Mabel Tang

February 10, 2016

CIL621
AE#1

Student Data

Student is named ABG. She is in a full day kindergarten class this year. She

started kindergarten at four years old and is currently five years old. She is one of

the youngest in the class. She comes from a Hispanic background, but is not coded

as an ELL. ABG has an older sibling in third grade that helps her with her studies.

Her mother and grandmother are also teachers. ABG is doing well with her

academics and has no behavior issues according to her teacher.

Protocol/Assessment

The name of the assessment is CORE Phonics, adapted/provided by

Scholastic red. Its purpose is to assess the phonics skills along the level of

kindergarten to grade eight. The assessment is administered individually with an

approximate time of 10-15 minutes. The assessment presents a list of letters and

words for the student to identify or decode. The survey simply requires pencil and

lined paper for the student to use and a record form for the adult administering the

test. It is best to use the data from this assessment to plan instruction and/or

develop instructional groups.

Results

According to the assessment results (as shown in the chart below), ABG

mastered the alphabet skills and requires more reading/decoding and spelling skills.

Based on the data, ABGs teacher should review the following reading/decoding

skills: short vowel, digraphs, and tch trigraphs, consonant blends with short

vowels, and long vowel spellings. Additionally, the teacher should begin teaching

variant vowels and diphthongs. For spelling skills, the teacher should review CVC
Mabel Tang
February 10, 2016
CIL621
AE#1

words and teach long vowel spellings. Overall, the student did a very good job

considering she is a kindergartener.

Reading & Decoding

Alphabet Skills Spelling Skills
Skills
26/26 letter names 10/10 short vowels in CVC
5/5 initial consonants
upper words
9/10 short vowels,
26/26 letter names
digraphs, and tch 5/5 final consonants
lower
trigraph
18/20 consonant blends
23/23 consonant sounds 4/5 cvc words
with short vowels
5/5 long vowel sounds 9/10 long vowel spellings 1/5 long vowel spellings
6/10 variant vowels and
5/5 short vowel sounds
diphthongs
10/10 r- and l- controlled
vowels
4/24 multisyllabic words

Conclusion/Assessment Standards

I found this assessment to be extremely helpful in determining what areas of

phonics this student should focus on. The detailed assessment would help me

decide where to group this student based on her ability level and plan for word work

lessons during the guided reading/literacy stations block. Prior to the assessment, I

was already aware of ABGs ability level. However, after the assessment, I was

shocked to see specifically what ABG knew and what she did not. I was aware she is

at the stage of learning long vowel patterns, but did not know she knew r- and l-

controlled vowels already. Needless to say, I was very surprised and proud of ABGs

assessment results.
Mabel Tang
February 10, 2016
CIL621
AE#1

The assessment did not take long to do, so the possibility of doing this with a

class or with students who appear ready to begin reading would definitely be

beneficial. The assessment itself was very clear in directions and simple to

administer. I had no troubles with it. However, I personally would have liked for a

separate sheet with the list of alphabet/words because the font was rather small

and hard to read for the student. ABG did well, but she did have to bring her face

closer to the paper to make out the letters/words. That was the only problem I had

with the survey.