pe Literacy Assessments Conducted by Jennifer L. Mollen Case Study Child A Directions: ‘Activity 1: Rhyme: | ‘Show the child the sheet with rhyming words and cover everything but the line a you tre working with atthe time. Use the first one with the taras the mde! and Jou show the two rhyming words. Have child find the two words that rhyme on each line Activity 2: Alphabetics ~ Lower Case ‘by Trin Kindergarten, use the lower-case leters only for letter identification. From Gf the large letter sheet, point to each letter and have the child identify the letters. Mark through any letters the child says incorrectly and write what the child says beside the loter. : ies — ction lout the sequence of letters as above. Ask the student to write the letters. J & Accept either upper or lowercase letters. Reversalsare scored as correct, but noted. “Activity 4: Alphabeties ~ Letter Sound Production / From Lettcr-Sound Production sheet point to exch letter or combination of and have child tel the sound the letters make. Mark through any sound the child seys incorrectly and verite what the child says beside the letter. sme ec the directors a the top ofthe sheet and have the child point tothe word that begins withthe samesound.asthe one in the frstbo. Usethe first one asan V exampe Activity 6 Spelling — ©. The 26 words are ordered by difficulty. Call out enough words so that you have at Jeast five or dw Ona numbered sheet of paper call (/ tthe words listed inthe Primary Spelling inventory in your Words Their Way text on page 315. Then use the Primaty Spelling Inventory Feature Guide to analyze their words on page 916. Aetivity 7: Words in Isolation Task © Begin with the word lists (larger words on other sheet) by showing the child one \// word at atime. Putaline through any unknown words, write substitution beside ‘words, and put a checkmark for any immediate seli-corrections. Child should read ‘quickly, without hesitation to get credit for knowing word. Activity 8: Concept of Word © Hor childzen in K & 1 with fewer than 10 words on the preprimer list) Directions: + "1 Introduce poem by showing the pictures and saying the poem to the child, then having child repeat until memorized + 2) Once the child has memorized the poem, introduce the words and model touching each word 2s youreal. + 3yThen ask child to touch each word as he/she says the poem. + 4) Finally se ifthe child ean identify the bolded words in the poem (ex. Cen ‘You show me the word bear? Can you show me the word around?)p Eos alaAlphabet Recognition: LowercaseLiteracy Assessments Conducted by Jennifer L. Mollen Case Study Child A Activity 1: Rhyme 1X Tora B79 2 el 7 Comments a. Z v a / F Activity 2: Se nee entification - Lowercase) _ fe ae Comments:Literacy Assessments Conducted by Jennifer L, Mollen Case Study Child A f= upper case y= wwercase Activity 3: Alphabetics (Letter Production)Literacy Assessments Conducted by Jennifer L. Mollen Case Study Child A od 4: Alpl ee Production) 8 Comments: didnt KNOW H,Sh, Th, G + ch y> said "Wa" C> said “s*Literacy Assessments Conducted by Jennifer L. Mollen Case Study Child A ity 5: Beginning Sounds 5 ey os av v TOTAL. Comments: Activity 6: Spelling See Attached Spelling Sheet gut mest initiat 2 end lesersss ; ei i i oz | ee | = i | | # t ¢ ra : a3 TF TF 7 A 2) #6 Ye VSpals QUICKCHECK Pc 2rreriner_|Literacy Assessments Conducted by Jennifer L. Mollen Case Study Child A : Words in Isolation Task Brimer Elst ide today over grass look something swim move into shake find laugh, new surprise window better saw smile two color will about after someday need while this store make bed fish coat now paint could hide water ten toat_Ol Feo total___20 Total 20 Comments: Second ‘sy stood fall silver herself bone wife round ave appeares which almost dees wonderful between party breakfast ow forest Total /20 1 courdnd FUL if he wos jytt distracted/ didn4 want +0 see rhe Och vity tr iF Re ae wud vi nh Yee cgnized cpecific letets and then som rs ‘Gund out. -- CT sid + OSK abou cight words ming tandom nn aiepals: QUIGKEHECK > COW: Text Sheetracy Assessments Conducted by Jennifer L. Molen Case Study Child A Activity : Concept of Word (Teddy Bear) Potnting _ Wordip icy tar ih oer, gl enn ors 4s@ One Teedybeor teddy bear wkehteground. «0123856 O14 ‘Teddy bear, teddy bear, turn out the light. o12 5 6 @1 Fedde sepia 8 1GP6 91d 0 points: no left-to-right directionality 1 point: points generally from left to right but not consistently use word, syllable, letter, ete. -2 points: points toa different letter each tinea different word is said 3 points: points rhythmically to stress beats ot syllables “4 points: points to words but gets off trackon two-syllable words 5 points: gets off track on tworsyllable worls but sef corrects immediately 6 points: points to each word correctly as fis said Pointing 2) /24 + Word Y a= 21/32 Comments definitely heard +e Story bere pained correctly but seemad memorized