Early Success Screen - reformat(1)

1 Last Revised Spring 2019

EARLY SUCCESS SCREEN: Kindergarten to Grade 3

School District 79 Cowichan Valley


Originally published 1995

Revision Spring 2019

© 2015 School District 79 Cowichan Valley


Early Success Screen

Table of Contents EARLY SUCCESS SCREEN: Teacher Information Package K-3 .........................................................................................6

School District No 79 Early Success Screen Introduction .................................................................................................. 7

Why is the Early Success Screen so Important? ........................................................................................................... 10

The Canadian National Strategy for Early Literacy Report (2009) ............................................................................... 11

The Three Tiers of Instruction and Intervention For Literacy Learning ........................................................................... 13

Components of the Three Tiers of Instruction and Intervention for Literacy Learning .................................................... 14

Administering The Early Success Screen.......................................................................................................................... 15

Oral Language ................................................................................................................................................................... 16

Oral Language Development ............................................................................................................................................. 17

Speech Sound Development Chart ................................................................................................................................ 18

Phonological Awareness ................................................................................................................................................... 19

Why are Phonological Awareness, Phonemic Awareness and Phonics So Important? ................................................ 19

Developmental Hierarchy of Phonological Awareness Skills ........................................................................................... 20

Developmental Spelling .................................................................................................................................................... 21

Developmental Spelling Test and Words Their Way Comparison Chart: ........................................................................ 22

Developmental Scoring of Invented Spelling and Correlation to “Words Their Way” .................................................... 23

Developmental Spelling Test Rating Scale / Scoring Criteria .......................................................................................... 24

Word Recognition ............................................................................................................................................................. 29

Reading Level ................................................................................................................................................................... 30

Frequently Asked Questions about the PM Benchmark Process of Assessing Student Reading ...................................... 32

PM Benchmarks Reading Levels and BC Performance Standard Correlation Chart (May) ............................................. 33

Reading Fluency ................................................................................................................................................................ 34

Multi-Dimensional Reading Fluency Scale....................................................................................................................... 35

PM Benchmark Retelling Rubric (Optional) ..................................................................................................................... 36

Individual Student Literacy File K-3 ................................................................................................................................. 37

Year End Data Collection Sheet ........................................................................................................................................ 38

Suggested Literacy Resources K-3 .................................................................................................................................... 40

References ......................................................................................................................................................................... 41

EARLY SUCCESS SCREEN: Kindergarten Student Package ........................................................................................... 43

Oral Language Checklist ................................................................................................................................................... 45

Oral Language Checklist Procedure: ............................................................................................................................. 46

Oral Language Guide to Interpreting the Oral Language Checklist: ............................................................................. 46



Kindergarten Phonological Awareness Screen ................................................................................................................. 49

Kindergarten Phonological Awareness ............................................................................................................................. 50

Letter Association ............................................................................................................................................................. 54


Letter Association Score Sheet .......................................................................................................................................... 56

Concepts of Print Screen ................................................................................................................................................... 57

Kindergarten Class Profile (for teacher use only) ............................................................................................................. 58

Kindergarten Class Profile (for teacher use only) ............................................................................................................. 59

EARLY SUCCESS SCREEN: Grade One Student Package .............................................................................................. 60

Grade One Early Success Screening and Intervention Timeline ....................................................................................... 61

Oral Language ................................................................................................................................................................... 62


Phonological Awareness Screen ....................................................................................................................................... 65

Grade One Phonological Awareness Screen ..................................................................................................................... 66



Letter Association Score Sheet .......................................................................................................................................... 71

Developmental Spelling Test (DST) ................................................................................................................................. 72

Developmental Spelling Test ............................................................................................................................................ 73

Developmental Spelling Test Class Record Sheet ............................................................................................................ 74

Developmental Spelling Test and Words Their Way Comparison Chart: ........................................................................ 75

The San Diego Quick Word Recognition Assessment ...................................................................................................... 76

San Diego Quick Word Recognition List .......................................................................................................................... 77

