Reading and Math Assessments

Even though we don’t have to do any reporting or prove progress in Texas, I like to test my kids annually (I did it in Maryland, too, where portfolios were used to prove we were teaching our kids rather than standardized tests like Virginia wants). This year, I decided to give them reading and math assessments from Let’s Go Learn. I ordered them through Seton which saves a few dollars.

I am so glad I went with those assessments! They gave me so much useful information. I’ve already put some of that information into practice, changing the spelling Fritz uses and adding more phonics instruction for Adrian. I will definitely do these annually.

Reading Assessments
Adrian (currently 6y9m and mid to late 1st grade – 1.6):
High Frequency Words: late 1st grade
Word Recognition: mid kindergarten
Phonemic Awareness: 67% (good skills)
Spelling: mid kindergarten
Oral Vocabulary: late 4th grade
Reading Comprehension: early 2nd grade
Lexile Measure: 300
Reading Grade Level: 1.8

Obviously he needs more work on phonics. No surprise. He much prefers sight reading and teaching himself to read so we haven’t really done much of The Ordinary Parents Guide to Teaching Reading. I need to get better about that. He also needs more work on spelling. He has done no spelling at all so far. I’m adding phonics instruction now and he will start spelling (using Spelling Workout) in the fall.

Fritz (currently 8y8m and mid to late 3rd grade – 3.6):
High Frequency Words: late 3rd grade (this is maxed out for level tested to)
Word Recognition: early 11th grade
Phonics: mid 4th grade
Spelling: late 2nd grade
Oral Vocabulary: mid 6th grade
Reading Comprehension: late 7th grade
Lexile Measure: 850
Reading Grade Level: 5.5

Obviously Fritz has very strong verbal skills. His word recognition score shocked me as did his oral vocabulary and reading comprehension levels. The spelling score is the troubling one. He has been doing Spelling Power and is halfway through level D. This indicates he is not retaining anything even though he is sailing through it. I’ve already switched him to Spelling Workout. His reading grade level is very useful to know for picking out books for next year. I’m pretty sure having older siblings helps both the little guys when it comes to oral vocabulary. We will often be talking and one or the other will ask what a word one of us said means. We’ll define it and move on with our conversation.

Cameron (currently 13y5m and mid to late 7th grade – 7.6):
High Frequency Words: mid 3rd grade
Word Recognition: late 6th grade
Phonics: mid 4th grade
Spelling: early 2nd grade
Oral Vocabulary: mid 11th grade
Reading Comprehension: mid 6th grade
Lexile Measure: 725
Reading Grade Level: 4.3

His spelling score is phenomenal for Cameron. He’s in the 3rd grade level of Spelling Power and going slowly. The school psych last year said not to even bother with spelling because he’d never be able to spell even on a second grade level. That didn’t sound right to me and, obviously, he is proving her wrong. His oral vocabulary score is impressive. He is what I call a “voracious listener.” He goes through audiobooks like crazy and can understand anything and everything he listens to. I am sure this has contributed quite a lot to his impressive oral vocabulary. His reading comprehension score made me very happy. That’s an increase of about 2 years in about 16 months. I am sure that has at least something to do with him doing his assigned reading using the immersion reading feature on his Fire so he is seeing and hearing the words at the same time. I am glad Cameron has the attitude he does since Fritz has officially passed him in nearly every tested category including reading level. It doesn’t bother Cameron. He’s glad Fritz learns so easily. He knows he (Cameron) has his own gifts and things that come easily to him and not to Fritz (like taekwondo).

Ani (currently 15y1m and mid to late 10th grade – 10.6):
High Frequency Words: late 3rd grade (this is maxed out on level tested to)
Word Recognition: late 12th grade (this is maxed out on level tested to)
Phonics: late 4th grade (this is maxed out on level tested to)
Spelling: mid 10th grade
Oral Vocabulary: late 11th grade
Reading Comprehension: mid 12th grade
Lexile Measure: 1200
Reading Grade Level: 11.0

Ani has not done a whole lot of focused school for two years (she includes her year in public school as a year she didn’t do much school). For the last several months we have been very focused on her health problems and working on getting her healthy. Obviously, taking this sort of break has not hurt her. The only thing she scored at grade level on was spelling. I do think spelling is one of the harder things to test. She usually spells words just fine when she is writing.

