3-5 Guide 2011-2012 - The Jacox Literacy Lounge

Transcription

Guide to
Reading and Writing
Instruction and
Assessment in
Grades 3 - 5
English Office
Revised August, 2011
Dr. Richard Bentley,
Superintendent of Schools
Dr. Christine Harris,
Associate Superintendent of
Academics
Dr. Lisa Corbin,
Senior Director,
Curriculum and Professional Development
Monica Robinson,
Senior Coordinator,
English
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Table of Contents
Reading in Norfolk Public Schools……………………………………………………..
Balanced Literacy Instruction…………………………………………………………….
Required Daily Segments…………………………………………………………………
The Building Blocks of Literacy Development………………………………………
Phonological Awareness………………………………………………………………….
Phonics/Word Study…………………………………………………………………...…
Word Recognition (DOLCH)………………………………………………………………
Vocabulary.....................……………………………………………………………..…
Fluency……………………………………………………………………………………..
Comprehension…………………………………………………………………………….
An Introduction to Assessment and Evaluation…………………………………….
Literacy Portfolios…………………………………………………………………………
e-Sembler…............……………………………………………………………………..
Literacy Proficiency Rating (LPR)……………………………………………………….
Contents of Literacy Portfolios…………………………………………………………..
Reading Assessments……………………………………………………………………..
DOLCH……………………………………………………………………………………..
DRA2……………………………………………………………………………………….
Developmental Spelling Assessment (DSA)……………………………………………
NPS Vocabulary Assessment…………………………………………………………….
NPS Comprehension Assessment ....................................................................
Writing in Norfolk Public Schools………………………………………………………
Components of Writing Instruction……………………………………………………..
Daily Focus Lessons……………………………………………………………………….
Independent Writing Time……………………………………………………………….
The Writing Process……………………………………………………………………….
Writing Conferences………………………………………………………………………
Stages of Writing Development………………………………………………………….
Writing Genres…………………………………………………………………………….
Writing Assessment…………………………………………………………………….….
Baseline Writing Sample……………………………………………………………….…
Assessing Writing throughout the Quarter………………………………………….…
End of the year literacy Portfolio Contents…………………………………………..
ePortfolio for Students with an IEP…………………………………………………..
3-5 Literacy Assessments (At a Glance)………………………………………………
Suggested Pacing Guide (Grade 3)…………………………………………………….
Suggested Pacing Guide (Grades 4 & 5)……………………………………………...
Reading Log………………………………………………………………………………….
Creating Your EPortfolio Account………………………………………………….….
Lesson Plan Requirements..............................................................................
Small Group Lesson Plan Format………………………………………………….….
Progress Report Considerations………………………………………………………..
References……………………………………………………………………………………
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READING IN NORFOLK PUBLIC SCHOOLS
Balanced Literacy Instruction
Balanced literacy instruction respects and addresses the needs of all learners, views
teachers as informed decision makers, is flexible, and is researched based. A balanced
literacy approach to instruction provides students with daily opportunities to engage in a
variety of reading and writing instructional approaches that help them communicate more
effectively.
In a balanced literacy framework, students receive daily instruction that integrates:
9 phonemic awareness
9 phonics and word study
9 fluency
9 vocabulary
9 text comprehension
9 writing
In Norfolk Public Schools, students receive 2 ½ hours of daily balanced literacy
instruction in oral language development, reading, word study, and writing. This
instruction is provided through direct whole group instruction, small group
guided practice, and independent application of skills and strategies. This
quality instruction integrates direct teaching and opportunities for practice within the
context of quality literature, both fiction and nonfiction, and authentic reading and writing
activities.
All reading instruction is guided by the Virginia English Standards of Learning as reflected
in the Norfolk Public Schools Elementary English Curriculum Guide. However, the
development of children’s interest and pleasure in reading and writing is just as important
as student achievement.
This guide serves as a resource for defining each of the critical building blocks of literacy
development and the assessments required to track student progress.
The following is a chart that summarizes balanced literacy instruction by providing the
definition, purpose, and role of the teacher for each major component. Many of the
components provide opportunities for student assessment. Norfolk Public Schools believes
in using assessment to drive instruction. Teachers must accurately administer all required
NPS assessments in a timely fashion to maximize opportunities for student achievement.
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A Review of Balanced Literacy Instruction (3-5)
Component
Read-Aloud: The teacher reads aloud
materials that are at students’ listening level,
but above their reading level.
Purpose
To model fluent , expressive reading
To model comprehension strategy
instruction, i.e. making connections,
imagery, etc.
•
•
•
To build vocabulary
To improve listening skills
To analyze author’s craft in writing
Shared Reading: A blend of modeled,
shared, and interactive reading that is
appropriate for all elementary grades.
Each child has an individual copy of the text
or is able to independently view the text on
a chart, overhead or Smartboard.
•
•
To provide extension activities for
writing instruction
To directly and explicitly teach
students how to read by modeling
effective reading skills, strategies,
and behaviors while making
meaning the goal
•
To provide students with a model of
fluent reading.
•
•
•
•
Small Group Reading Instruction
Includes:
• Word Recognition
• Word Study
• Fluency
• Vocabulary
• Comprehension
• Strategy Development
In Guided Reading, books are at the child’s
instructional level (94% accuracy) and the
children do the reading independently.
Independent Reading: Students read texts
with 95-100% accuracy, choose their own
books, and take responsibility for working
through the challenges of the text.
To support, prompt, and scaffold the
development of strategies for
independent reading
•
•
To develop and monitor the
student’s use of before, during, and
after reading strategies
To provide the students with
opportunities to engage with text at
their instructional level
To provide appropriate levels of
support in the development of word
study
To assist in vocabulary development
To provide opportunities for students
to apply reading strategies, develop
fluency, and build their own
confidence as readers
•
•
•
•
•
•
•
•
•
Role of the Teacher
To establish a literacy rich
environment
To select interesting and engaging
fiction and nonfiction texts that lend
themselves to meaningful discussion
To model appropriate reading
behaviors
To read a variety of genres, authors,
illustrators, styles of writing, and
content
Assessment Opportunity: Oral and
written retellings, graphic organizers,
and comprehension questions
To model reading by reading and
thinking aloud using an enlarged text,
text on an overhead, Smartboard, or
each student having a copy of the text
To discuss and practice the use of
comprehension strategies to make
and extend meaning
To model how to approach different
genres and text types
To demonstrate and reinforce skills
for vocabulary and word study
Assessment Opportunity: Oral and
written retellings, graphic organizers,
and comprehension questions
To help students talk, think, and
question their way through the
reading process
To model strategies and provide
practice for meaning of text
To read and discuss a range of genre
and text types
To support the development of
students’ vocabularies
To listen to students read orally and
analyze miscues
To provide developmentally
appropriate sorts for word study
Assessment Opportunity: Anecdotal
notes, running records, and
comprehension questions
To observe, acknowledge, respond,
and hold conferences
To match text to students’
independent level
To model reading for enjoyment
Assessment Opportunity: Written
responses, anecdotal notes
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A Review of Balanced Literacy Instruction (3-5) continued
Component
Literature Circles: Small, usually
heterogeneous, groups of students who are
interested in certain topics, genre, or
specific books talking in depth about what
they have read.
Purpose
To provide opportunities for
expanding meaning, such as
inferring, summarizing, analyzing,
and critiquing through discussion
•
•
•
•
•
•
Literacy Work Stations (Centers):
A literacy work station is an area within the
classroom where students work alone or
interact with one another, using instructional
materials to explore and expand their
literacy.
To reinforce and/or extend student
learning through a variety of
activities
•
•
•
•
Systematic Word Study :
Word study is the systematic developmental
study of words that provides students with
opportunities to investigate and understand
the patterns in words
To help students achieve the
automatic word recognition and
decoding skills necessary for fluency
and proficient comprehension
•
•
•
•
•
Writer’s Workshop: Instruction that
supports student development through all
stages of the writing process including
planning, drafting, revising, editing and
publishing.
To provide structured opportunities
for students to write and receive
feedback in order to learn about the
writing process
To scaffold and support student
writing with structured mini-lessons
on written expression, organization,
and mechanics and usage
•
•
•
•
•
•
•
Role of the Teacher
To select books that will provoke
discussion
To observe as the students take turns
facilitating the discussions
To demonstrate routines that make
for good group discussions
To summarize major points from the
students’ interactions
To introduce structures for
responding to literature
Assessment Opportunity: Anecdotal
notes, written responses
To plan open-ended extension
activities that support instruction
from the other components of
balanced literacy instruction
To provide scaffolded activities to
meet individual needs
To monitor student progress
Assessment Opportunity: Samples
of student products such as written
retellings, graphic organizers, and
comprehension questions
To help students develop knowledge
of the phonetic principles necessary
for proficient spelling
To monitor progress of students
consistently
To provide early intervention for
those at risk of failing to learn to read
and spell proficiently
To use activities such as word walls,
word sorts, and making words to
promote students’ word recognition
and spelling
Assessment Opportunity: Word
sorts, dictated sentences, anecdotal
notes, and DSA
To use mini-lessons to teach students
different aspects of the writing
process
To use literature to model and
stimulate students to think creatively
about the author’s craft
To circulate and assist students in
their writing efforts
To model the entire writing process
To hold conferences with students
about their writing
To provide students with vehicles to
share their writing
Assessment Opportunity: Writing
samples, student-teacher conferences,
and peer conferences
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A Review of Balanced Literacy Instruction (3-5) continued
Component
Guided Writing: The teacher works with
individual students or small groups of
students who have similar needs and
coaches them as they write a composition.
Purpose
To provide focused writing
instruction to students in order to
lead them to independent writing.
•
•
•
•
•
Independent Writing: During this time,
students work as writers (which may include
time to write and time to investigate what
they will write).
To provide time for students to apply
the writing process independently.
•
Through independent writing, the
students develop their own voice in
writing and apply their
understanding of the crafting lessons
taught by their teacher.
•
•
•
•
Role of the Teacher
To observe and assess students’
writing
To meet with individuals or small
groups who have similar needs
To encourage and prompt students to
use resources
To extend students’ thinking in the
process of composing
Assessment Opportunity: Writing
samples, student-teacher conferences,
and peer conferences
To create opportunities for students
to engage in authentic, purposeful
writing
To respond to the content of the
students’ writing
To assist students with the revision
and editing process.
To praise student efforts
Assessment Opportunity: student’s
finished piece is assessed using the
NPS composition evaluation form
Other important components of a Balanced Literacy Classroom include:
z Quick Writes
z Paired/ Partner Reading
z Modeled Writing
z Choral Reading
z Repeated Reading
Adapted from the “Principal’s Flip Chart in Reading” in the NPS Guide, “Best Practices in Balanced Literacy Instruction, 2002.”
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REQUIRED DAILY SEGMENTS
Grades 3-5
WHOLE GROUP SHARED READING & READ-ALOUD (30 minutes)
Shared reading and Read-alouds include teacher led instruction in the following
components:
·
Building background knowledge
·
Narrative elements
·
Comprehension Strategy Instruction/Modeling
·
Fluency
·
Vocabulary Development
·
Varied expository text structures (social studies & science)
·
Genre description and exploration
THREE FLEXIBLE SMALL GROUPS (60 minutes)
During 3 small groups of 20 minutes each, all students will receive explicit literacy
instruction using materials that reflect their instructional reading level and needs as
determined from the VA Standards of Learning, NPS assessments, and teacher
observations.
When reading the text, each student should be able to see a shared text or hold
their own copy of the text.
Small group instruction in which the teacher facilitates the student’s usage of the
following components:
·
Comprehension strategy development
·
Vocabulary development (i.e. prefixes, root words, suffixes)
·
Word study/word attack strategies
·
Varied expository text structures (social studies & science)/genres
While the teacher is working with small groups the remainder of the class is
working on:
·
Independent, uninterrupted time in text (sustained silent reading)
·
Independent or collaborative reading & writing extension activities
·
Cooperative groups, work station activities, and/or peer conferences
WRITING INSTRUCTION (60 minutes)
Daily writing instruction includes the following components:
·
·
·
·
Daily focused mini-lessons by the teacher in the three domains: composing,
written expression, and mechanics and usage
Independent time (30 – 45 min) for writing and conducting research
Conferences with teacher or peers
Sharing opportunities
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The Building Blocks of Literacy Development
DRA
Vocabulary and Comprehension
24 +
Fluency and Comprehension
14-24
Phonics, Word Recognition, and Fluency
3-12
Phonemic Awareness, Concepts about Print, and
Word Recognition
A-2
Stage of
Spelling
Development
Derivational
Constancy
Syllable
Juncture
Syllable
Juncture
Within Word
Pattern
Within Word
Pattern
Letter Name
Letter Name
Emergent
Adapted from Walpole,S. & McKenna, J.
DEFINING THE BUILDING BLOCKS
PHONEMIC AWARENESS:
Phonemic awareness is the ability to identify, hear, and manipulate the individual
phonemes or sounds in spoken words. Manipulating the sounds in words includes
blending, stretching, or otherwise changing words.
Before children learn to read print, they need to become aware of how the sounds in
words work. They must understand that words are made up of speech sounds, or
phonemes.
Phonemes are the smallest parts of sound in spoken words that make a difference in the
word's meaning. For example, changing the first phoneme in the word hat from /h/ to /p/
changes the word from hat to pat, and so changes the meaning. (A letter between slash
marks shows the phoneme, or sound, that the letter represents, and not the name of the
letter. For example, the letter h represents the sound /h/.)
Children can show us that they have phonemic awareness in several ways:
•
•
•
•
•
isolate individual sounds in words
(“The first sound in van is /v/.)
identify which words in a set of words begin with the same sound
("Bell, bike, and boy all have /b/ at the beginning".)
categorize words with the same sounds
(“Rug doesn’t belong with bun and bus”.)
blend the separate sounds in a word to say the word
("/m/, /a/, /p/ – map.")
segment a word into its separate sounds
("up – /u/, /p/.")
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PHONICS (WORD STUDY):
Word Study is an active and developmental way to teach phonics, vocabulary, and
spelling (Ganske, 2000). Through word sorting activities, children use a process of
comparing and contrasting categories of word features to independently discover
the similarities and differences within and between each category. Word study
provides instruction that is explicit, systematic, and repetitive. It is a conceptual
process that goes beyond simple rote drill and memorization relationships.
