K-2 Guide 2011-2012 - The Jacox Literacy Lounge

Transcription

Guide to
Reading and Writing
Instruction and
Assessment in
Grades K-2
English Office
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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Revised August 2011
Table of Contents
Reading in Norfolk Public Schools ……..…………………………………….……………………….
Review of Balanced Literacy Instruction……………………………………………..………………
Required Daily Segments……………...………………………………………………………………….
The Building Blocks of Literacy Development……………………………………………………….
Phonemic Awareness ………………………………………………………..……………………..
Concepts About Print (CAP)………………………………………………………………………..
Word Recognition ………………………………………………………………………………….
Phonics/Word Study…………………………………………………………………………………
Fluency……………………………………………………………………………………………….
Vocabulary …………………………………………………………………………………………..
Comprehension ……………………………………………………………………………………..
An Introduction to Assessment and Evaluation…………………………………………………….
Literacy Portfolios ………………………………………………………………….………………..
Literacy Portfolio Transfers………………………………………………........................……..
Literacy Proficiency Rating ………………….……………………………………………………..
eSembler……………………………………………………………………………………………
Components of Literacy Portfolios………………………………………………………………..
Literacy Assessments …………………………….…………………………………………..…………..
Phonological Awareness and Literacy Screening (PALS)…………………..…………………..
PALS Quick Checks for Letter Sounds and Letter Recognition ………………………………..
CAP …………………………………..……………………………………………………...……….
Dolch Word Lists ………………………………………………………………..…………………..
Developmental Spelling Assessment (DSA), Grades 1 - 2…………………………..………....
Oral Reading Fluency Assessment (DRA2)……………………………………………………….
Developmental Reading Assessment (DRA2) …………………………………………………….
Writing in Norfolk Public Schools ………………………………………………………………………
Components of Writing Instruction…………………………………………………………………….
Daily Focus Lessons…………………………………………………………………………………
Independent Writing Time ………………………………………………………………………..
The Primary Writing Process………………………………………………………………………
Writing Conferences………………………………………………………………………………..
Stages of Writing Development ………………………………………………………………………..
Writing Assessments……………………………………………………………………………………….
Composition Evaluation Sheets …………………………………………………………………..
End of the Year Literacy Portfolio Contents………………………………………………………….
ePortfolio Information for IEP Students…………………………………………………………….
Literacy Assessments Chart……………………….……………………………………………………..
Suggested Assessment Pacing Guide ....................................……………………………………
Planning Small Group Instruction……………………………………………………………………..
PALS Book Level Equivalencies………………………………………………………………………….
Lesson Plan Requirements.................................................................................................
Small Group Lesson Plan Formats……………………………………………………………………..
ePortfolio Accounts………………..……………………………………………………………………..
Progress Reports……………………………………………………………………………………………
Frequently Asked Questions and Answers……………………………………………………………
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 (K-2)
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:
• Phonemic Awareness
• Phonics Instruction
• Word Recognition (Sight Words)
• Concepts of Print
• Fluency
• Vocabulary
• Comprehension
In Guided Reading, books are at the child’s
instructional level (94% accuracy) and the
children do the reading independently with
scaffolded teacher support.
Independent Reading: (Uninterrupted, time
in text) 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 and skills
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
phonemic awareness, word
recognition, phonics, and concepts
about print
To assist in vocabulary development
Good sustained silent reading with
• Appropriate books
• Adequate time
• Accountability
• Choice
6
•
•
•
•
•
•
•
•
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, 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
Assessment Opportunity: Anecdotal
notes, running records, PALS, spelling
inventories, and DRA
To observe, acknowledge, respond,
and hold conferences
To match text to students’ independent
level
To practice reading for enjoyment
Assessment Opportunity: Written
responses, anecdotal notes
Revised August 2011
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: Instruction used
by the teacher to introduce, teach, and
provide students with opportunities to
practice using their knowledge of phonemic
awareness, letter recognition, letter-sound
relationships, phonics, spelling patterns, and
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
•
•
•
•
•
•
•
Interactive Writing: Interactive writing
involves a sharing of the pen between
teacher and children. Children actively plan
and construct the text. For the most part,
children also control the writing of the text.
The teacher guides this process and provides
appropriate pacing, assistance and
instruction when needed.
To provide focused writing
instruction to students in order to
lead them to independent writing
To focus on concepts and
conventions of print, the sounds in
words and the connection between
sounds and letters
To produce longer pieces of writing
that include dialogue, beginnings,
endings, and multiple episodes
Other important components of a Balanced
Literacy Classroom include:
• Quick Writes
• Poetry Reading
• Guided Writing
• Paired/ Partner Reading
•
•
•
•
•
•
•
•
•
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
Assessment Opportunity: Samples of
student products such as written
retellings, graphic organizers, and
comprehension questions
To help students progress through the
various features within each stage of
spelling development
To use activities such as creating word
walls, word sorts, and making words
to promote students’ word recognition
and spelling development
Assessment Opportunity: Word sorts,
dictated sentences, anecdotal notes,
PALS, 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
To support and scaffold students’
writing
To provide direct and explicit
instruction in phonology and word
analysis
To teach children how written text
works
To teach children to make connections
between what they read and write
Assessment Opportunity: Writing
samples and teacher observations
Modeled Writing
Choral Reading
Independent Writing
Repeated Reading
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REQUIRED DAILY SEGMENTS IN KINDERGARTEN
WHOLE GROUP SHARED READING/READ-ALOUD INSTRUCTION (30- 45 minutes)
Shared reading and Read-alouds include teacher led instruction in the following
components:
·
·
·
·
·
·
·
·
·
·
Building background knowledge
Oral language development
Phonological awareness
Concepts of print
Alphabet recognition/principles
Letter-sound knowledge
Comprehension strategies and skills
Retelling
Sight vocabulary (word recognition skills)
Story elements
SMALL GROUP INSTRUCTION/LITERACY WORK STATIONS (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 use of the
following components:
·
·
·
·
·
·
·
Concepts of print
Phonemic awareness
Letter recognition
Sound recognition
Comprehension skills
Decoding strategies
Word recognition
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 (45- 60 minutes)
Daily writing instruction includes the following components:
·
·
·
·
Shared/Interactive writing (whole group)
Daily focused mini-lessons (10-15 min.) by the teacher in composing and mechanics and usage
Independent time (20 - 30 min.) for writing, conducting research, and conferring with teacher
Sharing opportunities (5 – 10 min.) including author’s chair, publishing parties, peer or group readings
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REQUIRED DAILY SEGMENTS IN FIRST GRADE
WHOLE GROUP SHARED READING/READ-ALOUD INSTRUCTION
(30- 45 minutes)
Shared reading/Read-aloud includes teacher led instruction in the following
components:
·
·
·
·
·
·
·
·
Phonological awareness and letter/sound knowledge
Concepts of print and text structure
Retelling
Story elements
Word study
Word Recognition Skills
SMALL GROUP INSTRUCTION
(60 minutes)
observations.
copy of the text.
·
·
·
·
·
·
·
Phonemic awareness
Comprehension strategy development
Retelling
Word Study
Vocabulary development
While the teacher is working with small groups the remainder of the class is
working on:
·
·
·
·
·
·
·
Daily focused mini-lessons (10 – 15 min.) by the teacher in the three domains of composing, written
expression, and mechanics and usage
Independent time (20 - 30 min.) for writing, conducting research, and conferring with teacher
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REQUIRED DAILY SEGMENTS IN SECOND GRADE
WHOLE GROUP SHARED READING/READ-ALOUD INSTRUCTION
(30-45 minutes)
Shared reading/Read-aloud includes teacher led instruction in the following
components:
·
·
·
·
·
·
·
·
Phonological awareness and letter/sound knowledge
Retelling/Summarizing
Story elements
Word study
SMALL GROUP INSTRUCTION
(60 minutes)
observations.
copy of the text.
