Running Head: ASSESSMENT, ANALYSIS, & PLANNING 1

Individual Assessment, Analysis, & Planning Project (Part Two)

National University

Chelsea Johnston

ITL 514 Language-Literacy: Assessment

Week Four Assignment: Individual Assessment, Analysis & Planning Project (Part Two)

Diane Albertoni

26 June 2019
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Individual Assessment, Analysis, & Planning Project (Part Two)

Introduction

On June 10th, 2019, I conducted a reading assessment on a student named

Hayden. Hayden is ten years old and just completed the fourth grade. Hayden is a struggling

reader but is not on an Individualized Education Program (IEP). The assessments that were

completed were: An Interest Survey, Yopp-Singer Test, The San Diego Quick Reading

Assessment, Upper-Level Spelling Inventory, Macmillan/McGraw-Hill Fluency Assessment,

comprehension article, and Student reading/writing inventory. Hayden has one younger brother

who is in second-grade. His immediate family consists of himself, his brother, mother, and

father. There are no known medical or emotional health issues that might impact the child’s

reading. English is the primary and only language Hayden and his family speak. Hayden has

attended two different elementary schools; his father is in the military so they move every 4-5

years. There are no known or recorded behavior problems or previous interventions.

Feedback and Application

My overall reading assessment was completed well and uncovered great information. I

was able to determine what standards the student was struggling with and also which could aid in

his progression. Some feedback I obtained was to focus more on personal goals for the student. It

was pointed out that creating specific and personal goals for each student could result in a

quicker growth and more student response. With this information I can better aid each of my

students and provide them a clear path to success. If I take the time to focus on each child and

come up with achievable goals for each, I can guide each student to their potential and lead them

to success. Completing these assessments provided me with the chance to determine a strategy

on conducting them and give me insight to the inner workings of the classroom.
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After completing the assessments, I was able to draw clear conclusions on Hayden’s

current reading strengths and needs. Hayden’s strengths are phonemic awareness, phonics,

spelling, fluency, and writing; his needs are in spelling, vocabulary, and comprehension. To aid

in Hayden’s needs I will approach each strategy in various learning methods, such as kinesthetic,

visual, and auditory approaches. This will allow for Hayden to gain perspective and a deeper

understanding of his needs. For spelling I will spend time on phonetic spelling, rule-based

spelling, and morphemic spelling. This can all be done in multiple ways to appeal to the learning

type of Hayden. To help in vocabulary, I would teach vocabulary through context with games,

puzzles, and songs; I would use word association throughout the classroom; and introduce new

vocab in often but in short segments. To help Hayden in comprehension I could teach

comprehension managing strategies, do book talks and increase his interest in the text before

reading, and stop throughout reading the text to have him recall information. And lastly, to spark

motivation in reading, I would allow Hayden to pick his own “dessert book” to do projects on

and to read in free time, allow him to use technology to create and read e-books, and introduce

him to a book series that I feel would interest him.

Reflection

Conducting this assessment was an eye-opening experience for me. I felt like I got great

insight on how this process works and how to conduct these types of assessments in my future

classroom. I am glad that I got feedback from my instructor and learned the importance of

providing personal goals for growth. This field work was a great opportunity for me and I feel

that my students will benefit from it all. I believe that I will now be able to better assess students

and be able to provide goals that will help the while class and each student individually. I look
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forward to learning how to teach better through experience and being able to provide instruction

by the needs of each student.