A child's reading development is dependent on his/her understanding of the alphabetic
principle – the idea that letters and letter patterns represent the sounds of spoken
language. Learning that there are predictable relationships between sounds and letters
allows children to apply these relationships to both familiar and unfamiliar words, and to
begin to read with fluency. The goal of word study instruction is to help children to learn
and be able to use the alphabetic principle in both reading and writing (Bear, 2004).
The Principles of Word Study
1. Look for what students “use but confuse.” To group students for instruction use a feature score of
4.
2.
A step backward is a step forward. In order to form groups, move students to the previous
“known” feature rather than forward to an unknown feature.
3. Use words that students can read and understand. Use words that students can read immediately.
4. Compare words “that do” with words “that don’t.” Define what something is by also defining what it
is not. Understanding contrasts are essential to students as they sort.
5. Begin with obvious contrasts. Do not use two syllable words for students in Letter Name and Within
Word stages, even when picture cards are used.
6. Do not teach students the phonics rules. Allow them to discover patterns and make generalizations
for themselves. Teach students to form the habit of looking at words and asking questions.
7. Don’t hide exceptions.
8. Sort by sight and sound. Encourage students to tell what they notice with their eyes and with their
ears. Have students tell what patterns they see and what generalizations they can make. Have
students read aloud either the anchor word (or picture) and the new word (or picture) each time a
new example is categorized. If pictures are included in the sorting sequence prior to the word sorts,
don’t skip them. The pictures are provided to help students learn the sounds before studying the
visual word patterns.
9. Work for automaticity. Work to help students acquire fluency in sorting and examining patterns.
This fluency should extend to decoding and encoding. Engage students in daily games and activities
to increase repeated practice.
10. Return to meaningful text to read and write in context. Record all related independent and buddy
practice activities in the word study notebook. Refer to the chart of weekly word study practice for examples.
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How is word study taught?
Word study is based on the notion that where a student is in his or her spelling
development can serve as a guide for instruction. At the start of a word study
program, teachers use a spelling inventory to determine which stage of spelling
development each student is in and then groups students for instruction (Bear, et
al., 2000). Once groups are created, teachers develop "differentiated instruction"
based on the stage of development each group of students has achieved.
Instruction has to be deliberately sequenced by the teacher so students will get
instruction that will propel their development. Teachers select a group of words that
demonstrate a particular spelling pattern and sequence these patterns to match
children's development. Because the pace of children's progression through the
stages varies, rarely would all the students in a class be studying the same list of
words.
To implement word study effectively, teachers and students alike must become
word detectives, engaged in an ongoing attempt to make sense of word patterns
and their relationships to one another. Spelling "rules" are not dictated by the
teacher for students to memorize. Rather, spelling patterns and generalizations are
discovered by students.
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Observations and informal assessments such as the Developmental Spelling
Assessment (DSA) enable teachers to identify which students are in which stage of
spelling development. Using this data, the teachers are able to identify word
features that children already understand; and those that they are ready to learn
(Ganske, 2006). To determine where to begin instruction, a teacher should
consider the student’s spelling stage as identified by their use of individual features
such as:
Layer
Spelling
Stage
Emergent
Alphabet
STAGES OF SPELLING DEVELOPMENT
Letter Name
Within Word
Pattern
Pattern
Syllables &
Affixes
(Syllable
Juncture)
Meaning
Derivational
Relations
Features within each
Stage
•
Beginning and ending
sounds
•
Initial blends and
digraphs
•
Short vowels
A.
Beginning and ending
sounds
B.
Initial blends and
digraphs
C.
Short vowels
D.
Affricates
E.
Final blends and
digraphs
F.
Long vowels CVCe
G.
R-Controlled vowels
H.
Other common long
vowels
I.
Complex Consonants
J.
Abstract Vowels
K.
Doubling & e-drop with
ed & ing
L.
Other syllable juncture
doubling
M.
Long vowel patterns with
a stress syllable
N.
R-Controlled with a
stressed syllable
O.
Unstressed syllable
vowel patterns
P.
Silent and sounded
consonants
Q.
Consonant changes
R.
Vowel changes
S.
Latin-Derived suffixes
T.
Assimilated prefixes
Characteristics
MKB9 = dog
•
No concept of word
•
Use of random marks
•
Representation prominent sounds in
words
•
Learning the alphabet
•
“Rudimentary” concept of word
•
Representation of initial and final
consonants
•
Use of medial vowels inconsistently
•
Acquisition of basic letter-sound
relationships (word families, blends,
digraphs, short vowels)
•
Mastery of basic letter-sound
relationships
•
•
•
•
Examples in
Writing
Attention to pattern features of
spelling (long vowel patterns,
dipthongs, complex consonant
clusters)
S = house
dg = dog
jriv = drive
brach = branch
flat
swing
feat = feet
strayt = straight
burd = bird
chain
couch
Mastery of phonics in single syllable
words
snaping =
Attention to patterns in multisyllabic
words (stressed and unstressed
syllables, consonant doubling, and
e-dropping)
smileing = smiling
Attention to meaning based
changes in spelling (prefixes,
suffixes, vowel changes, Greek and
Latin roots.)
dependant =
snapping
double = double
believe
dependent
incredible =
incredible
inquisition
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A Week of Word Study Instruction Includes:
After reviewing the DSA results, each class will be divided into three groups. All students
may not fit neatly into these groupings. However, maintaining more than three groups
per teacher becomes very difficult. It may be necessary to provide supplemental support
to students who do not fit into one of these groups. When forming groups, it is
better to move a student to a previous feature than force the student forward
as suggested in the second principle of Word Study.
A teacher directed introductory lesson is recommended for each of three small groups
on Mondays. Students need to be explicitly taught to make generalizations about their
sorts. Teachers should encourage students to make these generalizations during their
guided, independent, and buddy practice.
The rationale for the following sequence of weekly practice activities is to allow students
enough time to become familiar with the features before requiring them to complete the
most challenging activities for independent practice. Teachers should incorporate
opportunities for students to apply their sorting feature within continuous text as soon as
possible.
Recommended Weekly Routine:
Monday
Tuesday
Wednesday
Thursday
Friday
• Buddy speed
sorting practice
• Buddy “Blind”
written sorting
practice in
word study
notebook
• Teacher
evaluates
students’
ability to move
to the next
feature.
• Guided sorting
practice in
small group
• Blind sorting
with a “Study
Buddy”
• Independent
sorting practice
& recording
sort in the
word study
notebook
• Reading feature
related texts
• Word hunt &
record in word
study notebook
• Partner word
building
• Partner word
study
• Games
• Games for
repeated
practice
• Feature writing
activities
completed in
the word study
notebook
• Partner word
study
• Teacher
identifies
students’ next
lesson
sequence
• Games for
repeated
practice
If a student/group has not shown progress with a specific feature, it may be necessary for
the student/group to stay in the same sorting feature for more than one week. This will
allow the teacher more opportunities to have the students practice the feature in
continuous text.
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Recommended Weekly Word Study Assessment Procedures
The assessment should include no more than five words or pictures per feature being
studied. One or more of the words in each feature can be novel (not practiced during
the week). The assessment is scored just as it would be for the DSA. For example, one
point is given for accurate use of the spelling feature and one point for correct
spelling. In addition, the assessment will include a dictated sentence that is inclusive of
some features previously studied and the features currently being studied.
Students provide proof of feature mastery through their consistent, accurate use of the
features in their independent writing. Mastery can also be demonstrated through their
ability to decode novel words when reading.
The Different Types of Word Sorts
1. Open Sort – categorizing words or pictures according to a student’s according to a
student’s own judgment.
2. Closed Sort – word sorts or picture sorts that rely on predetermined categories for
classifying words.
3. Blind Sort – A word sort that is completed “blindly” – namely without looking at
the words. Words are placed in front of the student as key words. As someone
calls out the words to be sorted, the student points to the appropriate category.
Blind sorts encourage students to use sound clues and their memory for particular
spelling patterns.
4. Concept Sort – Categorizing words or pictures by meaning rather than by spelling
feature (such as farm animals, zoo animals, ocean animals)
5. Writing Sort – words are written down under appropriate categories, headed by
key words. (sometimes combined with a blind sort) – could be used as an
assessment procedure.
6. Speed Sort – After students are able to accurately categorize their words, the
added focus on speed allows students work towards automaticity with the features
being studied. (Varied version: “Beat the Teacher.”)
Web Resources to Support Word Study
•
•
•
•
•
http://jc-schools.net/PPTs-la.html
Game boards and game playing pieces
http://www.readwritethink.org/materials/wordfamily/
(IRA) Interactive game for word family sorting
http://www.readwritethink.org/materials/construct/
(IRA) Construct a word…create other word family lists
http://www.bbc.co.uk/schools/wordsandpictures/longvow/poems/fpoem.shtml
Online phonics poetry activities & print-outs
http://www.bbc.co.uk/schools/wordsandpictures/longvow/poems/fpoem.shtml
Online phonics poetry activities & print-outs
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WORD RECOGNITION:
Automaticity is the fast, effortless word recognition that comes with a great deal of word
practice. In the early stages of learning to read, readers may be accurate but slow and
inefficient at recognizing words. Continued reading practice helps word recognition
become more automatic, rapid, and effortless. Once the student’s attention is freed from
word recognition and decoding, they are able to focus on the comprehension of the text.
Automaticity leads to increased fluency which in turn improves comprehension.
The reading process involves two separate but highly interrelated areas - word recognition
and comprehension. It is well established that difficulties in automatic word recognition
significantly affect a reader's ability to effectively comprehend what they are reading.
Even mild difficulties in word identification can pull attention away from the underlying
meaning, reduce the speed of reading, and create the need to reread selections to grasp
the meaning. Many students who struggle to learn to read are able, with appropriate
instruction, to compensate for initial reading problems by becoming accurate decoders but
fail to reach a level of sufficient fluency to become fast and efficient readers. Thus, the
development of techniques for improving automaticity and fluency is critical.
Mastery of the 220 basic Dolch words greatly improves student’s reading performance.
NPS has divided the Dolch word lists into preprimer, primer, first grade, second grade, and
third grade lists. The mastery of these lists is encouraged regardless of the
student’s grade level. Teachers in grade 3 should review their student’s second grade
portfolios to identify students who need additional instruction in word recognition. In
addition, third grade teachers should introduce and assess those words on the third grade
Dolch word list quarterly until mastery has been obtained.
Teachers in grades 4 and 5 should seek assistance from their Communication Skills
Specialist if they have noted that a particular student is struggling with basic word
recognition.
VOCABULARY:
Vocabulary refers to the words we must understand to communicate effectively.
Vocabulary plays an essential role in the reading process, and contributes greatly to
a reader's comprehension. NPS teachers must consider the four types of
vocabulary: listening, speaking, reading, and writing.
A reader cannot understand a text without knowing what most of the words mean.
Students learn the meanings of most words indirectly, through everyday
experiences with oral and written language.
Children learn word meanings indirectly in three ways:
•
engaging daily in oral language
•
listening to adults read to them
•
reading extensively on their own
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Revised August 2011
Direct instruction helps students learn difficult words and concepts that are not part
of their everyday experiences. Direct instruction of vocabulary relevant to a given
text leads to better reading comprehension.
Children learn word meanings directly by:
•
Learning specific words before reading.
•
Repeated exposure to new words in different contexts.
•
Acquiring word learning strategies such as:
1. How to use dictionaries and other reference materials.
2. How to use information about word parts (common prefixes and
suffixes) to figure out the meaning of words in texts.
3. How to use context clues to determine word meanings.
Another way you can help students develop vocabulary is to foster word consciousnessan awareness of an interest in words, their meanings, and their power. Word-conscious
students know many words and use them well.
Students develop word consciousness by:
•
•
•
•
appreciating how authors use words to convey particular meanings.
exploring words by engaging in word play.
searching for examples of a word’s usage in their everyday lives.
reading rich literature.
In Norfolk Public Schools, many of our students are inherently at a disadvantage in
vocabulary development. Continuous and repeated exposure to enriched literature and
great conversation will increase student achievement and foster a love of words.
In grades 3-5, students are assessed on vocabulary and phonics using a variety of
measures that include but not limited to the NPS Benchmark Assessment in Reading
and the Virginia English SOL Assessment.
17
Revised August 2011
Virginia English SOL Assessment
In the SOL test blueprints provided by the Virginia Department of Education for Grades 3,
4, and 5, the reporting category of “uses word analysis strategies and information
resources” outlines the specific phonics and vocabulary standards that are assessed. The
following is a listing of the phonics and vocabulary standards that are assessed:
Grade 3
2002
SOL
2.4c
2.6a
2.6b
2.6c
2.6d
3.3b
3.4c
3.4d
3.3b
2010
SOL
2.5c
2.7b
2.13f
2.13g
2.7c
2.7a
3.4c
3.4d
3.4a
Use language structure to expand vocabulary.
Decode irregular multisyllabic words.
Use knowledge of prefixes and suffixes.
Use knowledge of contractions and singular possessives.
Use knowledge of simple abbreviations.
Use knowledge of antonyms and synonyms.
Use knowledge of homophones.
Apply meaning clues, language structure, and phonetic strategies.
Use context to clarify meaning of unfamiliar words.
Use knowledge of homophones.
2.9a
2.9b
2.9c
3.7a
2.10a
2.10b
2.10c
3.4g,
3.7a
Demonstrate comprehension of information in reference materials.
Use a table of contents.
Use pictures and charts.
Use dictionaries and indices.
Use dictionary, glossary, thesaurus, encyclopedia, and other reference books,
including online reference materials.
Grade 4
2002
SOL
4.3a
4.3b
4.3c
2010
SOL
4.4a
n/a
4.4b
4.3d
4.6b
4.4c
4.9b
Use word analysis strategies and information resources.
Use context to clarify meanings of unfamiliar words.
Explain words with multiple meanings.
Use knowledge of word origins; synonyms, antonyms, and homonyms; and multiple
meanings of words.
Use word-reference materials, including the glossary, dictionary, and thesaurus.
Collect information, using the resources of the media center, including online, print,
and media resources.
Grade 5
2002
SOL
5.4a
5.4b
5.4c
2010
SOL
5.4a
5.4c
5.4e
Read fiction and nonfiction with fluency and accuracy.