·
·
·
·
·
·
·
Phonemic awareness
Comprehension strategy development
Retelling/Summarizing
Word Study
Vocabulary development
While the teacher is working with small groups the remainder of the class is
working on:
·
·
·
·
·
·
·
Daily focused mini-lessons (10 – 15 min.) by the teacher in the three domains of composing, written
expression, and mechanics and usage
Independent time (30 min.) for writing, conducting research, and conferring with teacher
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Revised August 2011
The Building Blocks of Literacy Development
Vocabulary and Comprehension
DRA
Stage of
Spelling
Development
24 +
Derivational
Constancy
Syllable
Juncture
14-24
Fluency and Comprehension
Syllable
Juncture
Within Word
Pattern
Phonics, Word Recognition, and Fluency
3-12
Within Word
Pattern
Letter Name
Phonemic Awareness, Concepts about Print, and
Word Recognition
A-2
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/.)
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Revised August 2011
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/.")
Phonemic awareness is assessed primarily in kindergarten through the PALS K Rhyme and
Beginning Sound Awareness items, and later in first grade and second grade for students who
have not yet mastered the concepts through the PALS Level C tasks.
PRINT AWARENESS TASKS (CAP & COW)
Print awareness is a child's earliest understanding that written language carries meaning. It can
be described as the foundation of all other literacy learning. Print awareness tasks have two
specific categories, print concepts and book concepts. These tasks are enhanced as children
participate in teacher read-alouds and other literacy related activities.
Print Concepts
Book Concepts
Students should know:
Students should know:
y
Print is read from left to right
y
y
What a letter is
y
y
What a syllable is
The function and location of a book’s
front, back, top, and bottom
y
What a word is
y
How to turn the pages properly
y
What a sentence is
y
Where to begin reading
y
There are spaces between words
y
Return sweep to continue reading
y
The function of capital letters and
punctuation marks
y
The functions of print and pictures
y
Title, author, and illustrator
y
A book is for reading
Oral language can be written and then
read
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Revised August 2011
The Concepts About Print Test (CAP) enables the teacher to discover what children already
know about print, and what must be learned. Many NPS students come to school with limited
experiences using concepts about print and require repeated explicit instruction in these concepts.
Administration of the Concepts About Print Test will identify students in need of these intensive
opportunities. This assessment is administered to all students in kindergarten, beginning with the
first quarter. Once an individual concept has been mastered, further administration of that
individual concept is not necessary.
Concepts of Words (COW) are assessed during each PALS administration. It specifically
measures a student’s ability to match voice to print when finger pointing, identify words in context
of a familiar text, and identify words previously seen in a text when shown in isolation.
The National Reading Panel has ranked print awareness among the best
predictors of early reading achievement.
WORD RECOGNITION:
Word Recognition is the process of identifying words in print. Children who are ready to
begin reading words have developed the following prerequisite skills:
They understand that
1. words can be spoken or written.
2. print corresponds to speech.
3. words are composed of phonemes (sounds), called phonological awareness.
In kindergarten, first and second grades, acquisition of a growing and grade level appropriate sight
vocabulary will be measured through use of the PALS Word Recognition in Isolation
assessment and Dolch Word Lists assessment. Assessment of the PALS word list in kindergarten
is required in the spring administration.
Children can increase their word recognition in several ways:
•
apply an understanding of the alphabetic principle by isolating and
then blending individual phonemes
(“/p/-/i/-/n/. Pin is spelled p-i-n.”)
•
use their knowledge of known words to help them solve unknown words
(“This word must be book because it reminds me of look.”)
•
expand the number of words they can identify automatically, called their sight
vocabulary
(“Oh, I know that word – the.”)
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Revised August 2011
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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Revised August 2011
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
STAGES OF SPELLING DEVELOPMENT
Alphabet
Letter Name
Within Word
Pattern
Pattern
Meaning
Syllable
Juncture
Derivational
Constancy
Features within
each Stage
Characteristics
Examples in
Writing
MKB9 = dog
•
Beginning and ending
sounds
•
No concept of word
•
Use of random marks
•
Initial blends and
digraphs
•
Representation prominent sounds
in words
•
Short vowels
•
Learning the alphabet
A.
Beginning and ending
sounds
•
“Rudimentary” concept of word
•
B.
Initial blends and
digraphs
Representation of initial and final
consonants
•
Use of medial vowels inconsistently
C.
Short vowels
•
D.
Affricates
E.
Final blends and
digraphs
Acquisition of basic letter-sound
relationships (word families, blends,
digraphs, short vowels)
F.
Long vowels CVCe
•
G.
R-Controlled vowels
Mastery of basic letter-sound
relationships
H.
Other common long
vowels
•
I.
Complex Consonants
Attention to pattern features of
spelling (long vowel patterns,
dipthongs, complex consonant
clusters)
J.
Abstract Vowels
K.
Doubling & e-drop with
ed & ing
•
Mastery of phonics in single syllable
words
L.
Other syllable juncture
doubling
•
Attention to patterns in
multisyllabic words (stressed and
unstressed syllables, consonant
doubling, and e-dropping)
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
•
Attention to meaning based
changes in spelling (prefixes,
suffixes, vowel changes, Greek and
Latin roots.)
S = house
dg = dog
jriv = drive
brach = branch
feat = feet
strayt = straight
burd = bird
snaping =
snapping
smileing = smiling
duble = double
dependant =
dependent
incredable =
incredible
inquisishun=
16
inquisition
Revised August 2011
A Week of Word Study Instruction Includes:
After reviewing the DSA results, each class will be divided into three groups. Some 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.
A teacher directed introductory lesson is required for each of the three small groups on
the first day of a new sort. 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.
Recommended Weekly Routine:
Monday
• Guided sorting
practice in
small group
with the
teacher
• Independent
sorting practice
& recording
sort in the
word study
notebook
Tuesday
• Blind sorting
with a “Study
Buddy”
• Reading feature
related texts
independently
• Partner word
building
• Independent
games
Wednesday
Thursday
Friday
• Buddy speed
sorting practice
• Buddy “Blind”
written sorting
practice in
word study
notebook
• Assessment (if
appropriate)
• Word hunt &
record in word
study notebook
• Partner word
study
• Independent
games for
repeated
practice
• Feature writing
activities
completed in
the word study
notebook
• Partner word
study
• Games for
repeated
practice
• Teacher
evaluates
students’
ability to move
to the next
feature.
• Teacher
identifies
students’ next
lesson
sequence
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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Revised August 2011
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
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FLUENCY:
Fluency entails word recognition that is, except in rare instances, unconscious and automatic.
Until a reader achieves fluency, comprehension is apt to suffer because too much conscious
attention must be directed at word identification and too little attention can be paid to
comprehending what is read (Walpole and McKenna, 2004).
To develop fluency, children need to:
1. develop a high level of accuracy in word recognition.
2. maintain a rate of reading brisk enough to facilitate comprehension.
3. use phrasing and expression so that oral reading sounds like speech.
4. transform deliberate strategies for word recognition and comprehension into automatic
skills.
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 rereadings are sufficient for most students; and
•
oral reading practice is increased through the use of audiotapes, tutors, peer guidance, or
other means.
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.
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Revised August 2011
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. Text at the independent
level will be reasonably easy for them to read and contain mostly words that they know or can
decode easily.
Monitoring student progress in reading fluency is useful in evaluating instruction, setting
instructional goals, and motivating students to read effortlessly. Fluency development is measured
in kindergarten through the PALS Concept of Word task and Breakthrough to Literacy
Speak Time report.
In first and second grade, oral reading fluency is determined through the DRA2 (level 14 +) and
PALS.
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.
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.
•
learning 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.
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Another way you can help students develop vocabulary is to foster word consciousness- an
awareness of and 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.
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.
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. Teachers
should emphasize text comprehension from the beginning, rather than waiting until
students have mastered “the basics” of reading. The direct and explicit teaching of
reading comprehension strategies begins in kindergarten and builds throughout the
elementary years.
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.
The following strategies have a firm scientific basis for improving text comprehension:
1.
2.
3.
4.
5.
6.
7.
8.
Retelling
Using Schema / Making Connections
Visualizing
Wondering and Questioning
Drawing Conclusions
Determining Important Ideas
Understanding Text Structure
Fix Up Strategies
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*Full sized versions of these comprehension posters are available on our 123 Curriculum website.
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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Strategy
Purpose
Retelling
Instruction in retelling helps students to:
• remember what they have read.
• recall the sequence of events.
