K-1 Initial Assessment Report

(Due via email, see guidelines and/or calendar for date)

Tutor: Katie Zaborski
Date: February 6 and February 12
Students First Name: Hamza
Grade: 1st
Assessment 1: Emergent Assessments
Alphabet Tracking Observations:
Alphabet Recognition: Capitals (Highlight unknown capitals)
M P S O X N A F G K L T U C Y B I V D J E Q R Z H W
Number correct: 26
Alphabet Recognition: Lowercase (Highlight unknown lowercase)
m p s o x n a f g k l t u c y b I v d j e q r z h w
Number correct: 26
Rhyme Identification number correct
(out of 9): 6

Beginning Sounds:
Alliteration number correct (out of 8): 8

Beginning Letter-Sounds Identification

(Highlight unknown letter-sounds)

Fry High Frequency Words (report in terms of

how many correct out of how many words
tested): 96 correct out of 100 words tested

P S N F G K L W T C Y B D J R H
Do you notice any patterns? When Hamza went
through the words slowly, he seemed to get each
word. Although, once he picked up pace though, he
inverted letters, stopped sounding out the words, or
concluded the word was a previous word from the
list. Also, I noted that when Hamza was directed to
slow down his pace on the site words, he lost
confidence and relied on looking to me if he was
correct or not on the next set.
Dictated sentence: Include sentence that was dictated and student response
Dictated Sentence: I want to go to the playground today.
Student Reponses: I want to go to the plaegon today.
Scan Included
Number correct: 15

Assessment 2: Spelling Assessment - Primary Spelling Inventory (PSI)

Be sure to send picture or scan of student work and completed Feature Guide
Words Spelled
Correctly:

Feature Points:

Total:

Spelling Stage:

25

28

middle letter name-alphabetic stage

What did you learn about your child from this spelling assessment? What is the next instructional step?
Hamza has strong skills in thinking about how a word is spelled. I noticed that after I said each word, he
would say it to himself and stretch out the word to produce the letters he did on the page. I believe the next
instructional step is to continue to work on this skill of decoding and encoding a word, so he becomes fluent.
Revised S2014, K-1 Initial Assessment report

Assessment 3: Running Record (NOT TO BE COMPLETED IF PRE-A)

Text Title: SuperZero
Guided Reading Level: Level: F
Running words
Number of Miscues (Errors)
Number of Self-Corrections
111
10
0
Accuracy (%)
Error Rate
Self-Correction Rate
90.9% or 91%
1:11
1: N/A
Miscue Analysis: Meaning (M %)
Syntax (S %)
Visual (V %)
7/10 = 70%
7/10 = 70%
8/10 = 80%
What does the miscue analysis tell you about possible instructional needs?
Hamza has strong strength visual skills which he uses to determine what a word means based on
other known similar words. However, it is important to continue work on maintaining the
meaning and syntax throughout his readings.
Fluency score
4 reads in larger,
3 mostly 3-4 word
2 - mostly 2 word
1 - reads primarily word
meaningful
phrases;
phrases;
some
smooth,
phrases,
some
3-4
word
by word; monotone; not
(include here or
mostly smooth and
expressive reading but
groups; some word-bysmooth or expressive; no
highlight):
expressive interpretation
not always consistent;
word reading; not very
attention to punctuation;
3

guided by meaning and

punctuation; appropriate
stress and rate with only
a few slowdowns, sounds
like natural language

some appropriate pausing

for meaning and
punctuation; mostly
appropriate stress and
rate with some
slowdowns

Comprehension
5 excellent
4 satisfactory/fairly
understanding
of
text;
solid understanding of
score (include
comprehensive summary; text; includes some main
here or highlight): lots of details; includes
ideas or important
3

all important information

and main ideas in logical
order; makes connections
to his/her own life, other
texts, movies, etc.

smooth; little expression;

slow rate most of the
time; experiences several
rough spots

slow, laborious rate, little

or inappropriate stress;
does not sound like
natural language

3 limited

2 recalls unrelated

understanding of text;
mentions main idea with
a few supporting details

facts that arent

necessarily important to
overall story

information but
organization or sequence
might be off

1 no recall; talks off

topic; or recall of only a
fact or two

Was this level of text: Independent, Instructional, or Frustration

Instructional
Taking all of the assessment data into account, list the strengths and needs of your child:
Strengths:
Needs:
- Understanding of similar words (example:
using says as opposed the text reading said)
- Consistent with time it takes to read a page
- Reads well with expression and meaning
- Natural slowdown when faced with
unfamiliar term or phrase to ask what it means
(I personally see this as a strength because he
is an English Language Learner, so he is
trying to build his vocabulary/understanding)

- Attempted to decode, but relied on me to tell

him the word after suggesting he break it down
- Assistance in understanding the context (main
idea) of the book
- Slow the pace of his reading down and not
feel as though he is being rushed due to time
restraints and other class priorities

Revised S2014, K-1 Initial Assessment report