Use context to clarify meaning of unfamiliar words.
Use knowledge of root words, prefixes, and suffixes.
Use dictionary, glossary, thesaurus, and other word-reference materials.
5.7b
5.9d
Demonstrate comprehension of information from a variety of print resources.
Organize information on charts, maps, and graphs.
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Revised August 2011
FLUENCY:
When fully developed, reading fluency refers to a level of accuracy and rate where
decoding is relatively effortless; where oral reading is smooth and accurate with correct
prosody; and where attention can be allocated to comprehension.
The tables below present the results of research on oral reading fluency rates for
students at the 90th, 75th and 50th percentiles throughout the school year. These rates are
reported as words correct per minute (WCPM) for third through fifth grade students
reading on-grade-level text:
3rd Grade
Percentile
90
75
50
Fall
WCPM
128
99
71
Midyear
WCPM
146
120
92
Spring
WCPM
162
137
107
Fall
WCPM
145
119
94
Midyear
WCPM
166
139
112
Spring
WCPM
180
152
123
4th Grade
Percentile
90
75
50
5th Grade
Percentile
90
75
50
Midyear
Spring
Fall
WCPM
WCPM
WCPM
166
182
194
139
156
168
110
127
139
Hasbrouck, J.E., & Tindal, G.A., 2006
Fluency develops as a result of direct and explicit instruction. Fluency instruction should
occur during shared and guided reading. Teachers can help students develop reading
fluency through modeling, demonstrations, think-alouds, and discussions about what
makes a reader fluent (Johns and Berglund, 2002).
Students who read and reread passages orally as they receive guidance and/or feedback
become better readers. Repeated oral reading substantially improves word recognition,
speed, and accuracy as well as fluency. Researchers have found several effective
techniques related to repeated oral reading:
•
Students read and reread a text a certain number of times or until a certain level of
fluency is reached. Four rereads are sufficient for most students.
•
Oral reading practice is increased through the use of audiotapes, tutors, peer
guidance, or other means.
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Revised August 2011
Students develop fluency through activities for repeated oral reading
practice:
1. Student-adult reading--reading one-on-one with an adult, who
provides a model of fluent reading, helps with word recognition, and
provides feedback.
2. Choral reading--reading aloud simultaneously in a group.
3. Tape-assisted reading--reading aloud simultaneously or as an echo
with an audio-taped model.
4. Partner reading--reading aloud with a more fluent partner (or with a
partner of equal ability) who provides a model of fluent reading, helps
with word recognition, and provides feedback.
5. Readers' theatre--the rehearsing and performing before an audience
of a dialogue-rich script derived from a book.
In addition, students need many opportunities to practice reading with a high degree of
success. Students should practice orally reading texts at their independent levels.
Feedback and guidance at students’ instructional reading levels can also lead students to
greater expertise (National Reading Panel, 2000). Text at the independent level will be
reasonably easy for them to read and contain words that they know or can easily decode
easily.
Informally monitoring student progress in reading fluency is useful in evaluating
instruction, setting instructional goals, and motivating students to read effortlessly.
COMPREHENSION:
Comprehension is the reason for reading. If readers can read the words but do not
understand what they are reading, they are not really reading. Beginning readers, as
well as more advanced readers, must understand that the ultimate goal of reading is
comprehension.
Good readers are active. Good readers think actively as they read. They know when
they have problems with understanding and how to resolve these problems as they
occur. Comprehension strategies are conscious plans or sets of steps that good readers
use to make sense of text. Comprehension strategy instruction helps students become
purposeful, active readers who are in control of their own reading comprehension.
20
Revised August 2011
The following strategies have a firm scientific basis for improving text comprehension:
1. Using Schema / Making Connections
2. Visualizing
3. Wondering and Questioning
4. Drawing Conclusions
5. Determining Important Ideas
6. Understanding Text Structure
7. Summarizing
8. Synthesizing
*Full sized versions of these comprehension posters are available on our 123 Curriculum website.
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Revised August 2011
How to Teach Comprehension Strategies
Effective comprehension strategy instruction is explicit, or direct. Research
shows that explicit teaching techniques are particularly effective for comprehension
strategy instruction. In explicit instruction, teachers tell readers why and when they
should use strategies, what strategies to use, and how to apply them.
The steps of explicit instruction are
•
•
•
•
Direct explanation. The teacher explains to students why the strategy helps
comprehension and when to apply the strategy.
Modeling. During shared reading, the teacher models or demonstrates how to
apply the strategy, usually by "thinking aloud" while reading the text that the
students are using.
Guided practice. During small group instruction, the teacher guides and
assists students as they learn how and when to apply the strategy. TPS
(think/pair/share) and TPW (think/pair/write) are effective opportunities for
students to practice and share their thinking and understanding of text.
Application. The teacher helps students practice the strategy until they can
apply it independently.
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Revised August 2011
Using Schema / Making
Connections
Strategy
Purpose
Activating prior knowledge helps
the reader to:
Ways to build and activate
background knowledge include:
•
•
•
•
•
make accurate predictions.
make connections to self, other
text, and the world.
set a purpose for reading.
build upon a child’s schema.
Visualizing helps the reader to:
•
Visualizing
Instructional Suggestions
•
•
•
•
form mental images to help
them understand, remember,
and enjoy text.
connect personal images to the
text.
become familiar with the
character, setting, theme,
and/or emotion the author
presents.
make the words in the text into
pictures, sounds, sense, and
feelings.
make sense of figurative
language.
•
•
make connections that are
relevant to students
post information on different
text structures and genre
characteristics
provide literature by the same
author, about the same topics,
and/or with similar formats
Ways to assist students in learning
how visualize (create mental
images):
•
•
•
•
•
Develop an awareness of sensory and
emotional images provided by the author
Model the use of meta-cognition with
imagery
Use different response options (artistic,
dramatic, written, or spoken) to depict
images
Use mini-lessons to develop imagery
Utilize poetry
Suggested Resources
Suggested Literature:
Mr. Lincoln’s Way; My Rotten Red-Headed Older
Brother - Patricia Polacco
Rondo in C – Paul Fleischman
Show Way - Jacqueline Woodson
The Art Lesson - Tomie DePaolo
The Night Tree - Eve Bunting
Wilfrid Gordon McDonald Partridge – Mem Fox
Suggested Literatures:
All the Places I Love – Patricia MacLachlan
Amber on the Mountain - Tony Johnston
At the Edge of the Forest - Johathan London
Mufaro’s Beautiful Daughters - John Steptoe
Night in the Country - Cynthia Rylant
Shadow Ball: The History of the Negro Leagues
– G. Ward, K. Burns, J. O’Connor
The Wretched Stone - Chris Van Allsburg
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Revised August 2011
Drawing Conclusions
• inferring
• generalizing
Wondering / Questioning
Strategy
Purpose
Questioning helps the reader to:
Ways to assist students with asking
and answering questions:
•
•
•
•
•
•
•
speculate about text yet to be
read.
locate a specific answer in text or
infer answers that require
information not provided in the
text.
focus attention on what they are
to learn.
dispel confusions and clarifies
meaning.
review content and relate what
they have learned to what they
already know.
determine an author’s intent,
style, content, or format.
Drawing conclusions helps the
reader to:
•
•
combine what is read with
relevant prior knowledge to
make inferences.
make reasonable predictions
and generalizations.
•
•
•
•
chart questions before, during
and after readings
determine if the questions asked
can be answered in the text or
require additional information
use a variety of tools such as
coding, highlighting markers,
question maps, story maps, and
double entry diaries
provide time for students to
meet in small groups to compare
and discuss their questions and
answers
make frequent connections
between questioning and other
strategies
how to draw conclusions:
•
•
•
Solve problems in text
Identify cause and effect
Ask the reader to make predictions and
generalizations
Suggested Resources
A Weekend with Wendell - Kevin Henkes
An Angel for Solomon Singer – Cynthia Rylant
Bad Day at Riverbend; The Stranger - Chris
Van Allsburg
Fly Away Home, The Wednesday Surprise Eve Bunting
How Come? – Kathy Wollard
Sykvester and the Magic Pebble – William
Steig
The Day of Ahmed’s Secret – Heide & Gilliland
Tikvah Means Hope – Patricia Polacco
Dandelion - Eve Bunting
Follow the Drinking Gourd – Jeanette Winter
June 29, 1999 – David Wiesner
LaRue Letters from the Campaign TrailTeague
Scaredy Squirrel – Melanie Watt
The Memory Sting - Eve Bunting
The Promise Quilt – Ransom
The Mysteries of Harris Burdick – Van Allsburg
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Revised August 2011
Understanding Text Structure
Determining important
ideas
Strategy
Purpose
Identifying key points helps the reader to:
•
•
•
distinguish between main ideas and
supporting details.
organize essential information into story
maps, semantic maps, and other graphic
organizers.
Decide what is most important in the
whole text, each paragraph, and every
sentence.
Ways to assist students in
determining the most important
ideas:
•
•
•
•
distinguish the difference
between what is and what is
not important
Use highlighters and post it
notes to highlight important
ideas
Outlining to organize text
Use graphic organizers to
determine important ideas
Identifying text structure helps the reader
to:
Ways to assist students in understanding
text structure:
•
•
•
provide explicit instruction in reading
expository text and identify text features
•
identify non-fiction text features to
unlock text meaning (heading,
subheadings, bold print, charts,graphs,
and captions )
to identify the genre of the text.
to know how to approach reading the
text for understanding.
•
provide explicit instruction in reading
fictional text
•
identify common story elements
(settings, characters, plot )
Suggested Resources
* This strategy can be practiced with most
fiction and non-fiction literature available in
your classroom and school media center.
•
Eyewitness Books
•
Weekly Reader
•
Ranger Rick
•
Cobblestone: The History Magazine
for Young People
Suggested fiction texts with strong story
structure:
Crickwing – Jannell Cannon
Freckleface Strawberry – Julianne Moore
Help Me, Mr. Mutt! - Janet Stevens
Possum Magic – Mem Fox
Non-Fiction text with text features:
Eyewitness Books (especially big books for
modeling)
Baseball Saved Us – Ken Mochizuki
Home-Run: The Story of Babe Ruth Burleigh
Tornado – Stephen Kramer
24
Revised August 2011
Strategy
Purpose
Summarizing helps readers to:
Summarizing
•
•
•
•
•
•
identify and bring together the essential
ideas in text.
pull out main ideas.
focus on key details.
use key words and phrases.
break down the larger ideas.
write only enough to convey the gist.
Instructional Strategies
Suggested Resources
how to summarize:
* This strategy can be practiced with most
fiction and non-fiction literature available in your
classroom and school media center.
•
•
•
•
Synthesizing helps the reader to:
Synthesizing
•
•
•
•
•
•
monitor the overall meaning, important
concepts, and themes in the text.
extend the literal meaning to an
inferential level.
become aware of text elements and
patterns in fiction and nonfiction.
attend to narrative elements.
attend to text patterns such as cause
and effect, compare and contrast, and
problem and solution.
revise their background knowledge to
include new understandings.
identify the important ideas in
the text and use these ideas to
summarize
use graphic organizers to
identify and help summarize
important ideas
use selective underlining to
help summarize the important
ideas of text
determine the Who, What,
When, Where, How, and Why
in fictional text to help
summarize
how to synthesize:
•
•
•
require book reviews or critiques
extend their synthesis of the literal
meaning into the inferential
require students to translate their
understandings into their own words
Alexander and the Wind-up Mouse – Lobel
Emma’s Turtle – Eve Bunting
Jumanji – Chris Van Allsburg
Stellaluna – Janell Cannon
The True Story of the Three Little Pigs– Scieszka
Fables - Arnold Lobel
Fredrick’s Fables- Leo Lionni
Oliver Button is a Sissy – Tomie DePaola
See the Ocean – Estelle Condra
Smoky Night – Even Bunting
Tea With Milk- Allen Say
The Rag Coat – Lauren Mills
The Table Where Rich People Sit – Byrd Baylor
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Revised August 2011
AN INTRODUCTION TO ASSESSMENT AND EVALUATION
Assessment is the collection of data about a student's performance in order to guide
instruction. Evaluation is the interpretation of the data collected. Outcomes of
assessment and evaluation procedures allow teachers to plan instruction that reflects their
students’ current learning and capitalize on their strengths in order to develop other areas
of growth. The portfolio allows teachers to document, analyze, and communicate growth
over time.
The terms assessment and evaluation are frequently viewed as one and the same, but
there is a difference. Assessment is the process of observing and accumulating objective
evidence of an individual’s performance. Data is collected through teacher observation or
“kid watching”, anecdotal note-taking, informal screenings of phonological awareness and
concepts about print, word recognition lists, conferences, reading and writing checklists,
writing samples and products, running records, informal reading inventories, oral and
written retellings, and comprehension questions. Evaluation is the process of making
judgments about the student’s progress.
Assessment and evaluation inform instruction by revealing what the student has learned
and is ready to learn.
Within the evaluation process, there are four clearly defined phases. Each phase is
different from the others, yet interdependent:
•
•
•
•
Set learning goals – specify learning goals based on knowledge of the students and
the curriculum.
Plan program – plan specific instruction that will enable learners to progress toward
the specific goals.
Assess – Observe and collect information in a variety of ways and contexts that will
show the learner’s progress toward the learning goals.
Evaluate – Make judgments about the effectiveness of teaching for learning on the
basis of the assessment information. This phase guides and shapes the formation
of new instructional goals.
26
Revised August 2011
Literacy Portfolios
Portfolios are a source of organized information that can be used in a variety of ways:
• To make instructional decisions
• To form small groups
• To analyze the strengths and needs of particular students
• To prepare for parent conferences
• To serve as a basis for assigning grades
• To help in determining intervention
• To track student progress over time
Portfolio assessment benefits teachers by providing a more meaningful view of students’
progress using “real life” reading and writing tasks in various settings. Through viewing
student work, teachers can come to a clearer understanding of what constitutes quality
work in a particular area at a certain period of time. As teachers assess students’ work,
the line between assessment and instruction becomes more closely linked.
Portfolios provide parents with concrete examples of their children’s knowledge and
growth. As opposed to more traditional tests, portfolios show parents exactly how their
children are performing on a daily basis and throughout the year. At the close of each
quarter, all portfolio assessment documentation should be organized in their individual
portfolio folders and filed so that it is available for review at all times.