Administering PM Benchmark .......................................................................................................................................... 78

Record of Retelling (Optional) .......................................................................................................................................... 79

Reading Levels .................................................................................................................................................................. 80

Grade One Class Profile (for teacher use only) ................................................................................................................. 81

Grade One Class Profile (for teacher use only) ................................................................................................................. 82

EARLY SUCCESS SCREEN: Grade Two Student Package .............................................................................................. 84

Grade Two Early Success Screening and Intervention Timeline ...................................................................................... 85

Oral Language ................................................................................................................................................................... 86


Phonological Awareness Screen ....................................................................................................................................... 89

Developmental Spelling Test (DST) ................................................................................................................................. 90

Developmental Spelling Test ............................................................................................................................................ 91


Developmental Spelling Test (DST) Class Record Sheet ................................................................................................. 92

Developmental Spelling Test and Words Their Way Comparison Charts ........................................................................ 93

The San Diego Quick Reading Assessment ...................................................................................................................... 94

San Diego Quick Word Recognition List .......................................................................................................................... 95

Administering PM Benchmark .......................................................................................................................................... 96

Record of Retelling (optional) ........................................................................................................................................... 97

Reading Levels .................................................................................................................................................................. 98

Grade Two Class Profile (for teacher use only) ................................................................................................................ 99

EARLY SUCCESS SCREEN: Grade Three Student Package .......................................................................................... 100

Grade Three Early Success Screening and Intervention Timeline .................................................................................. 101

Oral Language ................................................................................................................................................................. 102

Oral Language Checklist ................................................................................................................................................. 104

Phonological Awareness Screen ..................................................................................................................................... 105

Developmental Spelling Test (DST) ............................................................................................................................... 106

Developmental Spelling Test .......................................................................................................................................... 107

Developmental Spelling Test Class Sheet ....................................................................................................................... 108

Developmental Spelling Test and Words Their Way Comparison Chart ....................................................................... 109

The San Diego Quick Reading Assessment (Optional) .................................................................................................. 110

San Diego Quick Word Recognition List ........................................................................................................................ 111

Administering PM Benchmark ........................................................................................................................................ 112

Record of Retelling (optional) ......................................................................................................................................... 113

Reading Levels ................................................................................................................................................................ 114

Grade Three Class Profile (for teacher use only) ............................................................................................................ 115

EARLY SUCCESS SCREEN: Spring Data Collection Sheets .......................................................................................... 116

Kindergarten Data Collection Sheet ................................................................................................................................ 117

Grade One Data Collection Sheet ................................................................................................................................... 119

Grade Two Data Collection Sheet ................................................................................................................................... 122

Grade Three Data Collection Sheet ................................................................................................................................. 125


EARLY SUCCESS SCREEN: Teacher Information Package K-3



School District No 79 Early Success Screen Introduction

A. Early Success ScreenThe Early Success Screen focuses on six mainareas of early literacy development:

1. Phonological Awareness: Children need tohave the ability to discriminate auditorilybetween phonemes and have access to thesound structure of words. This oral languageskill is the crucial foundation to mastery ofthe written code. It is one of the toppredictors of beginning literacyachievement.

2. Oral Language Development: The abilityto understand and express oral language isthe foundation to all facets of literacylearning in school. Children who do notcope well with the language of instructionare at risk for eventual school failure.

3. Letter Recognition: The ability to makethe letters of the alphabet is another toppredictor of beginning literacy acquisition.Children should be able to quickly (withinthree seconds), easily and automaticallydistinguish the letters from each other.

4. Concepts of Print: Children need to have aconscious awareness of the uses of print,that print is the representation of theirspoken language, and that print storesinformation that is categorically differentfrom other kinds of visual patterns in theirsurroundings.

5. Word Recognition: Children move throughfour phases of learning to read wordsstarting in the preschool years. Wordrecognition involves immediateidentification from verbal memory and isalso referred to as sight-word recognition orsight vocabulary.