• identify the characters, setting, problem, and solution.
Using Schema (Background
Knowledge) / Making
Connections
Activating prior knowledge helps the reader to:
• make accurate predictions.
• make connections.
• set a purpose for reading.
• build upon a child’s schema.
Visualizing
Visualizing helps the reader to:
• become involved in the text.
• make the words in the text into pictures, sounds, sensory
images, and feelings.
• make connections among the ideas in the text, world, and
their own experiences.
Wondering / Questioning
Wondering / Questioning helps the reader to:
• set a purpose for reading.
• focus attention on what they are to learn.
• think actively as they read.
• monitor their comprehension.
• review content and relate what they have learned to what
they already know.
Inferring/Drawing
Conclusions
Inferring helps the reader to:
• combine what is read with relevant prior knowledge.
• make reasonable predictions.
• make connections.
• draw conclusions.
• apply a critical analysis about the text.
Determine the Most Important
Ideas
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.
Understand Text Structure
Identifying text structure helps the reader to:
• identify the genre of the text.
• know how to approach reading the text for understanding.
• identify non-fiction text features to unlock text meaning.
• identify common story elements (settings, characters, plot )
in fictional text.
Use Fix Up Strategies
Comprehension monitoring instruction teaches students to:
• recognize when meaning breaks down.
• be aware of what they do and do not understand.
• apply appropriate behaviors to solve the problem.
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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.
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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. Assessment forms may be downloaded from the Norfolk Public
Schools’ intranet website or by accessing Norfolk Public Schools’ homepage on the internet.
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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Literacy Proficiency Rating
ePortfolio serves to establish a permanent record of the results of entry and quarterly assessments
in reading and writing for every student. To summarize the student’s overall literacy
proficiency, a rating is calculated electronically. This rating identifies students who are exceeding
and meeting NPS benchmarks as well as those who are identified as needing strategic and
intensive interventions. In addition, teachers are expected to identify intervention services that
are provided to these students (Interventionist, Communication Skills Specialist, Special Education
Teacher, tutor, and/or ESL Teacher).
Once all assessments have been entered into ePortfolio, the program will 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. However, 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 assessments should be housed in the Literacy Portfolio in the classroom during the school year.
Since the record can be accessed electronically, it is not necessary to include a hard copy of the
student summary each quarter. However, a hard copy must be placed in the Literacy Portfolio at
the end of the school year. The Literacy Portfolio and its contents should be kept organized and
available for inspection at all times. In addition, teachers are strongly encouraged to share the
contents of these portfolios with parents during conferences.
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eSembler (Grades 1 & 2)
All ePortfolio assessments should be completed by the classroom teacher BEFORE completing
report cards. Upon completion of data entry, ePortfolio will calculate an eSembler grade
that should be recorded in the student’s grade book. This grade carries an overall
weight of 60% of the student’s academic success in reading (based on the benchmarks
identified on the Dolch Word Assessment, DSA, and DRA). Writing is not part of this grade. Writing
grades should be entered into the eSembler gradebook separately.
The following is breakdown of the assessments and the weight they carry in ePortfolio that make
up the eSembler grade.
Grade 1
Assessment
DRA2
DSA
DOLCH
Weight
Qtr 1
50
30
20
Weight
Qtr 2
60
25
15
Weight
Qtr 3
60
25
15
Weight
Qtr 4
70
20
10
Weight
Qtr 1
60
30
10
Weight
Qtr 2
60
30
10
Weight
Qtr 3
70
25
5
Weight
Qtr 4
70
25
5
Grade 2
Assessment
DRA2
DSA
DOLCH
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Components of Literacy Portfolios
KINDERGARTEN:
• PALS Student Summary Sheets (fall and spring)
•
Breakthrough to Literacy Time Management Report
•
BTL Explore Words Objective (2nd, 3rd, and 4th quarters)
•
Concepts About Print Test (all quarters until mastery)
•
Quick Checks: Letter Recognition and Letter Sounds (2nd and 3rd Quarters)
•
Baseline Writing Sample (**upon entry – scoring optional)
•
Three Scored Writing Samples per quarter
•
DRA2 (should occur once a student recognizes 10 sight words
in the 2nd, 3rd, 4th quarters.)
•
•
Dolch Word Lists (2nd, 3rd and 4th quarters)
ePortfolio Student Summary Report (print 4th quarter)
FIRST GRADE:
• PALS Student Summary Sheets (*fall and spring)
•
DRA2 (all quarters)
•
Dolch Word Lists (all quarters)
•
PALS Spelling Inventory (*fall and spring)
•
Developmental Spelling Inventory (DSA) (all quarters)
•
Scored Baseline Writing Sample (**upon entry)
•
•
SECOND GRADE:
•
PALS Student Summary Sheets (*fall and spring)
•
DRA2 (all quarters)
•
Dolch Word Lists (all quarters)
•
PALS Spelling Inventory (*fall and spring)
•
Developmental Spelling Inventory (DSA) (all quarters)
•
Scored Baseline Writing Sample (**upon entry)
•
•
*The fall administration is for students new to Norfolk Public Schools and students who did not meet the spring benchmark.
**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.
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LITERACY ASSESSMENTS
Phonological Awareness and Literacy Screening (PALS)
The PALS assessments will be administered twice a year in kindergarten, first grade, and second
grade according to the instructions provided in the manuals. The district’s testing calendar will
outline specific dates for the fall and spring administrations.
Mid-year administration of K PALS or 1-3 PALS is not required by the district; however, it may
be administered at the request of the building administrator to students who are receiving
intervention services.
Each teacher should have a PALS testing kit. The Form A, Form B, and Downloaded Form C
Teacher Materials should be housed in these kits at all times. In September, you will receive the
student consumable materials for fall and spring administrations from the PALS office. Midyear
consumable materials are downloaded from the PALS website
When
Fall
Mid-Year
Spring
Who is tested
-All Kindergarten students
-Students new to VA Public Schools
-Students who didn’t meet Spring benchmark.
-Administration may be required by building administrator
(optional)
-All K-2 students, except those who have earned “High
Benchmark” designations by PALS.
How
Online Assessment Wizard
(Recommended)
(Recommended)
The PALS office will not replace lost teacher manuals every year so these materials should be
inventoried. If additional copies are needed, photocopies should be made within each
building.
Utilizing the PALS Online Assessment Wizard speeds up the PALS process. It also provides the
teacher with valuable grouping and instructional information. For diagnostic purposes, NPS highly
recommends that all teachers utilize this powerful tool.
High Benchmark Designations
Spring of 1st Grade
Fall of 2nd Grade
Read 18 or more words from the 2nd
• Read 18 or more words from the 3rd grade word
grade word list AND
list AND
• Read the 2nd grade passage with 98%
• Read the 3rd grade passage with 98% or greater
accuracy AND
accuracy AND
• Read the 2nd grade passage with a
• Read the 3rd grade passage with a fluency
fluency rating of 3
rating of 3
rd
The 3 grade passage or higher will also be accepted for the high benchmark designation, if the passages
are read with both 98% accuracy and a fluency rating of 3.
•
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PALS Services and Designation Codes
When entering student data into the PALS website, teachers are asked to enter a “Service and
Designation Code.” It is important that this code accurately and consistently reflect the additional
services our district provides. Please review the following chart for each code and the district
interpretation of the services that correlate with each code.
PALS CODE
N
TI
SP – Speech and Language
LD – Learning Disabilities
DD – Developmental Delay
ED – Emotional Disturbance
MR – Mental Retardation
ESL – English as Second Language
LEP – Limited English Proficient
TUTOR
No additional remediation services are
provided.
These students receive services by an
Interventionist and/or Communication Skills
Specialist.
These students have an IEP with this exact
identification. These students are serviced by
a special education teacher.
These students receive ONE TO ONE
remediation from a tutor, volunteer, etc.
O – Other (Specify)
PALS Quick Checks for Letter Sounds and Letter Recognition
PALS Quick Checks may be used to monitor student progress on targeted literacy skill acquisition
throughout the year. The following PALS Quick Checks (Letter Sounds and Letter Recognition)
should be used at the end of quarters 2 and 3.