Portfolio assessment in Norfolk Public Schools was first implemented in the fall of 1989.
Since then, Norfolk Public School’s portfolio assessment process has evolved into an
electronic portfolio system, “ePortfolio.” This database provides the teachers and
administrators with an up to date summary of student and class progress that can be
evaluated throughout the year. Each of the ePortfolio assessments is vital for assessing
student progress in reading and writing.
This guide provides direction and recommendations for completing and using the
assessment and evaluation tools effectively.
Literacy Portfolio Transfers
Completed portfolios are part of a student’s permanent school record and must be
transferred to the next grade level or school in the district. If a student transfers out of
the district, a printed copy of the Student Summary Sheet should be forwarded with the
cumulative school records. The portfolio folders with this summary sheet should be stored
with the cumulative folder. Data entered into ePortfolio will transfer to the new teacher.
Please be considerate of the new Norfolk teacher, adhere to the assessment
schedule and forward any and all assessment documentation that you have
collected on your departing student.
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Revised August 2011
eSembler
All portfolio assessments should be completed by the classroom teacher
BEFORE completing report cards. Teachers in grade 3 should input all portfolio
assessment scores into ePortfolio. eportfolio will then generate a grade to put directly into
eSembler. Teachers in grades 4 and 5 should input all portfolio assessment scores directly
into the appropriate eSembler categories.
Grade 3 ePortfolio Weights
Assessment
Weight
Quarter 1
Comprehension
30%
DRA
-DSA
30%
DOLCH
10%
Vocabulary
30%
Weight
Quarter 2
20%
30%
20%
10%
20%
Weight
Quarter 3
30%
-30%
10%
30%
Weight
Quarter 4
20%
30%
20%
10%
20%
Literacy Proficiency Rating
Once all third grade reading and writing assessments have been entered into ePortfolio,
the program will also calculate a Literacy Proficiency Rating (LPR). This rating is based on
the administered assessments with identified benchmarks. Benchmarks are identified with
the administration information of each assessment.
The definitions for use of the rating scale are as follows:
EXCEEDS BENCHMARKS
A student receiving a 4 on the literacy proficiency rating MUST exceed all
benchmarks set for the quarter or meet the maximum level/stage.
MEETS BENCHMARKS
Students receiving a 3 as a literacy proficiency rating, meet all benchmarks set for
the quarter. The students may exceed benchmarks in some areas, but not all.
REQUIRES STRATEGIC INTERVENTION
A student receiving a literacy proficiency rating of 2 meets some or most of the
benchmarks set for the quarter. Some of the student’s results are below the
benchmarks. Teachers with students identified as strategic should take a closer
look at his/her performance on each assessment to determine if intervention is
required or if some targeted review lessons will help close the gap. Though it is
not an automatic indicator that this child needs intervention services, a careful
review of scores is warranted.
REQUIRES INTENSIVE INTERVENTION
Students receiving a 1 as a literacy proficiency rating, do not meet any benchmarks
set for the quarter. Students identified as “Intensive” should receive intervention
services.
All portfolio assessments should be completed by the classroom teacher
BEFORE completing report cards.
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Revised August 2011
CONTENTS OF LITERACY PORTFOLIO FOLDER (3rd Grade)
(Reading and Writing)
1ST quarter:
9
9
9
9
9
9
9
Results of Fall PALS – if administered *
Dolch Word Lists until mastery of 220 words
DSA Form B – End of quarter
NPS Vocabulary Assessment Results
NPS Comprehension Assessment Results
Scored baseline sample of writing (evaluated but not graded)**
Three completed Composition Evaluation Sheets/samples of writing for 1st quarter
2nd Quarter:
9 Dolch Word Lists until mastery of 220 words
9 DSA Form A
9 DRA2 – all students
9 NPS Vocabulary Assessment Results
9 NPS Comprehension Assessment Results
9 Three completed Composition Evaluation Sheets/samples of writing for 2nd quarter
3rd Quarter:
9 Dolch Word Lists until mastery of 220 words
9 DSA Form B
9 Three completed Composition Evaluation Sheets/samples of writing for 3rd quarter
4th Quarter:
9 Printed Summary Report of ePortfolio
9 Dolch Word Lists-only students who haven’t mastered 2nd and 3rd grade lists
9 DSA Form A
9 DRA2 – if administered
9 Three completed Composition Evaluation Sheets/samples of writing for 4th quarter
* Students new to Virginia and students who did not meet Spring benchmarks should be tested in the Fall.
Students who did not meet 3rd grade Fall benchmarks should be tested Midyear.
**All students should complete an unedited, unrevised baseline writing sample, as soon after enrollment as
possible. This includes all out-of-district transfers, regardless of entry date.
29
Revised August 2011
CONTENTS OF LITERACY PORTFOLIO FOLDER (4th and 5th Grade)
(Reading and Writing)
1ST quarter:
9 DSA Form B – End of quarter
9 Scored baseline sample of writing (evaluated but not graded)*
9 Three completed Composition Evaluation Sheets/samples of writing for 1st quarter
2nd Quarter:
9 DSA Form A
9 Three completed Composition Evaluation Sheets/samples of writing for 2nd quarter
3rd Quarter:
9 DSA Form B
9 Three completed Composition Evaluation Sheets/samples of writing for 3rd quarter
4th Quarter:
9 DSA Form A
9 Three completed Composition Evaluation Sheets/samples of writing for 4th quarter
*All students should complete an unedited, unrevised baseline writing sample, as soon after enrollment as
possible. This includes all out-of-district transfers, regardless of entry date.
30
Revised August 2011
READING ASSESSMENTS
Dolch Word Lists (Grade 3)
The Dolch word lists are arranged by reading level from second to third grade level. The
lists are to be administered in sequential order. A set of word lists should be maintained
in the portfolio for each third grade student. The teacher may keep a record of the
quarter in which the word was mastered by noting the results for each quarter in a
different color of ink.
The lists are used to measure automatic word recognition; therefore, a student should not
be given credit for a word that is not recognized within one second. After a student
masters the words on a list, it is not necessary to reassess those lists each quarter.
Likewise, when re-administering a list that has not been mastered, it is not necessary to
re-administer the entire list. Only the words that were not recognized automatically may
be administered. The words and lists to be administered each quarter are determined by
mastery from the previous quarter and grade level. Mastery of a list is automatic
recognition of all words on the list (100%). Once a student misses any 10 words on a list,
administration may be discontinued. After a student masters all lists, further
assessment is not required.
Recording of the scores into ePortfolio is cumulative and a total score should be entered
into ePortfolio every quarter.
Third Grade Dolch Word Rubric*
All
Qtrs.
Until
Mastery
Lists
Administered
Preprimer,
Primer, First,
Second, & Third
(220 words)
Exceeds
+
204- 220
* (Based upon total words recognized)
Exceeds
189- 203
Benchmark
169- 188
Strategic
153- 168
Intensive
152 or
fewer
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Revised August 2011
Student’s Name__________________________________________________
DOLCH WORD LISTS
Directions: Check the words that the student recognizes automatically (within one second).
Preprimer
a
and
away
big
blue
can
come
down
find
for
funny
go
help
here
I
in
is
it
jump
little
look
make
me
my
not
one
play
red
run
said
see
the
three
to
two
up
we
where
yellow
you
Primer
all
am
are
at
ate
be
black
brown
but
came
did
do
eat
four
get
good
have
he
into
like
must
new
no
now
on
our
out
please
pretty
ran
ride
saw
say
she
so
soon
that
there
they
this
too
under
want
was
well
went
what
white
who
will
with
yes
First
after
again
an
any
as
ask
by
could
every
fly
from
give
going
had
has
her
him
his
how
just
know
let
live
may
of
old
once
open
over
put
round
some
stop
take
thank
them
then
think
walk
were
when
1st Qtr ____/40
1st Qtr ____/52
1st Qtr ____/41
2nd Qtr ____/40
2nd Qtr ____/52
2nd Qtr ____/41
3rd Qtr ____/40
3rd Qtr ____/52
3rd Qtr ____/41
4th Qtr ____/40
4th Qtr ____/52
4th Qtr ____/41
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Revised August 2011
Second
always
around
because
been
before
best
both
buy
call
cold
does
don’t
fast
first
five
found
gave
goes
green
its
made
many
off
or
pull
read
right
sing
sit
sleep
tell
their
these
those
upon
us
use
very
wash
which
Why
Third
wish
work
would
write
your
about
better
bring
carry
clean
cut
done
draw
drink
eight
fall
far
full
got
grow
hold
hot
hurt
if
keep
kind
laugh
light
long
much
myself
never
only
own
pick
seven
shall
show
six
small
start
ten
today
together
try
warm
1st Qtr ____/46
1st Qtr ____/41
2nd Qtr ____/46
2nd Qtr ____/41
3rd Qtr ____/46
3rd Qtr ____/41
4th Qtr ____/46
4th Qtr ____/41
33
Revised August 2011
a
it
two
and
jump
up
away
little
we
big
look
where
blue
make
yellow
can
me
you
come
my
down
not
find
one
for
play
funny
red
go
run
help
said
here
see
I
the
in
three
is
to
34
Revised August 2011
all
he
so
am
into
soon
are
like
that
at
must
there
ate
new
they
be
no
this
black
now
too
brown
on
under
but
our
want
came
out
was
did
please
well
do
pretty
went
eat
ran
what
four
ride
white
get
saw
who
good
say
will
have
she
with
yes
Primer
35
Revised August 2011
after
him
stop
again
his
take
an
how
thank
any
just
them
as
know
then
ask
let
think
by
live
walk
could
may
were
every
of
when
fly
old
from
once
give
open
going
over
had
put
has
round
her
some
First
36
Revised August 2011
always
goes
upon
around
green
us
because
its
use
been
made
very
before
many
wash
best
off
which
both
or
why
buy
pull
wish
call
read
work
cold
right
would
does
sing
write
don’t
sit
your
fast
sleep
first
tell
five
their
found
these
gave
those
Second
37
Revised August 2011
about
hurt
small
better
if
start
bring
keep
ten
carry
kind
today
clean
laugh
together
cut
light
try
done
long
warm
draw
much
drink
myself
eight
never
fall
only
far
own
full
pick
got
seven
grow
shall
hold
show
hot
six
Third
38
Revised August 2011
Developmental Reading Assessment (DRA2) - 3rd Grade Only
The Developmental Reading Assessment (DRA2) is used to determine a student’s
independent and instructional reading levels. Use of an oral reading record is the most
effective means of placing students at an appropriate instructional level and monitoring
students’ reading to ensure that they are reading at an adequate independent level. This
assessment also allows the teacher to assess the students’ use of reading strategies and
skills as they interact with text and check comprehension levels in appropriate text
through oral retellings and questioning strategy usage.
The DRA2 is administered by following the directions provided on the assessment/record
sheets that accompany each book. These sheets are used to record the oral reading and
the student’s responses. The directions for introducing the book, recording the reading,
and assessing the retelling change by level.
Beaver, JM. (2006). DRA2: Developmental
Reading Assessment. Celebration Press
To maintain the integrity of the texts the following DRA2 Levels are the ceiling
for each grade level. A student can only reach the ceiling if his or her reading is
accompanied by SOLID comprehension.
•
•
•
•
Kindergarten – Level 14
Grade One – Level 20
Grade Two – Level 34
Grade Three – Level 40
39
Revised August 2011
Complete directions for administering the DRA2 are included in the DRA2
Teacher Resource Guide. Each kit also includes a training video to support
mastery of administration.
The required data for portfolio entry include an independent level:
1. Accuracy Rating (WPM)
2. Oral Reading Fluency (using the DRA2 Continuum)
3. Comprehension (using the DRA2 Continuum).
Teachers will need to determine an independent reading level on the DRA2 to
complete the NPS ePortfolio. Use the following chart as a guide:
Level of
Success
Observations
Independent
The text is easy when the reader has
less than 1 error for every 20 words
read (0-5 errors in 100 words).
Instructional
*Small group
instruction takes
place at this level.
Frustrational
The text is challenging, but
manageable for the reader with no
more than approximately 1 in 10
words difficult for the reader (6-10
errors in 100 words).
The text is too challenging for the
reader with more than 1 in 10 words
difficult for the reader (10+ errors in
100 words).
Accuracy
Rate
DRA2
Retelling
Rating
DRA2
Fluency
95% and above
19 - 28
11 - 16
94%
14 - 18
7 - 10
93% and below
7-13
4-6
Please note, a DRA2 level is only considered to be independent when the accuracy rating,
retelling rating and fluency rating are all at independent levels.
Rationale for identifying both the instructional and independent levels:
Knowledge of both independent and instructional reading levels for a student is important
as these levels determine the instructional path for guided and independent reading. In
guided reading, it is important for the teacher to select carefully leveled books at the
instructional level of the student. Providing support at each student’s instructional level is
referred to as working within the “zone of proximal development” by Vygotsky (2003).
This scaffolding helps transition students between what they know and can use and what
they still need to know. Text in the instructional range allows students to practice
strategies in both decoding and comprehension with the support and prompting of the
teacher. At that level, the student can read enough words to provide a context within
which to solve reading problems, learn new words, and understand the ideas. Text that is
too difficult does not allow students to focus on meaning. At the frustration level, a
student is not able to employ enough reading strategies to experience success and too
much energy is expended at the word level.
Text that is too easy does not provide enough challenges to allow opportunity
for students to apply strategies.
40
Revised August 2011
Developmental Spelling Assessment (DSA)
The DSA Feature Inventories are administered as an entry assessment and then are
reassessed at the end of every quarter. When analyzing a student’s spelling development,
instructional decisions are based on the student’s mastery of individual features within a
stage.
At the beginning of the first quarter, all students (grades 3-5) are assessed on the Within
Word Pattern Form A (whole group). If during administration, the teacher notices a
particular student is struggling or frustrated, the assessment should stop for
that student. The teacher should then assess this student with the Letter
Name Assessment. If a student is independent at this stage, teachers should then
administer the Syllable Juncture Pattern Form A assessment (small group).
The following chart should be used when analyzing the results of their feature score.
Level of
Success
Exceeds
Feature Score
of 5
Benchmark
Feature score
of 4
Strategic
Feature Score
of 3
Intensive
Feature score
<3
Observations
Action by Teacher
Secure Understandings: The
Administer the feature list for the next stage.
