Reading+&+Writing+Assessment+Of+The+Child

**READING/WRITING ASSESSMENT OF THE CHILD  **

This page contains an assessment regarding the child's writing ability and reading fluency. See below:


 * Sample of child's work relating to one of the texts read - **//'Through the Magic Mirror'//**.
 * The literal, interpretive and inferential comprehension questions asked of the child after reading **//'Through the Magic Mirror'//**.
 * An assessment of the child's writing through the use of one or both of the writing assessment sheets.
 * An assessment of the child's reading fluency by using the 'Reading Fluency Rubric'.

The child completed an activity after we had finished reading '**//Through the Magic Mirror//** ' which involved him writing a few sentences about the book and drawing a picture below. The image below is the work the child completed. Read down further for the assessments.       <span style="background-color: rgb(90,172,242);"> <span style="font-size: 110%; font-family: Tahoma,Geneva,sans-serif;">

<span style="background-color: rgb(255,255,255);">__**The Literal, Interpretive and Inferential Comprehension Questions

LITERAL**__ Q. <span style="color: rgb(0,0,0);"><span style="color: rgb(0,0,0);">What did Toby walk through? A. //**A mirror**//.

Q. What was Toby fed up with? A. //**Books, toys and everything**//.


 * __INTERPRETIVE__**

Q. What was different about the world through the mirror? A. //**Everything was really weird and it was like an imaginary world**//.


 * __INFERENTIAL__**

Q. Why do you think the world was so different behind the magic mirror? A. **//Because Toby wanted something interesting to do because his house was boring. Or maybe that's what he wanted the world to be like//**.

(Hill 2008, pp.193-4)

__**Writing Assessment Sheets**__


 * Emergent and Early Writing Assessment Sheet**

Name: Rupert Date: 14/4/09


 * Written Language**


 * 1) Letters only
 * 2) Word word with spaces
 * 3) Two word phrases
 * 4) Simple sentence
 * 5) **Several sentences with punctuation**
 * 6) Paragraph

Assessment (1-6) = **5**

<span style="font-size: 120%; font-family: Tahoma,Geneva,sans-serif;">**Ideas**
 * 1) Concept of signs create a message
 * 2) Concept that writing conveys a message
 * 3) **Copies writing**
 * 4) Uses sentences such as 'I like...'
 * 5) Records own ideas
 * 6) Composes several ideas

Assessment (1-6) = **3

<span style="font-size: 120%; font-family: Tahoma,Geneva,sans-serif;">Text Conventions **
 * 1) Directionality left to right
 * 2) Returns sweep top to bottom
 * 3) Spaces between words and lines
 * 4) **Punctuation used appropriately**
 * 5) Spelling, punctuation, capitalisation is checked
 * 6) Revising, editing and checking for flow and meaning of the text

Assessment (1-6) = **4**

As I have assessed Rupert as being at the early phase of writing literacy development, it is not necesary to use the '**more complex writing assessment sheet'** as that is designed for children already at or above the transitional stage.

(Hill 2008, pp.6, 290-2) <span style="font-size: 120%; font-family: Tahoma,Geneva,sans-serif;">
 * __Reading Fluency Rubric__**


 * || LEVEL 1 || LEVEL 2 || LEVEL 3 || LEVEL 4 ||
 * Rate: reads smoothly at an appropriate pace || <span style="background: yellow; font-family: Calibri; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;">Very little variation of rate || Some variation of rate to suit the text || Attention to rate to suit the text || Full attention to an appropriate rate to suit the text ||
 * Phrasing: reads in meaningful chunks or phrases || Reads word-by-word with frequent long pauses between words || Reads mostly word-by-word but some 2-word phrases and perhaps 3- or 4-word phrases || Mixture of word- by- word reading and phrased reading || Reads in larger, meaningful phrases with few word-by-word slowdowns for problem solving ||
 * Pausing: reflects punctuation || Very little awareness of punctuation || Some awareness of punctuation and layout of print || Attention to punctuation and layout of print on the page || Full attention to punctuation and layout of print on the page ||
 * Stress: places emphasis on appropriate words || Very little emphasis on appropriate words || <span style="background: yellow; font-family: Calibri; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;">Some awareness of emphasis on appropriate words to reflect the meaning of the text || Attention to emphasis on appropriate words to reflect the meaning of the text || Full attention to emphasis on all appropriate words to reflect the meaning of the text ||
 * Intonation or expression: varies the voice in tone, pitch and volume || Little expressive interpretation || <span style="background-position: 0% 0%; background-image: none; font-family: Calibri; background-color: yellow;">Some expressive interpretation || Consistent expressive use of tone, pitch and volume || Varied use of tone, pitch and volume interpretation evident throughout ||

(Hill 2008, p.170)

<span style="display: block; font-size: 120%; font-family: 'Arial Black',Gadget,sans-serif; text-align: center;">Student Profile Through The Magic Mirror Book Review Inside, Outside Book Review Reading & Writing Interests Survey Running Records Report On The Early Years Learner Or Go Home To Assess Portfolio Assessment B <span style="background-color: rgb(255,255,255);"><span style="background-color: rgb(90,172,242);"><span style="background-color: rgb(255,255,255);">