Individual Hebrew Assessment—December 2012-January 2013
Student Name (First Last): _________________________________________________________________
Grade (Circle One):
3
4
5
6
Attendance as of this report: _______ out of _______ total sessions so far this year
Teacher (First Last): ________________________________________________________________________
Circle one: Hebrew Class
Individual or Small Group Tutoring
Instructions: Rate students on material you have covered in class and (if relevant) reinforced with homework. Write “N/A”
if not applicable. There is space for comments on page 2.
Letter/Vowel
Recognition
4
3
Recognizes all letters and
vowels with ease, knows the
sounds of all letters, knows all
the different vowel sounds, and
knows a majority of the names
of the letters.
Recognizes almost all the
letters and vowels; knows most
of the sounds of the letters,
vowel sounds and a majority of
the names of the letters; there
may be some minor confusion
but demonstrates overall grasp
of alef-bet
Recognizes about half the
letters and vowels; knows the
sounds of about half of the
letters and vowels, knows the
names of some of the letters;
still working to distinguish
consistently between vowels
Has difficultly recognizing most of
the letters and vowels; does not
know the names of most of the
letters, consistently mixes up
letters, consistently mixes up
vowels
Demonstrates very good skills
in combining letters and vowels
to read words and phrases,
decodes words and phrases
quickly and accurately
Shows good skills in combining
letters and vowels to read
words and phrases, decodes
words and phrases with some
effort but with general
accuracy, pace is average
Starting to combine letters and
vowels to read words and
phrases, decoding lacks
accuracy though there are signs
of understanding, pace is slow
Has difficulty combining letters
and vowels to make sounds and
decode words, does not yet
demonstrate understanding of
how letters and vowels work
together to make syllables
_________
Decoding
(sounding out the
combination of
letters and vowels to
make syllables and
words)
_________
Page 1 of 2
2
1
Prayer Reading
Reads grade level prayers
studied with ease, recognition
of words, and almost no
mistakes
Able to read grade level prayers
studied slowly but accurately,
makes few mistakes
Beginning to read grade level
prayers studied, makes many
mistakes but seems to be
building up accuracy and pace
of reading
Has difficulty reading grade level
prayers studied, lacks consistency
and needs frequent assistance to
avoid mistakes
Remembers main themes of all
prayers taught; is able to reflect
on prayers’ meaning; makes
connections between siddur
and modern Hebrew
Remembers main themes of
some prayers taught; is able to
reflect on prayers’ meaning;
makes a few connections
between siddur and modern
Hebrew
Has difficulty remembering main
themes of all prayers taught; does
not demonstrate ability to reflect
on prayers’ meaning; does not
make connections between siddur
and modern Hebrew
Remembers the meanings of all
words studied with ease
Remembers the meanings of
most words; there may be
some mixing up of words and
need to look up others in
dictionary, but demonstrates
overall understanding
Has difficulty remembering
themes of most prayers taught;
shows limited ability to reflect
on prayers’ meaning; generally
does not make connections
between siddur and modern
Hebrew
Remembers some meanings of
words; mixes up many words
and needs to use a dictionary to
look up majority of words
studied
_________
Prayer Meaning
_________
Vocabulary
Retention
(Remembers
meanings of
words)
_________
Comments:
Page 2 of 2
Has difficulty remembering
meanings of most words studied,
needs to look up most words in
dictionary