This document provides information about three students' literacy assessments. Student 1, a kindergartener, scored on grade level based on assessments of letter naming, initial sounds, phoneme segmentation, and nonsense words. Student 2, a fourth grader, scored significantly below benchmark in oral reading fluency. Student 3, a fifth grader, scored on grade level in oral reading fluency. The document also discusses the students' motivation and enjoyment of reading based on attitude surveys. It describes literacy lessons taught from interactive, critical, and response perspectives and the assessments used to evaluate student learning.

1. The Beginning
Reader, Pre-K
EDUC-6706G-1
Tykeia Peterson
Walden University
Martha Moore

2. Literate Environment Analysis

3. Getting to Know Literacy
Learners
Cognitive Non Cognitive
Assessment Assessment
 The DIBELS (Dynamic  Elementary Reading Attitude
Indicators of Basic Early Survey assess 1-6th grade
Literacy Skills) measures
assess the 5 Big Ideas in students’ attitudes towards
early literacy identified by the reading at home and in school
National Reading Panel: (Tompkins, 2010).
phonemic awareness,  Motivation to Read Profile
alphabetic principle, accuracy Interview is a series of open
and fluency with text,
vocabulary, and ended questions about the
comprehension (Center on types of books students like
Teaching and Learning, best and where they get
2011). reading materials (Tompkins,
2010).

4. Assessment Results for Student 1 (Grade K )
*Below are benchmark goals for the grade level Kindergarten.
Student 1 was administered the middle of the year assessment.
Beginning of Year Middle of Year End of Year
DIBELS Measure Months 1 - 3 Months 4 - 6 Months 7 - 10
Scores Status Scores Status Scores Status
ISF 0-3 At Risk 0-9 Deficit
Not administered during
4-7 Some Risk 10 - 24 Emerging
this assessment period.
8 and above Low Risk 25 and above Established
LNF 0-1 At Risk 0 - 14 At Risk 0 - 28 At Risk
2-7 Some Risk 15 - 26 Some Risk 29 - 39 Some Risk
8 and above Low Risk 27 and above Low Risk 40 and above Low Risk
PSF
0-6 At Risk 0-9 Deficit
Not administered during
7 - 17 Some Risk 10 - 34 Emerging
this assessment period.
18 and above Low Risk 35 and above Established
NWF 0-4 At Risk 0 - 14 At Risk
Not administered during
(NWF-CLS 5 - 12 Some Risk 15 - 24 Some Risk
this assessment period.
Score) 13 and above Low Risk 25 and above Low Risk
WUF BENCHMARK GOALS FOR THIS MEASURE HAVE NOT BEEN ESTABLISHED.
Tentatively, students in the lowest 20 percent of a school district using local norms should be considered at risk
for poor language and reading outcomes, and those between the 20th percentile and 40th percentile should be
considered at some risk.
(Center on Teaching and Learning, 2011)

5. Student 1 Cognitive Assessment
Results
Letter Naming Fluency (LNF)-38; Initial Sound
Fluency (ISF)-32; Phoneme Segmentation
Fluency (PSF)-21; Nonsense Word Fluency
(NWF)-23.
*According to these scores student 1 is on her grade level at this point in the year.

6. Student 2 (Grade 4)
*Below are benchmark goals for the fourth grade level.
Student 2 was administered the middle of the year assessment
Beginning of Year Middle of Year End of Year
DIBELS Measure Months 1 - 3 Months 4 - 6 Months 7 - 10
Scores Status Scores Status Scores Status
ORF 0 - 70 At Risk 0 - 82 At Risk 0 - 95 At Risk
71 - 92 Some Risk 83 - 104 Some Risk 96 - 117 Some Risk
93 and above Low Risk 105 and above Low Risk 118 and above Low Risk
RTF BENCHMARK GOALS FOR THIS MEASURE HAVE NOT YET BEEN ESTABLISHED.
Preliminary evidence indicates that for students to be on track with comprehension they should meet both of the
following criteria: 1) meet the Oral Reading Fluency benchmark goal and 2) have a retell score of at least 25% of
their Oral Reading Fluency score.
Student 2 Cognitive Assessment Results
Oral Reading Fluency (ORF)-46
*These results show that Student 2 is significantly at risk.
(Center on Teaching and Learning, 2011)