Lowercase Letter Recognition
Benchmark
Quarter 1 (PALS) 12
Quarter 2 (QC)
16
Quarter 3 (QC)
20
Quarter 4 (PALS) 24
Letter Sounds
Benchmark
Quarter
Quarter
Quarter
Quarter
1
2
3
4
(PALS)
(QC)
(QC)
(PALS)
4
10
15
20
30
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Q2
31
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Q3
32
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Q2
33
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Q3
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Kindergarten Concepts about Print (CAP):
The Concepts about Print test will be administered to all kindergarten students beginning with the
first quarter. This 10-item test is administered individually according to the directions on the
assessment.
Mastery of this assessment is essential before the end of the second quarter to ensure that the
students are on track to meeting end of year benchmarks.
Materials Required for CAP assessment:
1. One copy of the Concepts about Print test per student
2. Book, Get in
“Get In” is a sample product downloaded from the reading a-z.com website. Individual or schoolwide subscriptions can be purchased from their website.
NPS does not support the use of Reading A-Z titles as the only text used in small group instruction.
They should only be considered a supplement when all NPS resources have been exhausted.
Concepts about Print Rubric
Benchmark
Quarter
Quarter
Quarter
Quarter
1
2
3
4
10
15
18
23
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Student’s Name__________________________
Date_____________
CONCEPTS ABOUT PRINT TEST
DIRECTIONS: Use the attached book to administer the following assessment.
Administration of this assessment should continue until the student has mastered all tasks.
Before beginning the assessment, the teacher should read the entire book to the student.
Shaded areas indicate that the component is not required for the assessment period.
Q 1
1.
Q2
Q3
Q4
Does the student know the concept of front of the book?
Hand the book to the student in a vertical position, spine towards the child.
Say, “Show me the front of this book.”
Check the box if the response if correct.
(1 point)
2.
Does the student know that the print, not the picture, is the part to be read?
Open to the first page of text. There should be a picture on this page.
Say, “I will read this book to you. Show me where to read.”
Check the box if the student points to print somewhere on the page.
(1 point)
3.
Does the student know which way to read?
Turn to page 4 of the book.
Say, “Point to where I start reading.”
Check the box if the student points to the first word of the top left of the
page.
(1 point)
4.
Does the student know that print is read from left to right?
Say, “Which way do I go when I read?”
Check the box if the student moves finger from left to right.
(1 point)
5.
Does the student know at the end of the line to return to the next line?
Say, “Where do I go after that?”
Check the box if the student “return sweeps” to the left.
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Revised August 2011
6.
Does the student have one-to-one match with voice to print?
Turn to page 6. Read the sentence to the student pointing to each word.
Say, “Now it is your turn to point to the words as we read this sentence
together.” Can the woman get in? Yes, she can. (
each word)
Check the box if the student matches your voice to print as you read.
(1 point)
7.
Does the student understand the concept of first and last?
Close the book and hand it to the child.
o Say, “Show me the first part of this story.”
o Say, “Show me the last part of this story.”
o Say, “Show me the first word in the book.”
o Say, “Show me the last word in the book.”
Turn to page 10. Read the first sentence to the student pointing to each
word.
o Say, “Show me the first word in this sentence.”
o Say, “Show me the last word in this sentence.”
(6 points)
8.
Does the student have letter concepts?
Turn to page 3. Can the boy get in? Yes, he can.
o
Say, “Show me 1 word.” (Circle the word above the child has selected.)
o Say, “Show me the first letter in your word.
o Say, “Show me the last letter in your word.
o Say, “Show me a capital letter.”
o Say, “Show me a lower case letter.”
(5 points)
9.
Does the student have concepts of words?
Turn to page 5. Can the man get in? Yes, he can.
Read the sentence to the student. Ask the child to echo read it with you
pointing to each word as he/she reads.
o Say, “How many words are on this page?”
o Point to the word the, say, “What is this word?”
o Point to the word he, say, “What is this word?
Turn to page 6. Can the woman get in? Yes, she can.
Read the sentence to the student. Ask the student to echo read it with you,
pointing to each word as he/she reads.
o Point to the word woman, say, “What is this word?”
o Point to the word in, say, “What is this word?”
o Point to the word she, say, “What is this word?”
(6 points)
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10.
Does the student know the meaning of a period?
Turn to page 4 and point to the period in the text.
Say, “What is this for?”
Check the box if the student says “period” or “at the end of the sentence.”
(1 point)
11.
Does the student know the meaning of a question mark?
Turn to page 7 and point to the question mark in the text.
Say, “What is this for?”
Check the box if student says “question mark” or “when you ask something.”
(1 point)
Total Score
Benchmarks:
38
Q1 – 10,
Q2 – 15,
Q3 – 18,
Q4 – 23
Revised August 2011
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Dolch Word Lists
The Dolch word lists are used to measure automatic word recognition by reading level, from preprimer to third grade level. The lists are to be administered in sequential order, beginning with
preprimer. A set of word lists should be maintained in the portfolio for each 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.
Considerations:
1. A student should not be given credit for a word that is not recognized within one second.
2. After a student masters the words on a list, it is not necessary to reassess those lists each
quarter.
3. Only reassess missed words.
4. Once a student misses any 10 words on a list, do not go on to the next list.
5. After a student masters all lists, further assessment is not required.
6. Recording of the scores on the assessment record will be cumulative.
Kindergarten Dolch Word Rubric*
Qtr. List Goals
Exceeds
Benchmark
Strategic
Intensive
2
3
4
5-9
15
30
3-4
10
16 – 29
2 or fewer
5 or fewer
15 or fewer
Preprimer (40 words)
10 - 40
16 - 40
31 - 40
First Grade Dolch Word Rubric*
Qtr. List
Exceeds +
Administered
1
2
3
4
*(Based upon total words recognized)
Exceeds
Benchmark Strategic
Intensive
74 - 82
63 - 73
54 - 62
53 or fewer
105 - 113
97 - 104
87- 96
79- 86
78 or fewer
Preprimer & Primer
(92 words)
Preprimer, Primer, and ½
of First Grade (113
words)
Preprimer, Primer, and
First Grade (133 words)
83- 92
123- 133
114- 122
102- 113
92- 101
91 or fewer
Preprimer, Primer, First
Grade and ½ of Second
Grade (156 words)
145- 156
134- 144
119- 133
108- 118
107 or fewer
Second Grade Dolch Word Rubric*
Qtr. Lists
Exceeds+ Exceeds
Administered
Benchmark
Strategic
Intensive
1
2
3
4
Preprimer, Primer, First, &
¾ of Second (168 words)
Preprimer, Primer, First &
Second (179 words)
Preprimer, Primer, First,
Second, & ½ of Third
(200 words)
Preprimer, Primer, First,
Second, & Third
(220 words)
156 – 168
144 – 155
129 – 143
117 – 128
116 or fewer
166- 179
153- 165
137- 152
124- 136
123 or fewer
185- 200
171- 184
153- 170
139- 152
139 or fewer
204- 220
189- 203
169- 188
153- 168
152 or fewer
46
Revised August 2011
Student’s Name_____________________________________________________
DOLCH WORD LISTS
Directions: Check the words that the student recognizes automatically (within one second).
Preprimer
a
to
and
two
away
up
big
we
blue
where
can
yellow
come
you
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
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
Primer
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
47
Revised August 2011
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
Second
wish
work
would
write
your
Third
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
48
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
Preprimer
49
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
50
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
51
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
52
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
53
Revised August 2011
Developmental Spelling Assessment (DSA), Grades 1 & 2
The DSA Feature Inventories are administered as an Entry assessment and then are reassessed at
the end of the first, third, and fourth quarters. 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 first grade students are assessed on the Letter Name
Stage Form A (whole group). If a student is “Independent” at this stage, teachers should then
administer the Within Word Stage Form A assessment (small group).
If during administration, the teacher notices a particular student is struggling, the assessment
should stop for that student.
At the beginning of the first quarter, second grade teachers should administer the Letter Name
Stage Form A to all students. If a student is “Independent” at this stage, teachers should then
administer the Within Word Stage Form A assessment.
The following chart should be used when analyzing the results of the 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
Secure Understandings: The
student is competent at this stage
and demonstrates firmly developed
understandings.
