Transcript K-2 assessment 2009 - ilovetechnologydanadraughn

Surry County Schools
NC K-2 Literacy Assessment
K-2 English Language Arts
Janet Sutphin and Dana Draughn
Housekeeping
•
•
•
•
•
Restrooms
Materials
Lunch and Breaks
Cell phones
Sidebars
Introduction
and Purpose
• To understand the components of the
2009 North Carolina K-2 Literacy
Assessment.
• Tie to Surry County Schools K-2
Assessment folder
NC State Board Policy
• The State Board of Education requires
that schools and school districts
implement assessments in grades K, 1,
and 2.
• The assessments should be documented,
ongoing and individualized.
• A summative evaluation should be
completed at the end of the year.
Purposes of
K-2 Assessment
• The NC K-2 Literacy Assessment is
intended to assess the reading and
writing skills of students in
kindergarten, first, and second grade.
• It is intended to be a process for
formative, interim/benchmark, and
summative assessment.
SCS Timelines
• Timelines will serve as a guide for
benchmark and summative
assessments.
• The dates on the timelines are
intended completion dates.
What do I already know?
•
•
•
•
•
•
Book and Print Awareness
Letter Knowledge
High Frequency Words
Writing
Reading Miscues
Mathematics
Book and
Print Awareness
• Assesses the foundational skills that
facilitate reading and writing at the
independent level.
• Should be assessed during the first 2
years of school.
– Some items may be more appropriate in
first grade.
Book and
Print Awareness
• The book, No Sandwich is included in the
assessment.
• The Administration Guide is directly linked
to the book.
• Do not re-assess items that have already
been successfully assessed!
• http://www.ncpublicschools.org/curriculum
/languagearts/elementary/k2literacy/
Book and
Print Awareness
• Materials
– A copy of the book, No Sandwich
– Book and Print Awareness
Administration Guide
– Book and Print Awareness Individual
Checklist (included in K-2 Folder)
– Masking cards (index cards)
Book and
Print Awareness
• Procedures
– Sit beside the child.
– Follow the Book and Print Awareness
Administration Guide.
– Record the student’s responses.
– Record comments.
– Tally the number of items correct.
– Plan for instruction.
Letter and Sound
Identification
• This assesses children’s ability to
recognize letters and the sounds of
letters.
• A student does not need to
demonstrate understanding of all
letters and sounds before receiving
instruction in reading and learning
to read.
• Do not re-assess items that have
already been successfully assessed!
Letter and Sound
Identification
• If a student needs help focusing in
just 1 row of letters, teachers may
use a blank piece of paper to cover
up the rows below the row beneath.
• For letters that produce more than
1 sound (vowels, g, c), students need
to produce only 1 correct sound to
receive credit.
Letter and Sound
Identification
• Materials
– Letter cards (1 uppercase, 1 lowercase)
– Recording form (included in K-2 folder)
– Blank sheet of paper (if needed)
Letter and Sound
Identification
• Procedures
– Sit beside the student.
– Place the letter card in front of the
student and ask, “Do you know what
these are?”
– Point to each letter going across the
card and ask the student, “Can you tell
me the name of this letter and what
sound it makes?”
High Frequency Words
• Fry Words
• To build a sight vocabulary
• The first 300 words make up 65% of
written materials seen on a daily
basis
High Frequency Words
• Use index cards with words printed on
them or word lists to assess knowledge of
words
• Students should read words with
automaticity
• At the end of the year, highlight words
the student does not know in the K-2
Assessment Folder
Writing Continuum:
A Controlled Experience
• Students produce a writing sample
without teacher assistance.
• The sample should be handwritten by
the student, unless the student has
modifications per an IEP.
• The teacher should follow typical
prewriting procedures that reflect
regular classroom writing
experiences.
Writing Continuum:
A Controlled Experience
• The teacher should not remove
resources such as word walls, word
charts, or dictionaries that are used
during typical writing experiences.
• The teacher should maintain a
positive writing environment.
