performed better onthe other assessments and I did not feel this to be a necessity. I feel that there are better thatare better tools to help me or his teacher with assessing Student J. I was not disappointed withStudent J’s performance on this assessment he hit the strategic level and was not far from beingon benchmark.

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Term
Fall
Professor
NoProfessor
Tags
Educational years, Student J, San Diego Quick Assessment of Reading Ability, CORE Assessments Profile

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