The student is experiencing a
challenge. Something within the
feature is used but still confused.
Review.
Although there is much at this
stage that the speller hasn’t yet
figured out, the student has a
solid base of understandings
from which to progress.
Too Much is Unknown: Scores
below 12 reflect an overload of
new issues.
Analyze to determine the last known feature with a solid
score and begin instruction here. Once the review has
been established, instruction should move gradually into
the first “unknown” feature.
Back up to the last known feature in the previous
stage/feature and build upon that instruction before
beginning with the first feature in the new stage.
student is competent at this
stage and demonstrates firmly
developed understandings.
Back up to the last known stage and/or feature and give
a thorough review before cautiously moving forward.
Chart adapted from Word Journeys, Ganske 2000
The Developmental Spelling Assessment (DSA) words should not be “studied” prior to the
assessment. The words should be called out and used in a sentence to be sure that
students know the exact word.
Scoring the test: Use the answer sheet to score each student’s assessment. These
inventories are scored qualitatively so that children’s knowledge of specific spelling
features can be determined as well as their ability to correctly spell entire words.
Considerations:
•
The Stage Score indicates the words that are spelled correctly.
•
Stage Scores cannot exceed 25, since there are only 25 words.
•
The Feature Score is used to make instructional decisions
•
The Inventory Score is based upon the feature score plus the correct word score.
•
The Inventory Score is the number entered into ePortfolio.
41
Revised August 2011
Assigning the points and analyzing the results:
The total point score will give the teacher a number that can be compared over time, but
the most useful information is the feature analysis. By determining which features a
student uses correctly and incorrectly, the teacher can design instruction to meet the
needs of students and groups. Their control of these features will increase the number of
words students spelled correctly, therefore; instructional decisions rely heavily on a
student’s mastery of a feature.
Use this chart when making instructional decisions.
It will guide you in determining in which feature to
Begin your instruction.
•
•
•
A feature score 5 is considered mastery.
A feature score of 4 is considered “using but confusing”.
A feature score of 3 and below is insecure and
additional instruction is needed.
Third Grade DSA Grading Rubric
Qtr. Stage Goals
Exceeds +
Exceeds
Benchmark
Strategic
Intensive
1
28 - 30
26 – 27
24 – 25
21 – 23
20 & Below
37 - 40
34 – 36
30 – 33
27 – 29
26 & Below
38 - 40
35 – 37
31 – 34
28 - 30
27 & Below
47 - 50
43 – 46
39 – 42
35 – 38
34 & Below
2
3
4
Within Word
(F, G, H)
Within Word
(F, G, H, I)
Within Word
(F, G, H, I)
Within Word
(F, G, H, I ,J)
*Based on total inventory score.
Fourth Grade DSA Grading Rubric
Qtr. Stage Goals
Exceeds +
Exceeds
Benchmark Strategic
Intensive
1
47 - 50
43 – 46
39 – 42
35 – 38
34 & Below
56 - 60
52 – 55
47 – 51
42 - 46
41 & Below
65 - 70
60 – 64
54 – 59
49 – 53
48 & Below
65 - 70
60 – 64
54 – 59
49 – 53
48 & Below
Exceeds
Benchmark Strategic
2
3
4
Within Word
(F,G,H,I,J)
Within Word (All) and
Syllable Juncture (K)
Syllable Juncture (K,L)
Fifth Grade DSA Grading Rubric
Qtr. Stage Goals
Exceeds +
Intensive
65 - 70
60 – 64
54 – 59
49 – 53
48 & Below
2
65 - 70
60 – 64
54 – 59
49 – 53
48 & Below
Within Word All and
3
75 -80
69 – 74
62 – 68
56 – 61
55 & Below
Syllable Juncture
(K,L,M)
4
84 - 90
78 – 83
70 – 77
63 – 69
62 & Below
Syllable Juncture
(K,L,M,N)
*When a student has mastered the Within Word stage (50), it is not necessary to reassess the student in this stage.
1
42
Revised August 2011
The Class Record:
Teachers may find it helpful to view the results of an entire class list at a glance. We
recommend organizing the list from the student with the highest score to the student with
the lowest score. This will allow a teacher to identify and highlight groups of students
with common needs. Word Study groups should be formed with this data.
43
Revised August 2011
44
Revised August 2011
DSA Form A: Letter Name Answer Sheet
Name__________________________ Grade_____ Date________
Feature
FS
CW
Feature
Results
1. j et
D
A
2.
3.
4.
5.
sh ip
bet
g ot
cap
B
C
A
C
B
6.
7.
8.
9.
dr um
bu mp
mu ch
wi th
D
E
D
E
10.
11.
12.
13.
14.
ma p
hop
pl an
th at
sl id
A
C
B
B
B
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
mud
gr ab
ch op
fa st
di sh
we nt
wi n
f ed
tr ip
r ub
fit
C
B
D
E
E
E
A
A
D
A
C
C
D
E
Feature Score
*Instruction begins in the first
feature in which a student
scores below a 4.
Key
Totals
Inventory Score
(Recorded in EPortfolio)
Feature Score
FS
Correct Words
CW
FS + CW =
Inventory score
45
Revised August 2011
DSA Form A: Letter Name Feature List
1. jet
The jet mad e a safe landing.
jet
2. ship
The ship sailed across the water.
ship
3. bet
I bet you will finish the book today.
bet
4. got
The boy got a new dog.
got
5. cap
The new baseball cap was red.
cap
6. drum
We could hear the drum beat.
drum
7. bump
The bump on his head hurt.
bump
8. much
The boy didn’t have much homework.
much
9. with
My brother will come with us.
with
10. map
The woman looked at the map of the city
map
11. hop
A rabbit can hop.
hop
12. plan
The class will plan a party.
plan
13. that
What is making that noise?
that
14. slid
The player slid into second base.
slid
15. mud
There was mud on the floor.
mud
16. grab
She had to grab her hat in the wind.
grab
17. chop
Please chop the carrots into pieces.
chop
18. fast
The girl is a fast runner.
fast
19. dish
The dish fell and broke.
dish
20. went
The car went past our house.
went
21. win
Let’s try to win the game.
win
22. fed
The farmer fed the cow hay.
fed
23. trip
The family took a trip to the beach.
trip
24. rub
I will rub the penny to make it shine.
rub
25. fit
The dress did not fit the girl.
fit
46
Revised August 2011
DSA Form B: Letter Name Answer Sheet
Name__________________________ Grade_____ Date________
Feature
FS
CW
Feature
Analysis
1. pa th
E
A
2.
3.
4.
5.
ca mp
lap
dr op
t op
E
C
D
A
B
6.
7.
8.
9.
rip
cut
sh op
ch in
C
A
B
D
10.
11.
12.
13.
14.
va n
wet
ne st
gl ad
hot
A
C
E
B
C
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
di g
ri ch
tub
hu nt
th is
y es
sp ot
tr ot
fi sh
cr ib
j ob
A
D
C
E
B
A
B
D
E
B
D
C
D
E
Feature Score
*Instruction begins in the
first feature in which a
student scores below a 4.
Key
Totals
To
als
Inventory Score
Feature Score
FS
Correct Words
CW
FS + CW =
Inventory score
47
Revised August 2011
DSA Form B: Letter Name Feature List
1. path
We walked on the path.
path
2. camp
The family will camp at the park.
camp
3. lap
They ran one lap on the track.
lap
4. drop
She tried not to drop the vase.
drop
5. top
A top can spin round and round.
top
6. rip
Try not to rip the paper.
rip
7. cut
Scissors can cut paper.
cut
8. shop
The toy shop was closed.
shop
9. chin
Your chin is below your mouth.
chin
10. van
Dad drives us to school in his van.
van
11. wet
The grass is wet after a rain.
wet
12. nest
There were three eggs in the nest.
nest
13. glad
I am glad the work is done.
glad
14. hot
Summertime can be very hot.
hot
15. dig
Dogs like to dig holes.
dig
16. rich
The rich man lived in a castle
rich
17. tub
The tub has water in it.
tub
18. hunt
The Indians used to hunt buffalo.
hunt
19. this
What is this thing?
this
20. yes
The teacher answered “Yes,” to my question.
yes
21. spot
The girl has a spot on her new dress.
spot
22. trot
Horses sometimes trot.
trot
23. fish
There are many fish in the ocean.
fish
24. crib
The baby was sleeping in a crib.
crib
25. job
He drives 10 miles to his job.
job
48
Revised August 2011
DSA Form A: Within Word Pattern Answer Sheet
Name__________________________ Grade_____ Date________
Feature
FS
CW
Feature
Results
1. pa tch
I
F
2.
3.
4.
5.
c ou ch
st ee p
cute
bri dge
J
H
F
I
G
6.
7.
8.
9.
gl are
scr ap
m igh t
g ir l
G
I
H
G
10.
11.
12.
13.
14.
fr ow n
sm o k e
flo ck
st oo d
l ea st
J
F
I
J
H
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
sh or t
qu ite
gr a p e
y aw n
dr i v e
c oa st
h ur t
p oi nt
ripe
f ear
p ai nt
G
I
F
J
F
H
G
J
F
G
H
H
I
J
Feature Score
*Instruction begins in
the first feature in which
a student scores below a
4.
Key
Totals
Feature Score
FS
Correct Words
CW
FS + CW =
Inventory Score
Inventory Score
49
Revised August 2011
DSA Form A: Within Word Pattern Feature List
1. patch
The pirate had a patch on his eye.
patch
2. couch
His grandmother sat on the couch reading.
couch
3. steep
The hill was very steep.
steep
4. cute
Everyone thought the baby was cute.
cute
5. bridge
The bridge had to be fixed.
bridge
6. glare
The glare of the sun made it hard to see.
glare
7. scrap
A scrap of paper was found on the floor.
scrap
8. might
It might rain tomorrow.
might
9. girl
The girl opened the envelope.
girl
10. frown
You could tell by her frown that the woman was upset.
frown
11. smoke
Smoke came out of the chimney.
smoke
12. flock
A flock of geese flew overhead.
flock
13. stood
The boy stood on his tiptoes to reach the box.
stood
14. least
The opposite of most is least.
least
15. short
The girl has short hair.
short
16. quite
It is quite sunny outside today.
quite
17. grape
The grape juice tasted good.
grape
18. yawn
When you’re tired, you sometimes yawn.
yawn
19. drive
They will drive to the grocery store.
drive
20. coast
It’s fun to coast downhill on a bicycle.
coast
21. hurt
The old man fell and hurt his back.
hurt
22. point
The teacher asked the child to point to the letter b.
point
23. ripe
A banana is ripe when it is yellow.
ripe
24. fear
He has a fear of the dark.
fear
25. paint
The men were going to paint the house.
paint
50
Revised August 2011
DSA Form B: Within Word Pattern Answer Sheet
Name__________________________ Grade_____ Date________
Feature
1. br o k e
2. b ur n
3. p i n e
4. sp oi l
5. sc are
6. qu een
7. c u b e
8. scr ub
9. sl i d e
10. st or m
11. tr ai n
12. bri ck
13. gr ow l
14. p ea ch
15. dawn
16. t igh t
17. ca tch
18. m ou nd
19. sh ee t
20. sh oo k
21. r oa st
22. d ir t
23. ri dge
24. fr a m e
25. cl ear
FS
CW
Feature
Results
F
F
G
F
J
G
G
I
F
I
F
Feature Score
H
I
J
scores below a 4.
G
H
I
J
H
J
H
I
J
H
J
H
G
I
F
G
Key
Totals
Inventory Score
Feature Score
FS
Correct Words
CW
FS + CW =
Inventory Score
51
Revised August 2011
DSA Form B: Within Word Pattern Feature List
1. broke
The glass broke when it fell.
broke
2. burn
Be careful, so you don’t burn your finger.
burn
3. pine
The pine tree was very tall.
pine
4. spoil
Put the meat in the refrigerator, so it won’t spoil.
spoil
5. scare
Some people scare easily.
scare
6. queen
The queen waved goodbye from the castle door.
queen
7. cube
Each side of a cube is shaped like a square.
cube
8. scrub
Cinderella had to scrub the floor.
scrub
9. slide
It’s fun to go down the slide.
slide
10. storm
The storm blew down a tree.
storm
11. train
The train arrived on time.
train
12. brick
The brick building is a school.
brick
13. growl
We heard the dog growl at the stranger.
growl
14. peach
The peach was very juicy.
peach
15. dawn
It begins to get light at dawn.
dawn
16. tight
His jacket was too tight.
tight
17. catch
The little boy tried to catch the ball.
catch
18. mound
The baseball pitcher stepped onto the mound.
mound
19. sheet
The sheet of paper was covered with lines.
sheet
20. shook
She shook the grass off her coat.
shook
21. roast
You can roast marshmallows over a fire.
roast
22. dirt
There was a lot of dirt on the dirt.
dirt
23. ridge
The house is on top of the ridge.
ridge
24. frame
The picture has a wooden frame.
frame
25. clear
The water is very clear.
clear
52
Revised August 2011
DSA Form A: Syllable Juncture Answer Sheet
Name__________________________ Grade_____ Date________
Feature
FS
CW
Feature
Results
1. f ur nace
N
K
2.
3.
4.
5.
ma king
**
s ob er *
compl ai nt
p il ot *
K
L
M
L
L
6.
7.
8.
9.
t er mite
pol ar
pi ling **
cla pped **
N
O
K
K
10.
11.
12.
13.
14.
esc a p e
dist ur b
tramp le
c ir cus
surv i v e
M
N
O
N
M
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
swi mming **
b ur den
ba gg age *
fount ai n
expl o d e
may or
s a lute
mi nn ow *
tro tted **
te nn is *
comp e t e
K
N
L
O
M
O
O
L
K
L
M
M
N
O
Feature Score
scores below a 4.
Key
Totals
Inventory Score
Feature Score
FS
Correct Words
CW
FS + CW=
Inventory Score
* A vowel must follow the underlined letters. One must also proceed the underlined letters in words 17, 22, 24.