Assessing Writing
• Read through the student’s piece of
writing.
• Review the rubric and the criteria of
each stage.
Assessing Writing
• Remember:
– A student’s writing often shows
characteristics of more than one stage.
– Depending on the type of writing or the
length of the piece, it may not display
every single characteristic of a
particular stage, but the characteristics
that are present will be most
representative of a particular stage.
Assessing Writing
• Decide which stage the piece best
represents based on both content
and conventions.
• Once stage has been determined,
then use the Writing Continuum in
the K-2 Assessment to determine
proficiency level
Phonemic
Awareness
• Assesses student’s ability to
manipulate sounds.
• Helps students develop knowledge of
sounds through the exposure of oral
and written language.
• Make students aware that language is
made up of individual words, and that
words are made of syllables and
syllables are made up of phonemes.
Phonemic
Awareness
•
•
•
There are 15 different subsets with
6 tasks in each.
Picture cards can be used for
subsets 4 and 11 if needed.
Do not re-assess items that have
already been successfully assessed!
Phonemic Awareness
Subsets 1-4
Kindergarten
1.
2.
3.
4.
Orally recognizes rhyme.
Orally generates rhyme.
Orally identifies beginning sounds.
Orally identifies words that begin the
same.
Phonemic Awareness
Subsets 5-11
First Grade
5. Blends onset and rime.
6. Segments onset and rime.
7. Orally blends phonemes into words.
8. Orally segments words into
phonemes.
9. Orally divides words into syllables
10. Orally identifies ending sounds
11. Orally identifies words that end the
same.
Phonemic Awareness
Subsets 12-15
Second Grade
12. Orally substitutes one phoneme for
another.
13. Phoneme deletion of final sound.
14. Phoneme deletion of initial sound.
15. Phoneme substitution of medial
sound.
Phonemic Awareness
• Materials
– Phonemic Awareness Inventory
recording forms
– Picture cards (if needed)
– http://www.ncpublicschools.org/curri
culum/languagearts/elementary/k2li
teracy/
Phonemic Awareness
• Procedures
– Sit beside the child.
– Follow the script on the recording
forms.
– Record the student’s responses.
– Tally the number of items correct.
– Plan for instruction.
Reading Miscues
• To assess the child’s ability to read
continuous text (decode print and
construct meaning) at specific levels
of difficulty.
• To record the child’s oral reading for
analysis of skills/strategies and for
documentation of growth over time.
Reading Miscues
• Teachers should be doing informal
reading conferences often during
SSR and using this information to
build flex groups that focus on
specific skills.
Reading Miscues
• Benchmarks and summative miscue
analysis must be conducted using
secure text.
– Secured texts are used for assessment
only and not for reading instruction,
general checkout, school library or
leveled book rooms.
Miscue Analysis
• Materials
– Leveled book
– Recording form or Palm
– Fluency will be assessed with this text
beginning at level 11-12
– Retelling form or Palm
Miscue Analysis
• Procedures: Before reading
– Find a quiet place.
– Sit beside the child.
– Ask the child to preview the story.
Miscue Analysis
• Procedures: During reading
– Ask the child to read the book orally.
– Record the oral reading on the Reading
Form or Palm
– Refer to Guidelines for administration—
page
Miscue Analysis
• Procedures: After reading
– Compute the Accuracy Rate—90%
– Analyze the miscues and selfcorrections.
• M= Did the error make sense?
(meaning)
• S= Did the error sound like language?
(syntax)
• V= Did it look and sound right? (visual)
– Plan for instruction.
Oral Retell
• Assesses how well a student
approaches a text that they have
read.
• Assesses a student’s ability to retell
a text in their own words and to
connect the text with other texts or
experiences that they have read at
their instructional level (%).
Oral Retell
• Materials
–
–
–
–
Instructional level text
Oral Retell Response form or Palm
Retelling Prompts
Oral Retell Rubric
Oral Retell
• Procedures
– Ask the student to tell you about the
text.