7. Student 3 (Grade 5)
*Below are benchmark goals for the fifth grade level.
Student 3 was administered the middle of the year assessment
Beginning of Year Middle of Year End of Year
DIBELS Measure Months 1 - 3 Months 4 - 6 Months 7 - 10
Scores Status Scores Status Scores Status
ORF 0 - 80 At Risk 0 - 93 At Risk 0 - 102 At Risk
81 - 103 Some Risk 94 - 114 Some Risk 103 - 123 Some Risk
104 and above Low Risk 115 and above Low Risk 124 and above Low Risk
RTF BENCHMARK GOALS FOR THIS MEASURE HAVE NOT YET BEEN ESTABLISHED.
Preliminary evidence indicates that for students to be on track with comprehension they should meet both of the
following criteria: 1) meet the Oral Reading Fluency benchmark goal and 2) have a retell score of at least 25% of
their Oral Reading Fluency score
Student 3 Cognitive Assessment Results
Oral Reading Fluency (ORF)-131
*These results show that Student 3 is on her grade level at
this point in the year.
(Center on Teaching and Learning, 2011)

8. Non Cognitive Assessment Results…
Motivation is at the heart of many of the problems we face when teaching
students to read (Gambrell, Palmer, Codling, & Mazzoni, 1996)
Reading is an enjoyable Reading is a struggle and
experience!!! is not enjoyable!
 Student 1 and 3 both  Student does not enjoy
reading, especially in front
love to read!! of his peers.

9. Selecting Texts
Literacy
Considerations… Perspectives
 The following must be  The interactive
considered: the text’s perspective of literacy
readability, the length of instruction reflects the
the text, the structure of appropriate types and
the text, its use of levels of difficulty to
connective words, the
size of its print, and meet literacy goals and
whether or not it has objectives for students
visual supports (Laureate (Framework for
Education, Inc., 2009b). Literacy Instruction,
2010).

10. More Literacy Perspectives
 The critical perspective  The response
of literacy instruction perspective of literacy
focuses on the instruction focuses on the
selection of texts that selection of texts that
connect to students’
provide opportunities
identities and/or interests
for students to judge, and that have the
evaluate, and think potential to evoke an
critically (Framework emotional or personal
for Literacy Instruction, response (Framework for
2010). Literacy Instruction,
2010).

11. written by Dr. Jerry Ballard
and illustrated by Lynne
Marie Davis.
This is a nonfiction text that
communicates through semiotic
text (Peterson, 2012a). This
means the book communicates
more with pictures (Laureate
Education, Inc., 2009).

12. written by Karma Wilson
illustrated by Jane
Chapman.
Bear Snores On is a picture book.
Picture books have brief text,
usually spread over 32 pages, in
which text illustrations combine to
tell a story (Tompkins, 2010).

13. Written and
illustrated by
Lauren Stringer
Winter is the Warmest is a fiction
book that celebrates the winter
season.

14. Literacy Lesson:
Interactive
Perspective
During this lesson, the students enjoy
listening to the story Bear Snores On.
The students made predictions about
the story based on the cover of the
book. Using word webs and story
maps, allowed students to activate
their schema and discuss facts that
they are already familiar with.
Assessments for this activity lesson
included: questioning, monitoring, and
writing samples from the students.

15. Literacy Lesson:
Critical and Response
Perspectives
In this lesson students were asked to
critically examine the text and describe
the author’s reasoning for titling her book
the Winter is the Warmest Season
(Peterson, 2012b). During this activity
students were allowed to discuss their
feelings about winter and whether or not it
was the coldest or warmest season
(Peterson, 2012b). This activity reflected
both the critical and response
perspectives of literacy instruction
because it gave the students opportunities
to think critically and respond to a text
from their own perspective. Assessments
for this lesson included: questioning,
monitoring, and student-lead discussions .

16. Throughout this recent course, I
have learned a variety of
strategies and information that will
help me to create a positive
literate environment for my
students. Each week, provided
valuable information designed to
provide students with the best
literacy practices

17. Reference
Center on Teaching and Learning (2011). DIBELS data system. Retrieved January 14, 2012 from
https://dibels.uoregon.edu/
Framework for Literacy Instruction [Lecture notes]. (2010). Retrieved from
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6289881&Survey=1&47=8213
959&ClientNodeID=984650&coursenav=1&bhcp=1
Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A.. (1996). Assessing Motivation to Read.
Reading Teacher, 49(7), 518-33.
Laureate Education, Inc. (Executive Producer). (2009b). Analyzing and selecting texts [Webcast]. The
beginning reader, PreK–3. Baltimore, MD: Author
Peterson, T. (2012a). Understanding the literacy learner. Unpublished manuscript, Walden
University.
Peterson, T. (2012b). Critical and Response Perspectives. Unpublished manuscript, Walden University.
Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn &
Bacon