Module 6

Why give student assessments?
 

• Ongoing assessment of early literacy progress is essential for giving teachers the information they need to measure student progress, identify students who may require additional or individualized assistance, and guide instructional practice (Invernizzi & Meier, 2001; Snow et al.; Vellutino & Scanlon, 2001).

•  It provides a hands-on interactive experience with letters and sounds for teachers who want to delve more deeply into students’ underlying thinking .(Norman A. Kimberly & Calfee C. Robert)

Vowels in spelling

• Features that are assessed in the spelling inventory include initial and final consonants, digraphs, short vowels, consonant blends, long vowels, r- and l-controlled vowels, and ambiguous vowels. Students in first grade are asked to spell 20 words (encompassing features through long-vowel patterns). Second graders spell the same 20, plus 4 additional words relating to r- and l-controlled vowels. Third graders spell these same 24 words, plus 4 additional words with ambiguous vowels. (Helman, A. Lori)

• The next section consists of building the progression of words with initial or final consonant variations followed by vowel variations. These tasks gauge students’ ability to employ phonemic awareness of individual and blended sounds when spelling, as well as assess their knowledge of applying the vowel system in words. .(Norman A. Kimberly & Calfee C. Robert)

Reference
Herman, Lori A. "Using literacy assessment results to improve teaching for English-language learners." International Reading Association (2005): 668-677.

Invernizzi, M., Meier, J. (2001). Phonological awareness literacy screening 2002-2003: Charlottesville: The Rector and the Board of Visitors of the University of Virginia.

Norman, Kimberly A and Robert C. Calfee. "Tile Test: A hands-on approach for assessing phonics in the early grades." International Reading Association (2004): 42-52.