** A single vowel must precede the underlined letters.
53
Revised August 2011
DSA Form A: Syllable Juncture Feature List
1. furnace
The furnace was broken, so it was cold in the house.
furnace
2. making
The children were making paper airplanes.
making
3. sober
The family became very sober when they heard the news.
sober
4. complaint
A complaint was made about the restaurant’s food.
complaint
5. pilot
The pilot made a safe landing on the runway.
pilot
6. termite
A termite is a harmful insect.
termite
7. polar
The polar bear lives in cold regions.
polar
8. piling
They were piling the books into stacks.
piling
9. clapped
Everyone clapped at the end of the play.
clapped
10. escape
The criminal tried to escape from the police.
escape
11. disturb
The sign said: Do Not Disturb.
disturb
12. trample
Horses will trample the flowers if they walk on them.
trample
13. circus
We saw a clown at the circus.
circus
14. survive
We need water in order to survive.
survive
15. swimming
Many people enjoy swimming in a pool.
swimming
16. burden
The man carried his burden up the steps.
burden
17. baggage
The men loaded the baggage onto the plane.
baggage
18. fountain
You can drink water at the fountain.
fountain
19. explode
We could see the firecrackers explode into beautiful colors.
explode
20. mayor
The townspeople elected a new mayor.
mayor
21. salute
The soldiers will salute the flag when it passes.
salute
22. minnow
We saw a minnow in the pool of water.
minnow
23. trotted
The pony trotted up the hill.
trotted
24. tennis
The tennis ball bounced out of the court.
tennis
25. compete
The athletes will compete on Saturday.
compete
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Revised August 2011
DSA Form B: Syllable Juncture Answer Sheet
Name__________________________ Grade_____ Date________
Feature
FS
CW
Feature
Results
1. ca bb age *
L
A
2.
3.
4.
5.
conc er n
ta ping **
adv i c e
st ur dy
N
K
M
N
B
6.
7.
8.
9.
th ir ty
mount ai n
tail or
spo tted **
N
O
O
K
10.
11.
12.
13.
14.
refr ai n
sol ar
sha ll ow *
ski pping **
cont ai n
M
O
L
K
M
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
dimp le
p ur chase
p a rade
gra bbed **
extr e m e
m om ent **
comp o s e
ri ding **
m er maid
f ib er *
bo nn et *
O
N
O
K
M
L
M
K
N
L
L
C
D
E
Feature Score
*Instruction begins in
the first feature in which
a student scores below a
4.
Key
Totals
Inventory Score
Feature Score
FS
Correct Words
CW
FS + CW =
Inventory Score
* A vowel must follow the underlined letters. One must also precede the underlined letters in words 1, 12, 25.
55
** A single vowel must precede the underlined letters.
Revised August 2011
DSA Form B: Syllable Juncture Feature List
1. cabbage
The cabbage was cut up for the salad.
cabbage
2. concern
They showed their concern by offering to help.
concern
3. taping
“Why are you taping that shut?” she asked.
taping
4. advice
It is good advice to rest when you are sick.
advice
5. sturdy
The bench is well made and sturdy.
sturdy
6. thirty
There were thirty people at the table.
thirty
7. mountain
The skiers raced down the mountain.
mountain
8. tailor
A tailor makes clothing for people
tailor
9. spotted
A Dalmation is a spotted dog.
spotted
10. refrain
Please refrain from kicking the table.
refrain
11. solar
They heat their house with solar energy.
solar
12. shallow
The shallow water was frozen.
shallow
13. skipping
She keeps skipping the last line.
skipping
14. contain
What does the box contain?
contain
15. dimple
We could see her dimple when she smiled.
dimple
16. purchase
The family decided to purchase a new car.
purchase
17. parade
The band marched in the parade.
parade
18. grabbed
The football player grabbed the ball and ran.
grabbed
19. extreme
The temperatures were extreme in July.
extreme
20. moment
The car stopped for a moment and then drove away.
moment
21. compose
The man is trying to compose a song.
compose
22. riding
They like riding their horses.
riding
23. mermaid
A mermaid is part fish and part woman.
mermaid
24. fiber
You need lots of fiber in your diet.
fiber
25. bonnet
The pioneer woman wore a sun bonnet.
bonnet
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Revised August 2011
NPS Vocabulary Assessment
At the end of each quarter, teachers in grades 3-5 will assess their students’ acquisition of
word learning strategies such as:
1. How to use dictionaries and other reference materials
2. How to use information about word parts (common prefixes and
suffixes) to figure out the meaning of words in texts
3. How to use context clues to determine word meanings
All blueprinted vocabulary standards are subject to testing on this assessment (see
p. 18).
In grade 3, teachers should enter the student’s performance on the Vocabulary
Assessment into ePortfolio. In grades 4 and 5, teachers should enter the student’s
score on the Vocabulary Assessment directly into eSembler.
Norfolk Comprehension Assessment
The Norfolk Comprehension Assessment is a combination of multiple choice questions and
an Exemplar graphic organizer. It is intended to provide information about the mastery of
a few key comprehension strategies covered throughout each quarter.
After reading the designated passage:
1. The students will answer each of the multiple choice questions.
2. The students will complete the accompanied graphic organizer.
Each of these two components will have a set point value.
In grade 3, teachers should enter the student’s performance on the Comprehension
Assessment into ePortfolio. In grades 4 and 5, teachers should enter the student’s
score on the Comprehension Assessment directly into eSembler.
Copies of this assessment will be distributed near the end of each quarter by
your Communication Skills Specialist.
Exceeds
+
93 - 100%
Exceeds
80 – 89%
These students are demonstrating
a strong understanding of the
standards.
Benchmark
70 - 79%
Analyze results to
determine which
standards need to
be re-taught.
Strategic
Intensive
64 - 69%
0 - 63%
These students should receive explicit
intervention services.
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Revised August 2011
WRITING IN NORFOLK PUBLIC SCHOOLS
A balanced writing program compliments a balanced reading program by scaffolding
student instruction and including these three components:
1. Writing to/ for children: Modeling writing on large charts, overhead or Smartboards
provides models of actual writing in context that have authentic purposes.
2. Writing with children: Utilizing interactive writing (sharing the pen) and guided
writing to help children learn directionality, letter formations, and sounding out
words; understanding the process of writing and eventually moving toward
independence.
3. Writing by children: Allow students to develop their own voice as writers. Giving
students the opportunity to write for a variety of purposes provides teachers with
insights into areas in which students need assistance.
Examples of Writing Instruction
Modeled Writing
Modeled Writing is the demonstration of the act of writing by thinking aloud as he/she
composes a text in front of students. Modeled Writing allows students to hear the
thinking that accompanies the process of writing, such as topic choice, how to start the
piece, looking for a better word, revising, and editing.
Shared Writing
Shared Writing is an activity that is either whole class or small-group in which the teacher
and students share the composing process. The key is the composition. By recording in
front of the students, the teacher reinforces concepts of print, directionality, and print
conventions. Shared Writing helps students to learn about the writing process through
structured conversations during the sessions. The focus is on the content of the
message. The content can be daily message, response to literature, and innovation of a
previously read book, a group story, or a model of a new type of writing.
Interactive Writing
Interactive Writing takes place when the teacher and students interact to compose a text.
The students “share the pen” with the teacher at strategic points in the writing process.
Teachers and students collaborate on text development.
Guided Writing
Writer’s Workshop
Independent Writing
Guided Writing occurs when the teacher works with individual students or a small group
of students who have similar needs and he/she coaches them as they write a
composition. Guided Writing provides focused instruction to students in order to lead
them to Independent Writing.
Writer’s Workshop is a formal strategy to teach the writing process from planning to
drafting to editing to the final copy. The use of literature as a model of the writer’s craft is
an important part of writer’s workshop. The teacher provides formal instruction through
the use of mini-lessons that emphasize both content and form and by conferring with
small groups and individual students. Mini-lessons are short and address specific topics,
and are the vehicles for teacher demonstrations of the stages of the writing process.
Writer’s Workshop provides structured opportunities for students to write and receive
feedback in order to learn about the writing process.
Independent Writing is initiated by students through daily journals, writing assignments,
or notes to classmates, teachers, and/or parents. Independent Writing is the result of
good instruction and provides students with the opportunity to practice their writing skills.
Students are encouraged to experiment and explore the uses of written language.
Adapted from the “Principal’s Flip Chart in Reading” in the NPS Guide, “Best Practices in Balanced Literacy Instruction, 2002.
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Revised August 2011
Components of Writing Instruction
•
•
•
•
Daily focus lesson (mini-lesson) – direct instruction provided by the teacher
Independent writing time – writing or conducting research for their writing
Sharing opportunities - author’s chair, publishing parties, peer or group readings
Conferences- with teacher or peers
In addition to providing daily opportunities to write, teachers should:
• provide a consistent scheduled writing time
• provide a structured management system for supplies
• support high expectations
• value student attempts at writing
• kid watch
• provide choices about content
• talk about student writing
• confer with students
• have publication rituals
• provide opportunities for students to share their writing
“Writing is something you do, not something you know. Students need time just to write so they can
gain experiences as writers.”Peterson, R. (2000)
Daily Focus Lessons (Mini- lessons)
Mini-lessons can be categorized in four broad areas: organization, strategies, skills, and
author’s craft. This chart contains suggested mini-lessons. Refer to your curriculum guide
to obtain the applicable standards.
•
•
•
•
•
•
•
Organization
(What to do)
Rules and guidelines
How to locate your
materials
How to help yourself
when no one is
available
How to request a
teacher conference
How to respond to
peers when they share
How to use writing
checklists
How to set up your
writer’s notebook/
journal
•
•
•
•
•
•
•
•
•
Strategies
(Composing)
How to match your
words with your
pictures
How to use details to
describe
How to stick to a topic
How to organize
writing with a
beginning, middle and
end
How to use illustrations
to convey information
How to use time order
words
How to create “mind
pictures”
How to use sensory
writing
How to extend a
sentence with
elaboration.
•
•
•
•
•
•
•
•
Author’s Craft
(Written Expression)
How to use talk
bubbles
How to describe the
setting
How to describe the
character
How to create a good
lead
How to create a
catchy ending
How to use strong
action verbs
How to revise for word
choice
How to eliminate
unnecessary or
redundant information
Skills
(Mechanics and Usage)
•
How to write in
complete sentences
•
How to use and edit
punctuation
•
Subject and verb
agreement
•
How to use pronouns
correctly
•
How to edit for
spelling
•
How to use your
resources to selfcorrect
•
How to use editing
marks
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Revised August 2011
Independent Writing Time
During this time, students work as writers (which may include time to write and time
to investigate what they will write) while the teacher confers with individuals or small
groups. It is important to establish the routines, expectations, and procedures to
which students must adhere during this time of independent practice.
Suggestions for specific classroom activities include the following:
1. Use diaries or journals to promote fluency in writing and to help students see
writing as one means of self-expression (Kreeft et al., 1984).
2. Utilize personal narratives, modeled writing, and writing workshop techniques to
help learners become comfortable with the craft of drafting, sharing, revising, and
editing their pieces (Samway, 1987; Urzua, 1987).
3. Make the reading-writing connection by exposing learners to a wide variety of
literary forms in reading and then provide opportunities for learners to construct
their own forms to share with others (Allen, 1986; Flores et al., 1985).
4. Incorporate various writing assignments in cross-curricula study.
The Writing Process
Teachers are encouraged to teach writing as a process by modeling each genre of
writing with their class. Modeling and writing with the class is a critical part in teaching
the writing process. Students in grades 3-5 should participate in using the writing process
with the teacher throughout the year. Students should be able to use and apply all steps
in the writing process. Instruction should be explicit and provide ample time to practice
and complete each stage of the writing process. Adequately pacing the completion of
quarterly compositions enables students to maximize the benefits of classroom instruction.
NPS views writing as an ongoing process in which the students follow a given set of
procedures for planning, drafting, revising, editing, and publishing. It is a time during
which the classroom teacher offers students the opportunity to go back and revisit their
writing over and over again to make certain their message is clear and organized.
It is important to note that writers move back and forth between the
different processes of writing. They learn that their first attempts at
writing may not be their best and need to be refined.
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Revised August 2011
Steps in the Writing Process
I.
Prewriting/Planning
• Brainstorm ideas and possible topics.
• Choose one topic of focus.
• Use drawing or graphic organizers to organize information: webs, lists, Venn
diagrams, etc.
• Gather information to support the topic.
• Arrange ideas in logical order.
II.
First Draft
• Begin writing using prewriting notes/sheets.
• Write in complete sentences.
• Skip lines to make room for later revisions.
• Put ideas in logical order.
• Reread first draft, when finished writing.
III.
Revising
• Reread your first draft.
• Meet with the teacher or peer to determine if the piece makes sense, is
sequenced correctly, and includes necessary details.
• Elaborate when necessary.
• Rearrange, add, delete, substitute, or expand words, phrases, or sentences
to improve clarity.
IV.
Editing
• Reread your draft.
• Proofread paper alone and with a peer.
• Correct grammatical errors.
• Correct misspellings, capitalization, and punctuation errors.
• Reread paper a final time.
V.
Publishing/Final Draft
• Type or write final draft.
• Illustrate, if desired.
• Publish in a variety of formats.
• Share with an audience.
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Revised August 2011
Writing Conferences
The writing conference is the opportunity for the teacher to have one-on-one or small
group interaction with the students. Conferencing can be incorporated during ANY stage
of the writing process. Conferences should range from brief, informal encounters to more
direct, individual guidance. During this time, the teacher reaffirms the student as a writer
with praise before an area for redirection is offered.
Considerations for conducting conferences:
1. Conference with each student at least once a week. Meeting with each student
every day is impossible.
2. Listen to the student. Leaning forward, eyes alert, and attentive reinforces that
you have come to hear this young author.
3. Guide revising and editing without taking the control of the pen from the student.
Probing is helpful when addressing revision concerns. Prompt students to provide
more details through open-ended questioning. When addressing editing concerns,
place editor’s marks in the margin on the line where an edit needs to be made.
This holds students accountable for their own learning. Remember that the writing
is the student’s work.
4. Teach just one thing. Teach the writer not the writing. Minimize your instruction in
order to maximize the writer’s control of the writing.
5. Build on the students strengths and give them concrete praise at the start of the
conference.
6. Check the status of the class (where each student is in the writing process) daily to
provide accountability for students, identify when conferencing is needed, and
provide documentation for student performance.
7. Understand the writer’s stage of development, strengths and weaknesses.
8. Assist the student in determining if the topic is of interest or should be abandoned.
Follow their energy.
