EDUC 318
Literacy Assessment Packet
School of Education, Liberty University
EDUC 318: Teaching reading to Diverse Learners
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EDUC 318
Contents
Letter & Sound Recognition Checklist
Phonemic & Phonological Awareness Check
Modified Running Record
Informal Reading Inventory
Developmental Spelling Checklist
Reflection
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Letter & Sound Recognition
Directions: Listen to the child read each letter. Place a check in the column if the child can
name the letter. Place a check in the next column if the child can say the sound the letter
makes. Tally up the child’s score. Note: The upper case and lower case letters would be ad-
ministered on different days. For this simulation, you will only practice with upper case let-
ters.
Date:______ Letters:______ Sounds:______
Upper Case Letters
Letter Name Sound
C
E
D
A
F
B
G
H
M
J
K
L
I
N
P
R
Q
O
S
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X
U
V
Z
T
Y
W
Phonemic & Phonological Awareness Check
Directions: Listen to the student’s responses on this assessment in the Literacy Assessment
Simulation Presentation. Record the responses from each section of the phonemic and
phonological awareness check here. Tally up the scores in each box.
#1 Word Awareness
Prompt: Tell the student that he/she will repeat what you say. Say, “I kittens.” Student repeats. Now tell the stu-
dent, “You are going to count the words in the sentence, like this, ‘I like kittens.’” (Model using counters. Push
one counter for each word.) “There are three words. Now you try it.” Have the student count words.
Sentence Student Response
Write YES or NO.
Points
Give 1 point for each
correct answer.
See the brown truck. (4) Able to Repeat?
Able to Count?
He saw a blue ball. (5) Able to Repeat?
Able to Count?
Look at the sky. (4) Able to Repeat?
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Able to Count?
I like to eat popcorn. (5) Able to Repeat?
Able to Count?
Total =___/8
#2 Rhyming
Prompt: “Tell me a word that rhymes with pig” (nonsense words are okay). “Now tell me a word that rhymes
with…”
Words Student Response
Record student answer
here.
Points
Give 1 point for each
correct answer.
pan
top
hug
bit
Total =___/4
# 3 Syllable Awareness
Prompt: “Listen for each syllable or word part you hear in the word sunflower. How many syllables or word parts
did you hear?” Demonstrate with clapping or tapping if necessary. “Listen to each word and tell me how many
syllables or word parts you hear.”
Words Student Response
Record student answer
here.
Points
Give 1 point for each cor-
rect answer.
cupcake (2)
rain (1)
banana (3)
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television (4)
hopping (2)
Total =_2_/5
#4 Blending (Phonemic Awareness)
Prompt: “I’m going to put the beginning, middle, and ending sounds together: d/o/g = dog. Now you try it.”
Words Student Response
Record student answer here.
Points
Give 1 point for each correct answer.
m/a/p
c/u/t
s/i/p
t/o/p
l/e/t
Total =____/5
#5 Isolate and Pronounce Initial, Medial Vowel, and Final Sounds (Phonemic Awareness)
Prompt: “I am going to say a word: cat. c/a/t. I hear /c/ in the beginning, /a/ in the middle, /t/ in the end. Now you
try it. Make sure to say the sounds, not the letters, like I did: c/a/t.” (Circle the sounds the student can isolate and
pronounce. One point for each correct sound.)
Words Student Response
Record student answer here.
Points
Give 1 point for each correct answer.
tan
pit
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mug
cop
chat
ship
Total =___/18
Adapted from: Vacca, J. L., Vacca, R. T., Gove, M. K., Burkey, L. C., Lenhart, L. A., McKeon,
C. A. (2018). Reading and learning to read: Chapter 4 Resources. New York, NY: Pearson.
Modified Running Record
Directions: Listen to the child read the passage. Mark the errors and self-corrections. When
finished, tally up the answers and mark the appropriate scores. Record and rate the child’s
retelling of the passage.
Page Errors Self-Cor-
rections
2Jellyfish is in water.
He is looking for a friend.
4Here comes a fish.
“Will you be my friend?”
said Jellyfish.
“Oh, no!
a jellyfish!”
said the fish.
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The fish went away.
6Jellyfish went to an octopus.
“Will you be my friend?”
said Jellyfish.
“No! No! No!”
said the octopus.
“I will not be your friend.”
The octopus went away.
8Here comes a snail.
“Will you be my friend?”
said Jellyfish.
“No, I will not.
Go away!
said the snail.
Jellyfish went away.
10 Jellyfish said,
“I am sad.
The fish will not
be my friend.
The octopus will not
be my friend.
The snail will not
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be my friend.”
12 “Jellyfish. Jellyfish!
Do not be sad.
I will be your friend.”
Total
Retelling: Record the child’s retelling of the story here.
Scoring Charts: Highlight the correct level on each chart. First, find the number of errors.
Then identify the level of accuracy. Based on the accuracy, select the appropriate reading
level. Use the formula provided to find the self-correction ratio. Select the appropriate de-
scription for the child’s fluency and retelling.
Number of Errors Level of Accuracy
0 100%
1 99%
2 98%
3 98%
4 97%
5 96%
6 95%
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7 94%
8 93%
9 93%
10 92%
11 91%
12 90%
13 89%
Accuracy Reading Level
95% - 100% Independent
90% - 94% Instructional
Less than 90% Frustration
Self-Correction Ratio
SC: SC + Errors
List the number of Self-Corrections. On the other side of the ratio list the
errors and self-corrections together. Reduce the ratio.