Stage of Development: The student
has been confronted with new
spelling issues that challenge
existing understandings. As the
student is presented with targeted
instruction, features are likely to be
used correctly at times but still
sometimes confused.
Early Stage of Development:
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: Without a
firm understanding at the previous
stage, scores below 12 reflect an
overload of new issues. The logic
behind the child’s spelling is likely to
deteriorate; even random spelling
may occur.
Action by Teacher
If the student has scored a 5 in each feature, administer the
feature list for the next stage.
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.
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.
54
Revised August 2011
Considerations:
•
The Stage Score indicates the words that are spelled correctly.
•
Stage Scores can not 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 Total Inventory Score is the number entered into ePortfolio.
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 which feature to
begin your instruction.
•
•
•
A feature score of a 5 is considered mastery.
A feature score of a 4 is considered “using but confusing” and
additional instruction may be needed.
A feature score of 3 and below is insecure and
additional instruction is needed.
First Grade DSA Assessment Rubric
Qtr. Stage Goal
Exceeds
Exceeds
(Features)
+
1
2
3
4
Letter Name (A,B,C)
Letter Name (A,B,C,D)
Letter Name (A,B,C,D)
Letter Name (A,B,C,D,E)
28
34
38
47
– 30
- 40
– 40
– 50
26
31
35
43
– 27
- 33
– 37
– 46
Second Grade DSA Assessment Rubric
Qtr. Stage Goals
Exceeds Exceeds
+
1
2
3
4
Letter Name (all)
Word (F)
Letter Name (all)
Word (F,G)
Letter Name (all)
Word (F,G)
Letter Name (all)
Word (F,G,H)
*Based on total inventory score.
Benchmark
Strategic
Intensive
24
28
31
39
21
24
28
35
20
23
27
34
– 25
- 30
– 34
– 42
– 23
– 27
- 30
– 38
or
or
or
or
below
below
below
below
*Based on total inventory score.
Benchmark
Strategic
Intensive
& Within
56 – 60
52 – 55
47 – 51
42 – 46
41 or below
& Within
61 – 65
57 – 60
52 – 56
47 – 51
46 or below
& Within
65 – 70
60 – 64
54 – 59
49 - 53
48 or below
& Within
75 – 80
69 – 74
62 – 68
56 – 61
55 or below
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
55
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
56
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
57
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
58
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
59
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
Feature Score
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
scores below a 4.
Key
Totals
Inventory Score
Feature Score
FS
Correct Words
CW
FS + CW =
Inventory score
60
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
61
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
62
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
63
Revised August 2011
64
Revised August 2011
Oral Reading Fluency Assessment
The DRA2 Oral Reading Fluency Assessment assesses students on the following components of
expressive reading: expression, phrasing, rate (DRA2 14 +), and accuracy. Scores range from 4
to 16. Generally, scores below 11 indicate that fluency may be a concern. Scores of 11 or above
indicate that the student is making good progress in fluency. This score should be indicated in
ePortfolio for grades 1 and 2.
Fluency rates are required for all students reading at the primer level and above (DRA2 Levels
14 and above). The fluency rating is determined by timing the student’s oral reading of a
graded passage. The rate is indicated by words read per minute (WPM). The words read per
minute can be calculated by multiplying the total number of words in the passage by sixty and
dividing that number by the number of seconds it took the student to read the passage.
WPM = Number of Words
x
60
Number of Seconds to Read
2010 VA SOL Fluency Guidelines
First Grade Reading On Level Texts
Percentile
90
75
50
Midyear WCPM
81
47
23
Spring WCPM
111
82
53
Second Grade Reading On Level Texts
Percentile
90
75
50
Fall WCPM
106
79
51
Midyear WCPM
Spring WCPM
125
100
72
142
117
89
Developmental Reading Assessment (DRA2)
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 Developmental Reading Assessment is administered at the end of the 2nd, 3rd, and 4th quarters
to every student beginning in kindergarten when a student can read at least 10 words on the
Dolch Pre-primer word list.
The DRA2 is administered at the end of all quarters to all 1st and 2nd grade students
unless the student has already achieved the “Exceeds +” benchmark set for that
quarter. Administration of the DRA can stop if the student has reached the ceiling
identified for his/her grade level.
Teachers should follow 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. Teachers should only use the prompts provided when assessing the student’s retelling.
65
Revised August 2011
Kindergarten DRA Rubric
Qtr.
Exceeds
Benchmark
2
3
4
*Instructional Levels with comprehension
Strategic
No benchmarks are set this quarter, but the assessment should be administered if the
student can read at least 10 words.
Level 4+
Level 3
Level 2
Level A and below
Level 6+
Level 4 (Instructional)
Level 3
Level 2 and below
First Grade DRA Rubric
Qtr. Exceeds
Exceeds
+
Benchmark
1
2
3
4
Levels 6
Levels 10
Levels 12 - 14
Level 16
Level
Level
Level
Level
10+
14+
18+
20+
Level
Level
Level
Level
8
12
16
18
Second Grade DRA Rubric
Qtr.
Exceeds
Exceeds
+
1
2
3
4
Intensive
Level
Level
Level
Level
24+
28+
30+
34+
Level
Level
Level
Level
20
24
28
30
*Independent Level w/comprehension
Strategic
Intensive
Level
Level
Level
Level
4
8
10
14
Level
Level
Level
Level
3 and below
6 and below
8 and below
12 and below
Independent Level w/comprehension
Benchmark
Strategic
Intensive
Level
Level
Level
Level
18
20
24
28
Levels 16
Level 18
Level 20
Level 24
Level
Level
Level
Level
14
16
18
20
and
and
and
and
below
below
below
below
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
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Complete directions for administering the DRA2 are included in the DRA2 Teacher Resource Guide.
The components of this assessment include:
1. Reading Engagement (Optional)
2. Previewing/Prediction
3. Oral Reading Fluency (using the DRA2 Continuum for DRA 4 and above)
4. Comprehension (using the DRA2 Continuum)
The required data for portfolio entry include an independent level:
1. Accuracy Rating (WPM)
2. Oral Reading Fluency (using the DRA2 Continuum for DRA4 and above)
3. Comprehension (using the DRA2 Continuum).
In grades 1-2, teachers will need to determine an independent reading level on the DRA2 to
complete the NPS ePortfolio. In Kindergarten, an instructional reading level should be
entered into ePortfolio. Use the following chart as a guide:
Level of
Success
Observations
Accuracy
Rate
Independent
The text is easy when the reader
has less than 1 error for every 20
words read (0-5 errors in 100
words).
95% and
above
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).
DRA2
Retelling
Rating
DRA2
Fluency
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 (1962).
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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.
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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 insight into areas
in which students need assistance.
Examples of Writing Instruction
Modeled Writing
Shared Writing
Interactive Writing
Guided Writing
Writer’s Workshop
Independent
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 choosing a topic, starting the
piece, looking for a better word, revising, and editing.
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,
innovation of a previously read book, a group story, or a model of a new type of 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 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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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 repond 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
70
Skills
(Mechanics and Usage)
•
How to demonstrate
directionality
•
How to write in
complete sentences
•
How to use space
between your words
•
How to use
capitalization
•
How to use closing
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
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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. While students are building the skills
they need to advance through the stages of writing such as letter formation, spelling, and
sentence creation, students also need to be taught the stages of writing development:
generating and organizing ideas, producing a rough draft, sharing ideas with others for the
purpose of gaining feedback, and revising, editing, proofreading, and publishing.
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.
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, interactive 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.
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 their message as clear as developmentally possible.
In kindergarten through second grade, students are provided numerous opportunities to draw, tell
their stories, and see modeled and interactive writing. Students receive the basic skills they need
to communicate in writing. By first grade, students are introduced to the writing process
by planning, drafting and revising their writing by adding details. In the second grade,
students are introduced to all components of the writing process, but are not expected
to independently control the components.
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The following is an outline of the writing process as viewed by NPS.
The Primary Writing Process
Brainstorm or Plan
Students generate ideas for writing by gathering ideas on a topic, reading literature,
creating webs, and/or story mapping.
Draft
Students compose to get their ideas on paper without concern for rules. As the student
becomes more independent, this writing should reflect their planning more and more.
Written work does not have to be neat.