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Revised August 2011
Stages of Writing Development
Just as children advance through stages of reading development, they also advance
through stages of writing development. Children develop as writers when they are
motivated to write through activities that are meaningful to them.
Children come to us with different literacy needs and word levels and develop at different
rates. They may skip a stage altogether. The effectiveness of teacher observation,
intervention, and encouragement will impact the rate of student progress. Monitoring how
the student is progressing and documenting that growth throughout the year is an
important task.
Research has identified five developmental stages of writing. In NPS, we should be
mindful that within each stage, students may demonstrate a continuum of writing control.
However, we are able to identify specific benchmark behaviors along this continuum that
determine the stage of writing development. When analyzing samples of children’s writing,
knowing what to look for and how to interpret it will assist the teacher in monitoring the
student’s progress effectively.
These factors will also aid in making appropriate
instructional decisions.
The following descriptions will help the teacher assess the development and progress of
each student:
A.
Random Letters
Writing at this stage contains scribbles, circles, scrawls, and lines with a few
letters thrown in at random. These letters are usually “just there” and
connections between letters and words are coincidental. At this stage a
student:
•
•
•
•
•
•
•
•
begins with scribbling and then develops towards knowledge of
alphabet, evident by use of some letter forms.
strings random letters and numbers.
shows preference for uppercase letters when writing.
probably not showing left to right directionality.
uses a lot of drawing to convey their meaning.
demonstrates little/no knowledge of sound-symbol relationships.
repeats use of a few known alphabet symbols resulting in long
lists of alphabet letters.
progresses towards an understanding that their writing has
meaning.
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Revised August 2011
B.
Semi-phonetic Stage
The second stage can be seen when words begin to be represented by a
letter or two. Some beginning and ending sounds will start to appear. Type
might be written with a “t” or “tp.” This stage indicates that the child is
beginning to understand letter-sound relationships. At this stage a student:
My mom blew out my candles.
•
•
•
•
•
•
•
•
•
•
I have a goldfish named Alfred.
I love my sister because she
loves me.
produces drawings that often hold meaning and can be read back
over time by the writer.
develops alphabet knowledge and letter formation (may reverse some
letters).
uses one beginning letter or prominent sound to write a word, e.g. m
= mom, t = not.
uses resources around the room to record letters and familiar words
represents words, sounds, or syllables with the letters that match
their letter names, e.g. c = s, y = w.
begins to use spaces between words/letters although not consistently.
progresses towards demonstrating left to right sequential
arrangements of letters in words
shows developing ability to hear sounds in sequence in words.
rarely uses punctuation.
begins to read back their own writing
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Revised August 2011
C.
Phonetic Stage
In the third stage, vowels will begin to appear. The vowels are not
necessarily the correct vowels but they are used. Most sounds are
represented by at least one letter. Type will probably be written “tip.”
When children are in this stage you can read most of what they write. At
this stage a student:
Once upon a time, there was
four butterflies. They went on
an adventure in the woods.
•
•
•
•
•
•
•
•
•
consistently controls consonant sounds.
includes some vowels but often not the correct ones.
shows consistent left to right direction, letter orientation, and word
spacing.
frequently assigns letters strictly on the basis of sound, e.g. confusing
c/k, s/c, and t/ed.
confuses letter sequence with words, e.g., nad = and.
spells some high frequency words correctly in a sentence.
produces drawings and one or two sentences that can be read back
over time.
begins to use punctuation.
uses but confuses capitalization.
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Revised August 2011
D.
Transitional Stage
In this stage all sounds are represented and the spelling is usually an English
spelling even though it may not be the correct spelling. Vowels will appear
in each syllable. Type might be spelled “tipe.” At this stage a student:
•
•
•
•
•
•
•
shows evidence of transition from reliance on sound.
uses learned words in great abundance.
correctly spells several high frequency words in sentences.
begins to insert vowels in every syllable, e.g. tayol = tal= tail.
writes more than one sentence that can be read back.
uses punctuation most of the time.
uses capitalization correctly most of the time.
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Revised August 2011
E.
Conventional Stage
Finally, the child reaches the conventional stage. Children at this stage are
composing freely and independently using both invented and conventional
spelling. At this stage a student:
•
•
•
•
•
•
•
•
•
•
•
uses both invented and conventional spelling.
correctly spells most high frequency words.
uses more complex and varied sentence structures.
uses capitalization and punctuation correctly.
writes freely, creatively, and independently.
demonstrates voice and tone.
writes a 4 or 5 sentence paragraph on a related topic.
displays growing accuracy in use of consonants and an “s” doubling
consonants.
utilizes knowledge of word structures, prefixes, contractions, and
compound words.
shows understanding of irregular spellings.
reads their written message back over time.
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Revised August 2011
Writing Genres
Our students need to develop and utilize an understanding of the characteristics of various
simple genres (e.g., fables, realistic fiction, folk tales, poetry, and humorous stories). This
understanding is enhanced when students compose writing aligned to these genres.
Types of writing include:
1. Narrative Writing
Narrative writing occurs when the writer writes a chronological sequence of events telling
a story that may or may not have happened. Simple narratives consist of at least three
events: a beginning, middle, and an end. Transition words are used to show time order.
Complex narrative stories may include a description of the setting, the characters’ feelings,
and a moral to the story.
Some forms of narrative writing include:
• adventures
•
• biographies/autobiographies
•
• creative story retellings
•
• mysteries
•
• science fiction
• chain of event stories
friendly letters
short stories
folktales
time lines
2. Descriptive Writing
Descriptive writing occurs when the writer describes a person, place, thing, or event. The
purpose of descriptive writing is to help the reader clearly visualize what is being
described. Descriptive writing makes use of adjectives, similes, and adverbs. Paragraphs,
consisting of a topic sentence and two or more detail sentences, are elements of
descriptive writing.
Some forms of descriptive writing include:
• “all about” books
• book summaries
• character sketches
• fact books
•
•
•
•
field trip reports
predictions
science articles
definitions
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Revised August 2011
3. Functional Writing (“How To”)
Informative writing occurs when the writer is explaining how something is done. The
writing begins with a topic sentence telling what will be explained. Next directions or
steps are given in chronological order. Each of the directions should contain a clear,
precise action word to the reader. Directions often begin with transition words or phrases
(such as first, second, next, after that, then, finally) to signal the order of the steps.
Some forms of “how- to” writing include:
• recipes
• how-to-do-it manuals
• rules
• instructions
• travel directions
• survival manuals
• game directions
4. Informative/ Research Writing
Research reports occur when writers learn and search for information on a subject. They
organize their knowledge and put it in written form. This search often includes
observations, interviews, library research, and Internet research and may include note
taking and the citing of resources.
Some forms of reports include:
• “all about….” reports
• fact books
• research reports
5. Expressive Writing
Expressive writing occurs when students are able to express their thoughts using creative
forms of writing. Expressive writing may include:
Some forms of reports include:
poetry (haiku, limerick, diamante, acrostic, rhyme, free verse, concrete)
songs (raps, jingles, chants, ballads, folk songs)
journal writing
sensory writing
group cheers
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Revised August 2011
WRITING ASSESSMENTS
The ultimate goal of writing assessment is the improvement of students’ writing skills.
In addition to reading assessment documentation, the Literacy Portfolio must also contain
three writing samples for every student in grades 3- 5. Depending upon the unit, one
sample may be scored for a particular stage of the writing process, such as prewriting or
first draft. The other two samples must be completed writings showing the entire writing
process.
Students should be given the opportunity through-out the year to review the
work in their portfolios. In addition, these folders are to be kept in a place that can be
easily accessed by the teachers, students, parents, and administrators. If a student
transfers to another school within the school year, their entire portfolio should be sent to
their new school.
Baseline Writing Samples
At the beginning of the school year, teachers should collect a baseline sample. This
sample serves as a starting point for your instruction. This sample should be evaluated,
but not graded. At the end of the quarter, this baseline is returned to each student. The
student should then have the opportunity to revisit the piece using your feedback and
instructional expectations set forth throughout the quarter. After the student has had a
chance to edit and revise this piece, it can be recollected and scored.
Assessing Writing throughout the Quarter
The collection process of writing samples is outlined in each grade level’s pacing
documents. Writing samples can be collected and assessed in two different ways. In
designated quarters, two writing samples are collected to reflect all stages of the writing
process and one sample is collected at a specific stage of the writing process. The rubric
should only address the skills and expectations of the student before the piece has been
taken through the entire writing process.
The NPS Composition Evaluation sheet is a tool designed to assist teachers in giving
specific, focused feedback to students about a single piece of writing. Composition
evaluation sheets assess individual pieces of writing in each of the three domains:
Composing, Written Expression, and Mechanics/Usage. A completed composition
evaluation sheet or writing process rubric is to be attached to each of these pieces of
writing. All steps used in the writing process, including the draft, should be stapled
together with the dated final copy on the top. Writing samples taken through the entire
writing process should reflect the students’ best writing.
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Revised August 2011
Waiting to collect and assess three pieces of writing at the end of a grading
period will not drive instruction. The composition evaluation sheets should be used
to confer with students. They are an excellent way to help the students focus on specific
aspects of their independent writing.
Comments on all composition evaluation sheets are required. Teachers can limit
these remarks to one strength and one goal. They serve as a record of growth during the
school year and provide useful information for assessment purposes as well as parent
conferences. Comments should relate directly to student performance in writing and
avoid statements that relate to student behavior or attitude.
Examples of acceptable comments:
(S = student’s name)
S
S
S
S
S
S
S
S
understands and uses the steps of the writing process.
is willing to take risks and try to spell difficult words.
is beginning to self-edit.
is improving his grammar.
has developed style and voice in his writing.
uses colorful language and vocabulary in his writing.
often needs to add details to his stories.
needs to work on using more descriptive words.
The composition evaluation sheet should be used to grade a piece of writing. It is
recommended that a child’s first attempt at a new genre of writing not be
graded.
A sample instructional sequence for teaching and grading writing is provided
below:
1.
2.
3.
4.
5.
6.
7.
8.
The teacher reads stories/and or books that demonstrate the genre being studied.
Students learn about the characteristics of the genre.
The teacher models how to write a particular genre.
The class composes a group piece, through shared or interactive writing, focusing
on the primary traits of the genre being studied.
Students compose a first draft.
The teacher looks quickly for the primary characteristics of this type of writing and
gives informal feedback.
Students may revise and rewrite their draft.
Following peer and teacher revision and editing, the teacher can use the scale
provided on the composition evaluation sheet to record a grade.
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Revised August 2011
Determining Writing Grades
Scores from each writing sample, common grade level assessments, and homework
should be recorded on eSembler to obtain a final grade each nine weeks. The following
chart explains how these tasks are used to compile a writing grade each quarter.
eSembler
Writing Sample 1
Writing Sample 2
Writing Sample 3
Weights
15%
15%
15%
Scoring the Composition Evaluation Sheets
Each composition evaluation sheet assesses student performance in each of the three
domains of writing: Composing, Written Expression, and Mechanics/Usage. A
score is assigned to each of these domains on a scale of 1-4. These three final numbers
are totaled and this conversion scale is used to compute the grade for entry into
eSembler.
Composition
Score
Domain
Scores
Letter
Grade
e-Sembler
Grade
12
3(4’s)
A
100-93
11
2(4’s) and 1(3)
A-
92-90
10
1(4) and 2(3’s)
B+
89-87
10
2(4’s) and 1(2)
B
86-83
9
Any combination
that totals 9 points
B-
82-80
8
2(3’s) and 1(2)
C+
79-77
8
1(4) and 2(2’s)
C
76-73
7
Any combination
C-
72-70
6
Any combination
D+
69-67
5
Any combination
D
66-65
4
1(2) and 2(1’s)
D
64
3
3(1’s)
E
63 and
below
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Revised August 2011
Sharing Writing Samples with Parents
Teachers must place three analytically scored writing samples into portfolio folders each
quarter. Two writing samples should go home for parents to review and return prior to
the close of the quarter. We recommend that teachers establish a clear “Review &
Return” policy with parents/guardians to ensure that at end of each quarter, 3 samples
are left in each portfolio.
TIPS
•
Teach students (grades 3-5) how to use the composition evaluation sheet for the selfassessment and peer revision or editing.
•
Shrink the Composition Evaluation Sheet so students can use this to evaluate and selfassess their own pieces of writing.
•
Enlarge the composition evaluation sheet to create a poster that can be displayed and
referred to while students are working on their own writing.
•
Collaboratively score students’ writing samples with grade level colleagues on a regular
basis. This practice increases the standardization of grading at a particular grade level.
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Revised August 2011
END OF THE YEAR
LITERACY PORTFOLIO CONTENTS
(Grades 3 & 4)
Literacy folder contents must be purged at the end of the fourth quarter each school year.
A final ePortfolio Student Summary Report should be printed and placed into each student’s
folder.
Purge
-Teacher-made tests
Keep
-ePortfolio Student Summary Report
-Quizzes
-PALS Student Summary sheets (3rd
-Reading logs
Grade)
-2 samples from each quarter
-Dolch Word Lists (3rd Grade)
-DSA documentation
-Baseline writing sample
-One writing sample from each quarter
-Assessment documentation
Fifth Grade End of the Year Portfolio Procedures
At the end of the fifth grade Elementary Literacy Portfolios should be closed out. This
means that all contents can be removed. One printed copy of the Fifth Grade ePortfolio
student summary sheet should be placed in the student’s cumulative record. Records and
assessments from previous years should be properly discarded (shredded if possible).
Student writing samples should be compiled into a large collage-type portfolio and sent
home for the parents to enjoy. These samples reflect a wondrous amount of growth and
achievement from the student’s elementary years. Parents will surely cherish its contents.
74
Revised August 2011
ePortfolio Information for Students
with Individual Education Plans (IEPs)
Special Education teachers may have a few instances in which ePortfolio assessment data
is not available. In these cases, the teachers must provide alternate forms of assessment
as dictated by the student’s IEP. In the event that a particular assessment is
inappropriate for a student, the teacher should select N/A from the ePortfolio assessment
drop down menu. The N/A designation should only occur in extreme cases and the use
of this coding will be monitored closely by school administrators.
Special Education teachers should do their best to find ways to adjust administration
methods to meet the needs of a particular student.
Assessment Accommodations to consider:
•
If the student is overwhelmed by the list of words on the Dolch Word Assessment,
the teacher should put the words on index cards and administer the assessment in
smaller increments.