Here is an example for 3 self-corrections and 9 errors
3 : 3 + 9
3 : 12
1 : 4
Record your response here:
Fluency Proficiency Retelling Proficiency
Excellent: Fluent and Expressive Complete Retelling: Main Ideas & Details
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Good: Some Phrasing Adequate Retelling: Main Ideas
Needs Improvement: Word by Word Read-
ing
Limited Retelling: Lacking Main Ideas
Adapted from: Reading Reading Books (2011).
Informal Reading Inventory
Directions: Listen to the teacher administer the informal reading inventory to a 6th-grade
student. Record the student’s response to the background question. Time the student’s
reading of the passage. Mark any miscues that the student makes while reading. Record the
student’s responses to the comprehension questions. Complete the scoring box to deter-
mine the child’s reading level for 6th-grade passages.
Level 6, Oral Passage 328 Words
Background Question: What do you have to do if you don’t have enough money to buy some-
thing special?
Prompt: Read this story to find out how Mike worked to earn money for something he wanted
very badly.
Mike’s New Bike
Mike squinted at the midday sky. He had been working since sunup and needed a break.
Wiping the perspiration from his face, he continued his exhausting work.
Mike had been working all summer to earn enough money for a new bike. His ancient,
beaten-up bike was a total embarrassment. But his mom said they couldn’t afford a new one.
Even though Mike knew she was right, in his frustration, he shouted back at her, “You never
give me anything!”
He only needed fifty more dollars. Mr. Painter had offered him forty dollars to dig a new
drainage ditch. He wanted to stop the flooding in his rose garden. Mr. Painter wanted the new
ditch to run parallel to the old one. Mike didn’t think that would be effective in a downpour. So
he suggested an alternate plan to direct the rainwater away from the house.
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Mike noticed Mr. Painter watching him from behind a curtain. Knowing the old grouch,
he’d deduct that little brow-wiping break from his pay. As he returned to his work, Mike waved.
Mr. Painter acknowledged the wave and disappeared.
Mike worked steadily until midafternoon. Then Mr. Painter came out for an inspection.
“Why don’t you lay off for today and get a fresh start tomorrow?”
“I’d rather finish up,” replied Mike. “It’s supposed to rain tonight, and I’d like to have
this operational before the next storm.”
About six-thirty, Mike laid the last pipe in place. As he was returning the tools to the
shed, Mr. Painter walked up, “Mike, you’re an enterprising young man. You don’t see many
young people these days who care about their work.” He handed Mike an envelope and went to
inspect his roses.
When Mike opened the envelope, he counted three twenty-dollar bills. He ran to catch
Mr. Painter and started to hand one back to him. Mr. Painter declined the offer, “Take it as
thanks for keeping an old man from making the same mistake twice.”
Comprehension Questions
Literal- #1 Why was Mike trying to earn money? (To buy a bike)
Literal- #2 What was Mike doing to earn money? (Digging a ditch)
Inferential- #3 What was wrong with Mike’s old bike? (Accept either: it was an embarrassment
or it was old and beaten up)
Inferential- #4 Why did Mike yell at his mom? (Accept either: He was frustrated or angry that
she said she couldn’t buy him a bike)
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Inferential- #5 Why didn’t Mike think Mr. Painter’s plan for the drainage ditch would be effec-
tive? (It was in the same direction as the old ditch)
Inferential- #6 How do you think Mike felt about Mr. Painter as he was working? (He didn’t like
him)
Literal- #7 How much more money did Mike need to buy the bike he wanted? (Fifty dollars)
Literal- #8 Why didn’t Mike want to stop when Mr. Painter suggested he quit for the day? (He
wanted to finish before it rained)
Literal- #9 How much did Mr. Painter promise to pay Mike for digging the ditch? (Forty dollars)
Inferential- #10 Why do you think Mr. Painter paid Mike more than he had promised? (Accept
any of these: Mike suggested how to dig the ditch, he wanted to stay and finish, or he cleaned the
tools)
Scoring Chart
Background Word Recognition Ac-
curacy
Comprehension Fluency/Rate
Write + in the box be-
low if the child had
background knowl-
edge. Write – if the
child did not have
background knowl-
edge.
Write the number
of errors in the box
to the right. Then
highlight the cor-
rect level below.
Write the number of
correct questions in
the box to the right.
Then highlight the
correct level below.
Write the stu-
dent’s time in
the box to the
right. Then
highlight the
correct level
below.
0-7 Independent 9-10 Independent Less than 2
min, 54
seconds
Adequate
8-18 Instructional 7-8½ Instructional More than
2 min, 54
seconds
Inadequate
19 or more Frustrational 6½ or less Frustrational
Passage taken from: http://wps.ablongman.com/wps/media/objects/2688/2753469/Richek_AppD.pdf
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Developmental Spelling Checklist
Directions: Analyze the writing samples below. Using Chapter 10 in Leu & Kinzer (2017),
determine the developmental level of the student’s writing. Label the name of the develop-
mental phase under each sample and explain why you feel the sample is at the selected
phase.
Sample #1:
Phase:
Rationale:
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Sample #2:
Phase:
Rationale:
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Sample #3:
Phase:
Rationale:
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Reflection
Directions: Please write a 300-word response that addresses the following prompts. Use APA
format.
·What did you learn about informal assessments through the simulation?
·How will you use each of the informal assessment instruments in the future?
·How can you connect a Biblical worldview to literacy assessments? Cite one passage
from the Bible to support your ideas.
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