• Record any information provided by the
student in the unaided portion of the Oral
Retell recording form.
• Prompt the student regarding any
information they did not include during the
unaided retelling and record it in the aided
portion of the Oral Retell recording form.
Oral Retell:
Unaided vs. Aided
• A child’s retell score is not affected
by unaided or aided responses.
• The teacher should consider the
amount of aided responses when
planning for instruction.
Oral Retell: Unaided
• Ask the child to retell the story as if
they were telling it to someone who
has never seen/heard/read the story
before.
– Any information is recorded in the
Unaided section of the Oral Retell
form.
*The teacher can ask open-ended
questions to prompt the child.
Oral Retell: Aided
• After the child has been given an
opportunity to retell the story
without direct assistance, the
teacher will give direct prompts to
the child in order to complete the
retelling.
• The teacher may use the prompts
provided
• Any information added by the student
is recorded in the Aided section of
the Oral Retell form
Oral Retell
• Calculating the score:
– Score each portion of the retell using
the rubric.
– Circle the score in each portion.
– Add the rubric score from each portion
together to get a Summative Rubric
Score.
Fluency
• Assesses the ability to read a text
accurately, quickly, and with
expression.
• Assesses students reading a level 1112 or above using both the
Qualitative and Quantitative Fluency
Rubrics.
Fluency
• Materials
–
–
–
–
Qualitative Fluency Rubric
Quantitative Fluency Rubric
Stopwatch or palm
Book used for miscue analysis
Quantitative
Fluency Rubric
• Time student using previously read miscue analysis
book for 1 minute
• Calculate the words read correctly per
Minute:WCPM
Total words read – errors = words read correctly
• Record any notes pertaining to fluency
Quantitative
Fluency Rubric
• After calculating the WCPM, refer
to the Quantitative Fluency Rubric
for the percentiles for grades 1-3.
• Students below the 50th percentile
may need for their teacher to model
fluency often!
Qualitative
Fluency Rubric
• Rubric Score 1:
–
–
–
–
–
All reading is done word by word.
Long pauses between words.
Little evidence of phrasing.
Little awareness of punctuation.
There may be 2 word phrases, but word
groupings are often awkward.
Qualitative
Fluency Rubric
• Rubric Score 2:
– Most reading is done word by word.
– Some 2 word phrasing.
– Expressive interpretation may result in
longer examples of phrasing.
– Inconsistent application of punctuation
and syntax with rereading for problem
solving.
Qualitative
Fluency Rubric
• Rubric Score 3:
– Reading is done as a mixture of word by
word reading, fluent reading, and
phrased reading.
– Attention to punctuation and syntax
with rereading for problem solving
Qualitative
Fluency Rubric
• Rubric Score 4:
– Reading is in large, meaningful phrases.
– Few slow-downs for problem solving of
words or to confirm accuracy.
– Expressive interpretation is evident
throughout reading.
– Attention to punctuation and syntax is
present.
Spelling Inventory
• Assesses the word knowledge
students have to bring to the tasks
of reading and spelling.
Spelling Inventory
• Materials
–
–
–
–
Sentences for words
Individual Score Sheet
Class Composite Sheet
Blank paper for students
Spelling Inventory
• Procedures
– Call out the word and use it in a
sentence (just as you would for any
spelling test).
– Score each student’s assessment and
record results on the Individual Score
Sheet.
– Record class results on the Class
Composite.
Spelling Inventory
Scoring
1. Check off or highlight the features
for each word which are spelled
according to the descriptors at the
top.
2. Assign 1 point for each feature
(some words are scored for some
features but not others).
Spelling Inventory
Scoring
3. Add an additional point in the “Word
Correct” column for entire words
that are spelled correctly.
4. Total the number of points across
each word and under each feature.
5. Review the feature columns in order
to determine the individual needs of
your students.
Contact Information
• Janet Sutphin
[email protected]
• Dana Draughn
[email protected]