Revise
Revising is considered a composing tool that improves the content and message in a
piece of writing. Students revise a piece of writing by rereading and adding or deleting
details, improving word choice, and reconsidering the organization or flow of a piece.
Edit
Students reread the text and correct errors according to the standard convention of
language: spelling, punctuation, and grammar. Students should be provided with an
editing checklist that identifies a particular set of skills that increases with student
proficiency.
Final Copy
Students produce their final copy to discuss with the teacher and/or peers, then write a
final draft.
Publish
Students publish their written pieces. Authors convert their finished product into a final
format to share with an audience. A piece is considered published as soon as it is
shared with others. Formats may include creating stories into books or typing them on a
computer. Celebrate the authors in your class!
Until the student has entered the phonetic stage of writing, he/she shouldn’t be expected to
independently edit a piece of writing. Revising should be considered on a scale of control that
begins with adding, then deleting, and finally rearranging. Individual conferences should be used
to promote and encourage independence. Second grade students should work with all steps
throughout the school year, in addition to modeled, shared, interactive and guided writing
sessions.
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Writing Conferences
The writing conference is the opportunity for the teacher to have one-on- one or small group
interaction with the students. 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. Listen to the student. Leaning forward, eyes alert, and attentive reinforces that you have
come to hear this young author.
2. Be present as a reader. Respond to the student’s writing as you would any other piece of
literature.
3. Understand the writer’s stage of development, strengths and weaknesses.
4. Assist the student in determining if the topic is of interest or should be abandoned. Follow
their energy.
5. Build on the students strengths and give them concrete praise at the start of the
conference.
6. Teach just one thing. Teach the writer not the writing. Minimize your instruction in order
to maximize the writer’s control of the writing.
Common writing conference suggestions for the primary grades:
•
•
•
•
•
•
•
•
•
Add more details to the picture.
Add words to the drawing.
Sound out words.
Add space between words (Two-Finger Rule).
Add more details to the story.
Add another page.
Organize the story with a beginning, middle and end.
Focus on the important part.
Focus on one topic when more than one story is apparent.
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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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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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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. Ex. 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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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.
Ex. 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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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 some word structures, prefixes, contractions, and
compound words.
shows understanding of irregular spellings.
reads their written message back over time.
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WRITING ASSESSMENTS
Children progress through developmental stages in the acquisition of writing and spelling skills.
These skills are developed in synchrony with reading skills. Monitoring this progression in
conjunction with the development of reading level will enable the teacher to record a literacy
profile for each student that combines all of the components of literacy development. Each
quarter, the teacher will use the outline of writing stages in this guide to determine a writing stage
for the student based on the assessed writing samples included in the literacy portfolio.
Developmental Stage Benchmarks
The average stage for the scored samples should be recorded for the quarter in ePortfolio.
Grade Level
Kindergarten
First Grade
Second Grade
Quarter 1
Random Letter
Phonetic
Transitional
Quarter 2
Semiphonetic
Phonetic
Transitional
Quarter 3
Semiphonetic
Phonetic
Transitional
Quarter 4
Phonetic
Transitional
Conventional
Composition Evaluation Sheets
Students are required to have 3 scored writing samples in their portfolios per quarter. K-2 writing
samples are to be collected, evaluated, and used to drive instruction throughout the grading
period. Using the composition evaluation sheets when conferencing with students is an excellent
way to help the student stay focused on specific aspects of his/her writing.
Waiting to collect and assess three pieces of writing at the end of a grading period will
not drive instruction.
During the third and fourth quarters, second grade students are to begin to learn and use the
writing domains of composing and written expression to evaluate their own writing.
Student writing will be assessed during each quarter, including a scored baseline sample for first
and second grade. Scoring of the kindergarten baseline sample is optional. The composition
evaluation sheet for each grade level will be used to assess writing. Copies of these forms are
available in this guide.
The teacher will select three of the student’s best writings from this collection to score and include
in the portfolio. Conferencing with students on a regular basis and completing the composition
evaluation sheet during that time is a highly recommended time-management tool.
The average score of the writing samples should be recorded for the quarter in ePortfolio.
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Completing Composition Evaluation Sheets (Kindergarten):
In kindergarten, scores from the two assessed domains (composing and mechanics/usage) are
added to obtain a numerical score.
The conversion scale for this grade level is listed below:
7-8
5-6
3-4
2
Exceeds standards for the quarter
Meets standards for the quarter
Partially meets standards for the quarter
Inadequate understanding of the standards
Brief notes on strengths and goals for each composition evaluation sheet are required. Notes do
not have to be written in complete sentences. Each student should have 1-2 goals per quarter.
Completing Composition Evaluation Sheets (Grades 1 and 2)
Each grade level has a composition evaluation sheet designed specifically to reflect the grade level
standards in writing. The standards are organized developmentally by
quarter. Each quarter builds on the standards from the previous quarter. The standards are
organized by writing domain: composing, written expression, and mechanics/usage. The NPS
composition evaluation sheets must be used for all assessed writing. Stickers and altered forms
are not SOL aligned and do not promote consistency in district-wide grading practices.
If a composition evaluation sheet indicates a standard that hasn’t been taught and is therefore not
ready to be assessed, the teacher can put an N/A next to the objective/domain.
On the composition evaluation sheet, the teacher assigns a score from 1-4 for each domain using
the scoring scale listed below:
4= Consistent control (although not perfect) of the grade level features of
the domain.
3= Reasonable control of the grade level features of the domain. An
occasional error may be present, but the correct usage outweighs the errors.
2= Inconsistent control of the grade level features of the domain. Errors may be frequent
and/or dense, covering many of the features.
1= Little or no control of the grade level features of the domain. The writing may be
difficult to read or the student may produce little text in which to show use of the
features.
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The scores from the domains are added together and converted to a letter grade using the
conversion scale that follows. This grade is then converted to a numerical grade for entry into the
eSembler writing gradebook.
All students (1-2) should have three scored writing products in the eSembler Writing
gradebook
Composition
Score
12
11
10
10
9
8
8
7
6
5
4
3
Domain
Scores
3(4’s)
2(4’s) and 1(3)
1(4) and 2(3’s)
2(4’s) and 1(2)
Any combination
that totals 9 points
2(3’s) and 1(2)
1(4) and 2(2’s)
Any combination
Any combination
Any combination
1(2) and 2(1’s)
3(1’s)
Letter
Grade
A
AB+
B
B-
eSembler
Grade
100-93
92-90
89-87
86-83
82-80
C+
C
C-
79-77
76-73
72-70
D+
69-67
D
66-65
D
E
64
63 and
below
Recommended Routine for Collecting Writing Samples
During the designated collection weeks, teachers should conference with students on selected
pieces. The students should then be allowed to revisit the piece with teacher
suggestions/feedback before it is collected for evaluation.
Sharing Writing Samples with Parents
K-2 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.
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END OF THE YEAR LITERACY PORTFOLIO CONTENTS
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.
Kindergarten
Purge
Keep
-Teacher-made tests
-ePortfolio Student Summary Report
-Quizzes
-PALS Student Summary sheets
-Reading logs
-Fourth quarter DRA
-Second and/or third quarter DRAs
-Dolch word lists
-Concepts About Print test
-Baseline writing sample
-One writing sample per quarter
First Grade & Second Grade
Purge
Keep
-Teacher-made tests
-ePortfolio Student Summary Report
-Quizzes
-PALS Student Summary sheets
-Reading logs
-Fourth quarter DRAs
-First, second, and third quarter DRAs
-Dolch word lists
-Development Spelling Assessments
-Baseline writing sample
-One writing sample per quarter
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ePortfolio Information for Students
with Individual Education Plans (IEPs)
Special Education teachers may have a few instances in which ePortfolio data does not dictate the
student’s reading grade. 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.
PLEASE NOTE: When a teacher has selected N/A for a required assessment, ePortfolio will not
be able to calculate a portfolio grade for that student.
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 and PALS Spelling Inventories should be
administered one-on-one in shorter sessions (if possible).
•
Particular care should be taken to identify the student’s independent and instructional
reading level using the DRA2. Without this information, a teacher cannot target the students
zone of proximal development or ZPD.
•
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.
