Artifacts

 

For this assignment, I created a K-12 literacy assessment grid to identify the different ways students are evaluated across my district. I categorized each assessment by formal or informal, qualitative or quantitative, and its primary purpose. 

 

The purpose was to determine how we measure literacy from kindergarten all the way through high school. This helped me understand how we use each test to guide our teaching, how they align with ACT 20 requirements, and how to better support students in the district.

I administered the CORE Phonics Survey to a first grade student to assess their letter-sound knowledge and decoding skills. After scoring the results, I wrote a reflection on the student's strengths and addressed gaps identified in their reading.

 

This process helped me identify specific skills to target such as short vowel sounds and multisyllabic decoding.

 

This assessment can be found in Strategies/Resources.

 

I administered a phonological awareness screening to a student to evaluate their early literacy skills. I wrote a reflection on what the data revealed about their reading development.

 

This experience helped me understand how to use a diagnostic assessment to determine which phonological and phonemic awareness skills are secure, emerging, or still developing. 

 

This assessment can be found in Strategies/Resources.

 

I administered the CORE Vocabulary Screener to a second grade student to evaluate their word knowledge and language comprehension. I wrote a reflection on what I learned about the student's vocabulary.

 

This experience helped me learn how to interpret a vocabulary screener score and plan classroom instruction that supports language development.

 

This assessment can be found in Strategies/Resources.