Factor 4 Assessment Plan

Assessment Plan Table

Assessment
Pre-Assessments1. The Phonological
Awareness Skills Test
2. A Phonics Assessment
3. The DIBELS
Assessment
4. Vocabulary
Assessment
5. The DRA Assessment

Unit Objectives

Formative Assessment
(Words Their Way)

Students will be able to

identify spelling feature
patterns based on their
instructional spelling
level
Students will be able to
make connections
between fiction and
non-fiction stories while
building background
knowledge.

Formative Assessment

Post-Assessment- DRA
2
Words Their Way
Spelling Inventory

Types of Assessment
1. PAST- assesses the students ability to
hear, identify, and manipulate individual
sounds.
2. Phonics- the ability to match the sounds
one hears within language to printed text.
3. DIBELS- a set of procedures and
measures for assessing the acquisition of
early literacy skills from kindergarten
through sixth grade.
4. Vocabulary- assesses the students word
consciousness.
5. DRA 2- this assessment takes a
diagnostic look at the students reading
ability on an individual level.
For this assessment, the student will be
tested on the specific spelling feature which
fall at their instructional level (ex. Long
vowel patterns). The student should be able
to do this with 90% accuracy.
Students will complete a worksheet on
identifying the connections they made
between their books. They should be able to
do this with 80% accuracy.

DRA 2- the students will be reassessed

using the same format of testing five weeks
prior.
Spelling Inventory- Uses the same 25
words as five weeks prior to see if the
students have made any gains.
DIBELS- a reassessment of DIBELS will
help to show if the student has improved
their early literacy skills.

Assessment Information
At the beginning of the semester we were asked to assess a student using five different methods. The tests
consisted of: The Phonological Awareness Skills Test, a phonics assessment, DIBELS Assessment, a
vocabulary assessment, and the DRA 2. The first four tests assessed the student on the different strategies
they use in order to decode and decipher words as well as prerequisite knowledge. The DRA 2, gives a
great overview of the skills a student needs in order to properly read and comprehend text. Each test has a
book that the students must read within a certain time-frame and then predict what may happen in the
story. If the students are able to complete those tasks, then they will finish the rest of the book and answer
comprehension questions. If they are at or below mid-second grade, then they verbally retell the events,
but if above, then they write their comprehension answers. This assessment gives the teacher a wealth of
data that allows them to pinpoint the students strengths and weaknesses.
For my first formative assessment, I am having the student take a spelling test using Words Their Way in
order to further pinpoint he/shes specific phonological instructional needs. This will allow me to see if
they have made any improvement in their spelling, and if they can manipulate sounds, vowel patters, and
blends. For example, if a student struggles with long-vowel patterns, then we will focus on them for
several lessons. By the next instructional week, the student will be graded on them to see if they have a
better understanding of this spelling feature. If no improvement is made further interventions/instruction
will be provided to the student.
The second formative assessment relates to guided reading. In this assessment the student will receive a
connection making graphic organizer to relate both a fictional and non-fictional text. This student is
rearing the end of 2nd grade and will be expected to write comparatively on standardized tests by third
grade. This method will serve as a basis for a future writing activity the student can gain experience with.
The post-assessments will follow the same pattern as the pre-assessments. The level of difficulty will
remain the same however, the content will be altered. By assessing the student closely to their
benchmarking assessments I will be able to determine he/shes level of growth and levels of deficiencies
that still exist.
Results
Sadly my time with this student was cut short and the post assessment was never administered. The
students motivation is a factor that I think we could overcome and make significant gains in phonological
awareness through practice of patience and skills. The student was on their way to building a very sound
vocabulary of sight words which assisted them with reading fluency. I believe the student DRA reading
level would have raised at least 2 levels had they been tested again.
Adaptations
The student did not require any special accommodations; however, I did provide him with breaks due to a
lack of attention span at times. I also allowed the student to tell stories in between assessment and
instructional intervals as a reward for good behavior.
Conclusion

Although my time with this student is short I believe these assessments/interventions gave him/her
adequate exposure to skills in order to make literary gains.