83
Revised August 2011
Norfolk Public Schools
Kindergarten – Second Grade
Literacy Assessments
Grade Level
Kindergarten
Entry
•
Baseline Writing
Sample
First Quarter
• PALS – all students
• Concepts About Print
Test
• 3 Scored Writing
Samples
First Grade
Second Grade
•
Scored Baseline
Writing Sample
•
DSA Form A
•
Scored Baseline
Writing Sample
•
DSA Form A
Second Quarter
Third Quarter
• Letter Identification
Quick Check
• Letter Identification
Quick Check
• Letter Sounds Quick
Check
• Letter Sounds Quick
Check
Test (if not mastered)
• Dolch Preprimer
Word List
Samples
• Dolch Preprimer (if
appropriate)
• DRA2- if score of 10+
on PP word list
• DRA2- if score of 10+
on PP word list
Samples
Fourth Quarter
• PALS – all students
• Dolch Preprimer
Word List
• DRA2
Samples
•
PALS*
•
DRA2
•
DRA2
•
PALS- all students
•
DRA2
•
Dolch Word Lists
•
Dolch Word Lists
•
DRA2
•
Dolch Word Lists
•
DSA Form A
•
DSA Form B
•
Dolch Word Lists
•
DSA Form B
•
•
DSA Form A
3 Scored Writing
Samples
3 Scored Writing
Samples
•
•
3 Scored Writing
Samples
•
3 Scored Writing
Samples
•
PALS*
•
DRA2
•
DRA2
•
PALS- all students
•
DRA2
•
Dolch Word Lists
•
Dolch Word Lists
•
DRA2
•
Dolch Word Lists
•
DSA Form A
•
DSA Form B
•
Dolch Word Lists
•
DSA Form B
•
•
GATES
•
DSA Form A
•
3 Scored Writing
Samples
3 Scored Writing
Samples
•
3 Scored Writing
Samples
•
3 Scored Writing
Samples
*Only 1st and 2nd grade students who are new to NPS or who did not make Spring benchmark are tested in the Fall.
84
Kindergarten Suggested Assessment Pacing Guide 2011-2012
Entering data as assessments are completed is an excellent time management strategy.
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
9/6 – 9/9
9/12 – 9/16
9/26 – 9/30
10/3 – 10/7
10/10 – 10/14
10/17 – 10/21
st
nd
Collect
Begin
1
Begin
2
Begin PALs
1st Baseline
Writing Sample
Writing Sample
Qtr. Writing Sample
*Begin CAP
Week 1
11/7 – 11/11
2nd
Qtr.
3rd
Qtr.
4th
Qtr.
Week 2
11/14 – 11/18
Begin 1st
Writing Sample
Week 3
11/21 – 11/23
Week 4
11/28 – 12/2
PALS Data
Due 11/23
Begin 2nd
Writing Sample
Week 5
12/5-12/9
Week 6
12/12 – 12/16
Dolch Word
List
Week 7
10/24 – 10/28
Begin 3rd
Writing Sample
Week 8
10/31 – 11/4
Complete CAP
ePortfolio data
entry complete
Weeks 7 & 8
12/19 – 12/21
1/3 – 1/6
Begin 3rd
Writing Sample
Week 9 & 10
1/9- 1/13
1/16 – 1/20
Quick Check
Letter Rec.
*Begin CAP if
not mastered
Week 1
1/30 – 2/3
Begin 1st
Writing Sample
Week 1
4/16 – 4/20
Begin 1st
Writing Sample
Week 2
2/6 – 2/10
Week 2
4/23 – 4/27
Dolch Word
List
Week 3
2/13 – 2/17
Dolch Word
List
Week 3
4/30 – 5/4
+Begin PALs
Week 4
2/20 – 2/24
Begin 2nd
Writing Sample
Week 4
5/7 – 5/11
Begin 2nd
Writing Sample
Week 5
2/27 – 3/2
*Begin CAP if
not mastered
Week 5
5/14 – 5/18
*Begin CAP if
not mastered
Week 6
3/5 – 3/9
**Begin 3rd
Quarter DRAs
Week 6
5/21 – 5/25
**Begin 4th
Quarter DRAs
FALL PALS
MUST BE
COMPLETE
BY THE END
OF Q1.
Week 11
1/23 - 1/26
ePortfolio data
entry complete
Quick Check
Letter Sounds
Week 7
3/12 – 3/16
Begin 3rd
Writing Sample
Week 8
3/19 – 3/23
Complete 3rd
Quarter DRAs
Quick Check
Letter Rec.
Quick Check
Letter Sounds
Week 7
5/29 – 6/1
Begin 3rd
Writing Sample
Week 8
6/4 – 6/8
Complete 4th
Quarter DRAs
Weeks 9 & 10
3/26 – 4/6
ePortfolio data
entry complete
Week 9
6/11 – 6/15
ePortfolio data
entry complete
by 6/11
PALS Data
Due 6/8
*Once a student masters the CAP assessment, it is complete for the year. Students who do not master need to be reassessed each quarter until reaching mastery.
**Start with high students
+Follow NPS testing schedule.
85
First and Second Grade Suggested Assessment Pacing Guide 2011-2012
Entering data as assessments are completed is an excellent time management strategy.
Week 1
Week 2
Week 3
Week 4
Week 5
9/6 – 9/9
9/12 – 9/16
9/26 – 9/30
10/3 – 10/7
10/10 – 10/14
Begin 2nd
Collect and
*Begin 1st
**Begin 1st
st
1
score baseline
Writing
Writing
Qtr. DRAs
writing
sample
Sample
Sample
Qtr.
♠Complete
DSA Form A
PALs
♠Begin PALs
Week 1
11/7 – 11/11
2nd
Qtr.
3rd
Qtr.
4th
Qtr.
Week 2
11/14 – 11/18
Week 3
11/21 – 11/23
*Begin 1st
Writing
Sample
Week 4
11/28 – 12/2
Week 5
12/5-12/9
Begin 2nd
Writing
Sample
Dolch Word
List
Week 6
10/17 – 10/21
Dolch Word
List
Week 7
10/24 – 10/28
Begin 3rd
Writing
Sample
Week 8
10/31 – 11/4
Complete 1st
Qtr. DRAs
DSA Form B
Week 6
12/12 – 12/16
♠PALS Data
Due 10/28
Weeks 7 & 8
12/19 – 12/21
1/3 – 1/6
Begin 3rd
Writing
Sample
Week 9 & 10
1/9- 1/13
1/16 – 1/20
DSA Form A
Begin 2nd Qtr.
DRAs
Week 1
1/30 – 2/3
*Begin 1st
Writing
Sample
Week 1
4/16 – 4/20
*Begin 1st
Writing
Sample
Week 2
2/6 – 2/10
Week 2
4/23 – 4/27
Week 3
2/13 – 2/17
Week 3
4/30 – 5/4
Begin PALs
Week 4
2/20 – 2/24
Begin 2nd
Writing
Sample
Week 4
5/7 – 5/11
Begin 2nd
Writing
Sample
Week 5
2/27 – 3/2
**Begin 3rd
Quarter DRAs
Week 5
5/14 – 5/18
***Begin 4th
Quarter DRAs
Week 11
1/23 - 1/26
Complete 2nd
Qtr. DRAs
ePortfolio data
entry complete
Week 6
3/5 – 3/9
DSA Form B
Week 6
5/21 – 5/25
Dolch Word
List
Week 7
3/12 – 3/16
Begin 3rd
Writing
Sample
Dolch Word
List
Week 7
5/29 – 6/1
Begin 3rd
Writing
Sample
Week 8
3/19 – 3/23
Complete 3rd
Quarter DRAs
Weeks 9 & 10
3/26 – 4/6
ePortfolio data
entry complete
Week 8
6/4 – 6/8
PALS Data
Due
6/11
Week 9
6/11 – 6/15
Complete 4th
Quarter DRAs
DSA Form A
♦ All first grade and second grade students are assessed with the DSA upon entry.
* Score writing samples while you are conferencing with children. (Have Composition Evaluation Sheets available at all times.)