•
The Developmental Spelling Inventories should be administered one on one in
shorter sessions (if possible). Teachers should see their Communication Skills
Specialist if they need to drop down to lower stages of spelling development.
•
The English Office strongly encourages Special Education teachers to administer the
DRA2 to their students who are not reading on grade level. Without this information
a teacher cannot target the students’ zone of proximal development or ZPD. See
your Communication Skills Specialist for these assessment materials.
•
Special Education students may require more teacher or peer conferences when
working on writing assignments.
•
Composition Evaluation forms from alternate grade levels can be used.
A student’s IEP is the ultimate indicator of the student’s expected benchmarks and goals.
•
If the student’s IEP indicates “None Required” under the section titled Program
Modifications, the student should be able to participate in all ePortfolio
Assessments required for that student’s grade level and that student will be graded
according to content standards in all content areas.
•
If the student’s IEP indicates “Alternative grading” under the section titled
Program Modifications, the General Education and Special Education teacher
need to collaboratively determine grading for the student in the specified area(s) in
which the student’s identified disability affects learning.
•
If the student’s IEP indicates “Content standards have been modified” under the
section titles Program Modifications, then this student will be participating in the
Virginia Alternative Assessment Program (VAAP) and administration of the
ePortfolio Assessments may not be appropriate.
75
Revised August 2011
Norfolk Public Schools
3 – 5 Literacy Assessments
Grade Level
Third Grade
Entry
First Quarter
Second Quarter
•
Baseline Writing
Sample
• **PALS- 3rd Grade
Students
• Dolch Word List until
mastery of 220 words
•
DSA Form A
• DSA Form A
Fifth Grade
Special Education
Teachers
•
DSA Form A
•
Scored Baseline
Writing Sample
•
DSA Form A
• DSA Form B
• DRA2
• DSA Form A
• 3 Scored Writing
Samples
Samples
• DSA Form A
• DSA Form B
• DSA Form A
• NPS Comprehension &
Vocabulary Assessment
•
3 Scored Writing
Samples
Samples
• NPS Comprehension
& Vocabulary
Assessment
Vocabulary
Assessment
Samples
Samples
•
DSA Form B
•
•
•
Samples
Scored Baseline
Writing Sample
mastery of 220
words
•
Fourth Quarter
& Vocabulary
Assessment
• DSA Form B
Fourth Grade
• DRA 2
Third Quarter
•
DSA Form B
DSA Form A
Samples
Samples
Samples
DSA Form B
& Vocabulary
Assessment
Samples
Special Education Teachers will administer the NPS assessments to students that they service.
Vocabulary
Assessment
DSA Form A
Vocabulary
Assessment
Samples
Special Education Teachers are strongly encouraged to administer the DRA2 to any students with IEPs who are not reading on grade level.
**Only 3rd grade students who didn’t meet the Spring benchmarks and students new to VA are assessed.
76
Revised August 2011
Suggested Assessment Pacing Guide for 3rd Grade
Recording data into ePortfolio as assessments are completed is an excellent time management strategy.
Week 1
9/6 – 9/9
Week 2
9/12 – 9/16
Baseline Writing
Sample
Week 3
9/26 – 9/30
Week 4
10/3 – 10/7
***PALS
Week 5
10/10 –
10/14
Week 6
10/17 – 10/21
Week 7
10/24 – 10/28
Begin Dolch
DSA Form B
NPS
Comp/Vocab.
Assessment
1st Qtr.
Week 8
10/31 – 11/4
DSA Form B
ePortfolio data
due
DSA Form A
Week 1
11/7 – 11/11
Week 2
11/14 – 11/18
Week 3
11/21 – 11/23
Week 4
11/28 – 12/2
Week 5
12/5-12/9
Week 6
12/12 – 12/16
Weeks 7 & 8
12/19 –12/21
1/3 – 1/6
Week 9 & 10
1/9- 1/13
1/16 – 1/20
Week 11
1/23 - 1/26
♦Begin Dolch
Begin DRA2
DSA Form A
NPS
Comp/Vocab.
Assessment
ePortfolio Data
Due
Week 5
2/27 – 3/2
Week 6
3/5 – 3/9
Week 7
3/12 – 3/16
Week 8
3/19 – 3/23
Weeks 9 & 10
3/26 – 4/6
♦Begin Dolch
DSA Form B
NPS
Comp/Vocab.
Assessment
ePortfolio Data
Due
Week 5
5/14 – 5/18
Week 6
5/21 – 5/25
Week 7
5/29 – 6/1
Week 8
6/4 – 6/8
Week 9
6/11 – 6/15
Begin DRA2
♦Begin Dolch
DSA Form A
2nd Qtr.
Week 1
1/30 – 2/3
Week 2
2/6 – 2/10
Week 3
2/13 – 2/17
Week 4
2/20 – 2/24
rd
3 Qtr.
Week 1
4/16 – 4/20
Week 2
4/23 – 4/27
Week 3
4/30 – 5/4
Week 4
5/7 – 5/11
4th Qtr.
NPS
Comp/Vocab.
Assessment
ePortfolio Data
Due 6/11
rd
**All 3 grade students are DRA tested until they are reading at a level 38. Begin DRA2 testing with your high students.
***Only students who are new to Virginia and students who didn’t make Spring benchmarks are tested in the Fall on PALS.
♦The DOLCH Word assessment can be discontinued when the student has mastered all 220 words.
77
Revised August 2011
Suggested Assessment Pacing Guide for 4th Grade & 5th Grade
Recording data as assessments are completed is an excellent time management strategy.
Week 1
9/6 – 9/9
1st Quarter
Week 2
9/12 – 9/16
Week 3
9/26 – 9/30
Week 4
10/3 – 10/7
Baseline
Writing
Sample
Week 5
10/10 –
10/14
Week 6
10/17 –
10/21
DSA Form B
Week 7
10/24 – 10/28
Week 8
10/31 – 11/4
NPS
Comp/Vocab.
Assessment
Portfolio data
due
Weeks 7 & 8
12/19 –12/21
1/3 – 1/6
Week 9 & 10
1/9- 1/13
1/16 – 1/20
DSA Form A
Week 1
11/7 – 11/11
Week 2
11/14 –
11/18
Week 3
11/21 –
11/23
Week 4
11/28 – 12/2
Week 5
12/5-12/9
Week 6
12/12 –
12/16
DSA Form A
NPS
Comp/Vocab.
Assessment
2nd Quarter
Week 1
1/30 – 2/3
Week 2
2/6 – 2/10
Week 3
2/13 – 2/17
Week 4
2/20 – 2/24
Week 5
2/27 – 3/2
Week 6
3/5 – 3/9
Week 7
3/12 – 3/16
DSA Form B
3rd Quarter
Week 1
4/16 – 4/20
Week 2
4/23 – 4/27
Week 3
4/30 – 5/4
Week 4
5/7 – 5/11
Week 5
5/14 – 5/18
4th Quarter
Week 6
5/21 – 5/25
Week 7
5/29 – 6/1
Week 11
1/23 - 1/26
Portfolio Data
Due
Week 8
3/19 – 3/23
Weeks 9 &
10
3/26 – 4/6
NPS
Comp/Vocab.
Assessment
Portfolio Data
Due
Week 8
6/4 – 6/8
Week 9
6/11 – 6/15
NPS
Comp/Vocab.
Assessment
DSA Form A
Portfolio Data
Due 6/11
78
Revised August 2011
GRADES 3-5 READING LOG
Student: __________________________________
School: __________________________________
Date
Title
Author
Year: ________
Pages
Read
Rating
Low - High
1 2 3 4 5
A-158
79
Revised August 2011
CREATING YOUR ePORTFOLIO ACCOUNT
ePortfolio website: https://k5a.nps.k12.va.us/k5a/welcome.php
The Username is the front part of your email address.
The Password is the same password you use for GroupWise.
Registering Your ePortfolio Account
Upon your first login each school year, you will be prompted to *REGISTER*.
The first page of the registration dialog asks you to select the type of account you
need. Select Teacher if you are a classroom teacher who will input assessment data
for your students. Select School-level User if you are an Interventionist,
Communication Skills Specialist, or another role who needs access to various classes in
your school. Select District-level User if you are an administrator who needs access
to classes in various schools throughout the district.
If you are a Teacher, your account has already been reserved using information from
Starbase. Your account is waiting for you to complete this registration process in order
to become active. If your School Data Specialist has input your information correctly,
the process should flow smoothly. If the registration process does not succeed, you
should have your SDS update your Starbase record, then wait until the following day
and complete the registration process after the nightly Starbase to ePortfolio update
has had a chance to run.
If you are a School-level User or District-level User, your account has already been
reserved by the ePortfolio Program Coordinator (currently Charlene Feliton), and it is
waiting for you to complete this registration process in order to become active.
Once your account has been created, this page will send Teachers to the Pick Student
screen, and will send School-level Users and District-level Users to the Pick Teacher
screen.
If you have problems with your ePortfolio account access, please see your
Communication Skills Specialist.
80
Revised August 2011
Lesson Plan Requirements
Daily Lesson plans should be written for all components of the Communication Skills Block. Each
administrator may have his/her own preferred format for each component
(whole group, small group, and writing). Lesson plans should be neatly organized and easily
accessible for review throughout the school year.
Lesson plans should include:
•
a focus SOL.
•
text title.
•
vocabulary that needs to be discussed.
•
a before reading activity.
•
during reading stopping points (if applicable).
•
an after reading focus for discussion.
In addition, small group lesson plans should include the names of members of each group and
the text level being used. Please keep in mind that lesson plans should be specific for each day
of instruction. Cutting and pasting the same information from one day to the next does not
reflect an appropriate focus for daily instruction.
The following small group lesson plan formats are suggestions from the English Office.
81
Revised August 2011
Small Group Reading Lesson Plan
DRA 20 +
Not all components of this plan are required every day, but they should be covered throughout the week of instruction.
Members of the Group:
Date:
Level:
Fluent Practice:
o Independent sight word practice
o Rereading familiar text
o Speed Sort
Instructional Focus:
Guided Instruction:
Text:
Before Reading:
o Book introduction/background
knowledge
o Introduce vocabulary
o Story predictions
o Text feature preview/discussion
o Revisit prior reading
o Other:
During Reading:
o Students reading independently while
teacher reinforces literacy strategies
o The teacher stops the students
periodically to monitor
comprehension.
After Reading:
o Story retelling/summarize what was
learned
o Revisit predictions
o Strategy discussion
o Graphic organizer
Pages to be read:
SOL(s):
Vocabulary to discuss:
Before Reading Questions:
During Reading Stopping Points & Questions:
After Reading Questions/Activity:
Evaluation: [ ] Observation [ ] Running Record
[ ] Written Response [ ] Other:
This portion of the lesson may not be appropriate every day and it
may take place at the beginning or end of the lesson.
Word Study Focus:
Word Study/Vocabulary:
Procedure/Notes:
o
o
o
o
Vocabulary activity
Word Building
Word Analogies
Other :
82
Revised August 2011
PROGRESS REPORT CONSIDERATIONS
Because ePortfolio assessments form a significant portion of a student’s grade in reading and
most of these assessments are administered during the middle to the end of each quarter,
composing a progress report grade becomes an additional consideration.
In the first quarter, teachers should use their PALS data (if administered), anecdotal records,
and observations to determine if the student is making steady progress towards the end of
the quarter goals. If a student is at an instructional level significantly below the targeted end
of quarter goal, their progress report should reflect this deficiency. These are your intensive
or strategic students. Likewise, if a student is already reading at or above benchmark
designations, their progress report should reflect this achievement. This means that the
teachers should enter all of their common grade level assessments, let eSembler calculate
the grade, and then override it if observations and notations deem appropriate. Teachers
should override with caution during this quarter. If a student is not making adequate
progress, you should have data to support this decision. Please remember that this
override is only applicable for the first quarter Progress Report.
In quarters 2, 3, and 4, teachers should use the previous quarter’s eSembler grade
calculated by ePortfolio as a “place marker” until new assessment data is available and has
been posted. At the end of the quarter, teachers should enter the new eSembler grade
calculated by ePortfolio.
Please consult your Communication Skills Specialist if you have any questions or concerns
regarding this procedure.
83
Revised August 2011
References
Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2008). Words their way: Word
study for phonics, vocabulary, and spelling instruction. Upper Sadle River:
Pearson/ Prentice Hall.
Center for the Improvement of Early Reading Achievement (2001). Put reading first:
The research building blocks for teaching children to read. Washington, DC: US
Department of Education.
Developmental Studies Center. (2005). Making meaning: Strategies that build
comprehension and community.
Dorn, L.J. & Soffos, C. (2001). Scaffolding young writers: A writers’ workshop approach.
Portland: Stenhouse Publishers.
Feldgus, E.G. & Cardonick, I. (1999). Kid writing: A systematic approach to phonics,
journals, and writing workshop, 2nd Ed. Chicago: Wright Group/ McGraw- Hill.
Ganske, K. (2000). Word journeys: Assessment- guided phonics, spelling, and
vocabulary instruction. New York: The Guilford Press.
McCarrier, A., Pinnell, G.S. & Fountas, I.C. (2000). Interactive writing: How language &
lieracy come together, k-2. Portsmouth, NH: Heinemann.
Ray, K.W. & Laminack, L.L. (2001). Urbana, Illinois: National Council of Teachers of
English.
Retrieved in July and August, 2008 from http://pals.virginia.edu/contact.html
Retrieved in July and August, 2008 from http://www.readingrockets.org/
Tyner, B. (2004). Small group reading instruction: A differentiated teaching model for
beginning and struggling readers. Newark: International Reading Association.
U.S. Department of Health and Human Services (2000). Report of the national reading
panel: Teaching children to read. Retrieved in July and August, 2008 from
http://www.usu.edu/teachall/text/reading/report.htm.
Walpole, S. & McKenna, J. (2008). Presentation for NPS (’08): Differentiated Reading
Instruction: Strategies for the Primary Grades.
Kozulin, A., Gindis, B., Ageyev, V., Miller, S. (2003) Vygotsky’s Educational Theory in
Cultural Context. New York: Cambridge University Press.
84
Revised August 2011

3-5 Guide 2011-2012 - The Jacox Literacy Lounge

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