Math Assessments
Adrian (currently 6y9m and mid to late 1st grade – 1.6):
Numbers and Operations: 2.8
Measurement: 1.67
Data Analysis: 2.5
Geometry: 2.5
Algebraic Thinking: 1.75
Overall Grade: 2.46

I was extremely surprised by Adrian’s scores. He doesn’t even do math every day. He fights it because “it’s boring.” A single problem can take 3 minutes just because he’s stubborn and refuses to answer even when he knows the answer. Math comes pretty easily to him. He’s really not done any formal measurement. He knew nothing about the metric system. Really, a lot of his math has been naturally learned stuff.

Fritz (currently 8y8m and mid to late 3rd grade – 3.6):
Numbers and Operations: 4.71
Measurement: 4.89
Data Analysis: 4.6
Geometry: 3.1
Algebraic Thinking: 5.67
Overall Grade: 4.56

I was glad to see that Fritz’s confusion with Math Mammoth’s teaching hasn’t hurt his math level at all. He’s never been taught metric (aside from as it has come up in regular life) so I was quite surprised at that score. His geometry score was quite low, but that is because he completely forgot what perimeter is. He gave all those answers as area (and gave area question answers as area – he knew length times width was not right for perimeter, but it was the best he could come up with). I was amazed at his algebraic thinking score. He really does just get math and understand intuitively the relationship numbers have to each other.

Cameron (currently 13y5m and mid to late 7th grade – 7.6):
Tested on pre-algebra skills. He’s about halfway through pre-algebra, but I don’t think Math Mammoth was quite working for him. He could do the work if it was just like the sample, but he didn’t really understand what he was doing. We’ve already switched to Math-U-See.
Integer Operations: Mastery
Fractions: Partial Mastery
Decimals: Partial Mastery
Comparing and Converting: Non-Mastery
Estimating and Rounding: Non-Mastery
Evaluating Exponents: Partial Mastery
Ratios and Proportions: Mastery
Simplifying Expressions: Non-Mastery
Coordinate Graphing: Non-Mastery
Linear Functions and Extending Patterns: Mastery
Simple Equations: Mastery
Geometry: Non-Mastery
Interpreting Data: Partial Mastery
Simple Probability: Mastery
Multiplication Facts, Timed: Correct 30% of the time (answered in 5 seconds or less)
Multiplication Facts, Untimed: Correct 80% of the time
Reading Comprehension to 5th Grade Level (for word problems): 100%

I think I’ll have him retake this assessment after he finishes Math-U-See pre-algebra. It should be interesting to compare the results.

(Ani will be taking an Algebra I assessment as soon as we have a chance with enough time to get it done!)

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4 thoughts on “Reading and Math Assessments

  1. Would you be willing to share your children’s spelling progress? I am a private tutor and also started using Lets Go Learn assessments to see my students’ progress with a spelling program I am developing. I have worked on the phonics portion for 2 years and just recently started adding a spelling component. A 6th grade student that I tutor went from 2.5 to 3.17 after 20 hours of tutoring. I was trying to get an idea as to how this compares to other programs. Any info would be appreciated.

  2. Great!
    When my students start my Phonics program they improve .5 after about 16-20 hours of tutoring. (They don’t continue to improve .5 every month, it is just at the beginning.) I have seen some students show a big jump, then plateau, then another big jump (I have read that this sometimes happens with dyslexia).
    The 2.5 to 3.17 change was in Spelling, these are the first Spelling results.
    What are the programs you have used and what kind of improvements have you seen.
    Thanks. 🙂

  3. Pingback: This Year’s Reading and Math Assessments | Smaller on the Outside

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