** Start with high students
♠ Only students who didn’t meet Spring Benchmarks and students who are new to VA are administered this assessment
86
ePortfolio data
entry complete
by 10/30
ePortfolio data
entry complete
by 6/11
PLANNING SMALL GROUP INSTRUCTION BY UNDERSTANDING THE
STAGES OF READING DEVELOPMENT
DRA
Level
A-2
Appropriate Grade
Level
Pre-K/K
3-6
8 - 12
Beginning Student Characteristics
•
•
•
•
Knows less than half the alphabet
Has no concept of word
Has little phonemic awareness
Recognizes a few sight words
•
•
•
•
•
Using memory and pictures
Recognizing and reproducing letters of the alphabet
Tracking print
Distinguishing beginning consonant sounds
Recognizing ten sight words
Late K/ Early First
Grade
•
•
•
•
Knows three quarters or more of the alphabet
Is beginning to track print
Is able to hear some sounds
Recognizes ten sight words
•
•
•
•
•
Early/ Mid First Grade
•
•
Confirms with beginning and ending consonant
sounds
Recognizes 50+ sight words
Makes word analogies (i.e. could – should, he – she)
Reads simple text
•
•
•
•
•
•
Completing alphabet recognition and production
Using beginning and ending sounds
Recognizing 50 sight words
Reading simple text
Using sentence context and pictures or word recognition cues
too decode
Recognizing and using word families in reading and writing
Recognizing 100+ sight words
Reading more complex text
Developing fluency
Developing comprehension strategies
Self- correcting errors
•
•
•
Recognizes word families in isolation and in texts
Recognizes 100+ sight words
Reads developed text
•
•
•
Using word patterns in reading and writing
Developing independent reading using decoding and
comprehension strategies
Developing fluency
•
•
•
•
Reads and writes independently
Uses strategies to figure out new words
Reads fluently
Uses word patterns in reading and writing
•
•
•
•
Developing diverse comprehension strategies
Using complex word patterns
Developing fluency in a variety of texts
Responding to text in a variety of ways
•
•
14 - 18
20 - 28
Major Focuses
Mid/ Late First Grade
Early/ Late Second
Grade
87
88
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.
89
Small Group Reading Lesson Plan
DRA A - 6
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:
Fluent Practice:
Comments:
1. Familiar rereads
2. Sight Word/Letter Identification/Sound Practice
3. Other:
Word Bank (sight words) :
Word Study:
Skill: __________________
SOL: __________
°
Alphabetics ( letter identification & formation)
°
Picture sort
°
Sound sort
°
Word Building/Blending & Segmenting
°
Other:
Description:
Writing (Cut-Up Sentence):
New Read Title: _____________________________
Level: ________
Focus Skill/Strategy: ____________ SOL: ______
Description:
Students independently apply new
skill or strategy.
Teacher monitors and supports
students while reading.
Teacher takes anecdotal notes
90
DRA 8 - 18
Members of the Group:
Date:
Group Level:
Fluent Practice:
1. Familiar rereads
2. Sight Word Practice
3. Other
Comments:
Word Bank (sight words):
Word Study:
°
Sort
°
Word Building
°
Sight Word Practice
°
Word Analogies
°
Other:
SOL:
Writing (Sentence Dictation) :
New Read :
Pages to be read:
SOL :
Focus Strategies/Skills:
Vocabulary:
Procedure:
¾ Introduction Questions:
¾ During Reading Questions/Stopping Points:
¾ After Reading Question/Activity:
Closure/Evaluation:
91
DRA 20 +
Members of the
Group:
Date:
Fluent Practice:
o Independent sight word practice
o Rereading familiar text
o Speed Sort
Instructional Focus:
Guided Instruction:
Text: ________________________________________
Level: _______
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
SOL:
Vocabulary to discuss:
Before Reading Questions/Instruction:
During Reading Stopping Points & Questions:
After Reading Questions/Activity:
Evaluation: [ ] Observation [ ] Running Record
[ ] Written Response [ ] Other:
Word Study:
o
o
o
o
Vocabulary activity
Word Building
Word Analogies
Other :
Word Study Focus:
Procedure/Notes:
92
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, Co. 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.
93
PROGRESS REPORT CONSIDERATIONS
Because ePortfolio assessments form a majority 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. Keep in mind DRA comprises a significant portion of the student’s ePortfolio
grade. Therefore; 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.
94
FREQUENTLY ASKED QUESTIONS AND ANSWERS
Why do we use the literacy assessments, when most of us have monthly assessments?
Generally, monthly assessments are used to evaluate specific skills. The literacy assessments evaluate a
student’s broader base of knowledge within each of the five dimensions of reading and writing. For example, a
teacher may administer a monthly assessment on s-blends (specific skill) because based on the Primary
Spelling Inventory (assessment of a broader base of knowledge in phonics), this was an area of weakness for
her students.
Why do we combine reading and writing scores to give one Literacy Proficiency Rating, rather
than giving a score in each area?
A reciprocal relationship exists between reading and writing. Reading contributes to writing development and
writing contributes to reading development. There are many similarities between the two. Reading and writing
are both recursive processes where the goal is to make meaning. Several strategies that are used to make
meaning when reading text can also be used when constructing text (i.e., setting a purpose, organizing ideas,
monitoring, using fix-up strategies; revising meaning, evaluating). According to Smith (1983), reading
influences writing skills because readers unconsciously “read like writers.”
How can testing be completed without losing instructional time?
All buildings created a plan for using their resource staff (i.e., Communication Skills Specialist, and/or
Interventionist to assist classroom teachers in the administration of the literacy assessments. See your
Communication Skills Specialist to find out what assistance their plan offers.
Following the assessment pacing chart included in this guide can be helpful, as well.
Also, be creative with your time management and think outside the box. Get together with your
Communication Skills Specialist and grade level team and brainstorm ways you can support each other (i.e.,
using split-lists to give each teacher a day of testing without an entire class of students).
Time Management Tip: Enter data on ePortfolio as each individual assessment is completed. Try not to
get caught at the end of the quarter.
Why do we administer both the Dolch word lists and PALS word lists?
The Dolch word lists and the PALS word lists assess two different things. The Dolch lists are comprised of
pronouns, adjectives, adverbs, prepositions, conjunctions, and verbs that cannot be learned through the use of
pictures. The 220 Dolch words make-up 50-75% of all words found in school books, library books,
newspapers, and magazines. The Dolch word lists are used to assess a student’s ability to recognize basic
sight vocabulary with automaticity (within one second). The ability to read these words automatically frees the
brain for interpretation of text or comprehension. The PALs word lists are used to determine a starting point
for the administration of the PALS oral reading passages
Who can assist me in learning how to administer DRA2s?
Your DRA2 kit comes with a training DVD. If additional training is necessary, please see your Communication
Skills Specialist.
95
Why do we record the independent DRA level, rather than the instructional DRA level, on the
literacy assessment sheet?
We record the independent DRA level, rather than the instructional DRA level, on the literacy assessment sheet
because all of the literacy assessments are based on mastery or meeting benchmarks.
Something to think about: In preparing our students for the future, are we preparing them to be
independent learners or instructional learners?
Why do we use independent level material, instead of instructional, to obtain a fluency
rating?
Independent level material, rather than instructional level material, is used to obtain a fluency rating because
all of the literacy assessments are based on mastery or meeting independent level benchmarks.
Is it necessary to assess fluency for low-level readers?
Fluency is only assessed for students reading on DRA2 level 14 and higher.
Why do we collect and score three pieces of writing each quarter? Isn’t one enough?
Collecting and scoring three samples of writing per quarter gives the teacher information necessary to drive
whole group and individual writing instruction that one scored writing sample would not give. Also, by looking
at three samples, in addition to conferencing with students, the teacher and student are able to keep up with
individual writing growth, as well as focus on personal strengths and goals.
Something to think about: After nine weeks of work, would you want to be assigned a final grade
based on one sample of writing?
Do I have to administer the DRA2 to students that are reading above grade level each
quarter?
No. Students who have already met the DRA2 Exceeds + rating for the quarter do not need to be reassessed.
Should I start with my low students or my high students when administering the DRA?
Begin with your high students and assess low students last. Generally, high students will not demonstrate
the amount of growth that a low student will show during the time span between assessments.
96
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. Pprtsmouth, 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.
97

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