6. (Grade 1-3) Early Writing: Youngchildren’s experimentation with print oftenoccurs first in their early writing attempts.These first attempts are a good indicator oftheir developing understanding of thealphabetic principle – how sounds andletters are connected and their growing

knowledge of capturing each of their spoken works into print. These initial understandings are developmental and progress from concrete to a more abstract level of understanding and analysis.

B. Early Success Screen for Grade 1-3After the first screening of early literacy skills inKindergarten, the attention slowly shifts fromscreening to monitoring the student’sdevelopment of the foundational literacy skillsneeded to become effective literate students.

As stated in the 2000 publication of Every ChildReading: A Professional Development Guide,Learning First Alliance, the components ofresearch-supported reading instruction for theprimary grades include:

• Phonological and phonemic awareness,• The alphabetic code: knowledge of phonics

for decoding,• Fluent, automatic and prosodic reading of

text,• Oral language and vocabulary,• Text comprehension,• Written expression,• Spelling,• Screening and continuous assessment to

inform instruction, and• Motivating children to read and develop

their literacy interests.

The Early Success Screen (2013) consists of the following elements of early literacy acquisition:

1. Phonological & Phonemic Awareness:Phoneme awareness is a subset ofphonological awareness. Phonemicawareness is the ability to notice, thinkabout, and work with the individual soundsin spoken words. It is one of the bestpredictors of reading success.

• Children who fail to develop phonemicawareness have difficulty learning basicreading and spelling skills.


• When children are explicitly taught phonemic awareness, they demonstrate greater abilities to read and spell words.

(Canadian Language & Literacy Network, 2009, McGill-Franzen, 2006, Snow et. Al, 1998; Wren & Watts, 2002; Trehearne, 2004, Sousa, 2005; Catts & Kamhi, 2005)

1. The Alphabetic Principle: This is defined as the understanding of how the sounds of speech are represented by the letters of the code. It is the link between phonological awareness and the alphabet knowledge that is called phonics.

• Children must understand the relationship between speech sounds and letters.

• One of the best predictors of early reading ability is a child’s understanding that written words are made up of letters that represent sounds in speech.

• A child must learn to think of words as having both meanings and sounds in order to understand the alphabetic principle.

• Direct, explicit instruction of the alphabetic principle is necessary for some children and is better than relying on the student to discover it for him or herself.

• Children who are explicitly taught the alphabetic principle along with phonemic awareness perform better on word recognition and reading comprehension measures later on.

(Adams, 1990; Moats, 1994; Canadian Language & Literacy Network, 2009; McGill-Franzen, 2006; Snow et. al, 1998; Wren & Watts, 2002; Trehearne, 2004; Sousa, 2005; Catts & Kamhi, 2005.)

2. Oral Language: It is now understood that reading is a language-based skill. The development of oral language and literacy are connected. Students use their knowledge of language to read and write. Reading depends on the following oral language skills: phonology, semantics, morphology, syntax and pragmatics. Oral language is the foundation on which reading is developed, and it supports children as they develop their reading skills.

• Reading comprehension and vocabulary knowledge are strongly connected, and vocabulary size is a good indicator of reading comprehension skills.

• Students who read less acquire smaller vocabularies and comprehend less in later years.

• We can only access the meanings of written words if we already know what they mean in our oral vocabularies.

• Students should have a vocabulary of 80,000 words by the time they graduate from high school. An average child by the end of grade two should know about 6000 root word meanings.

• Students should acquire 8-12 new word meanings per week during the primary years to adequately develop their vocabularies to the levels necessary to be successful in school subjects.

• Primary grades are the time when it is crucial to increase vocabulary. If vocabulary is not increased in the primary grades, it becomes more difficult for students to “catch-up”.

(Canadian Language & Literacy Network, 2009; Senechal, M., 2006; McGill-Franzen, 2006; Snow et. al. 1998; Snow, 2005; Wren & Watts, 2002; Trehearne, 2004; Sousa, 2005; Catts & Kamhi, 2005; Morris, 2008.)

3. Decoding and word reading: The core of reading skill is the ability to identify individual words quickly and accurately. It is one of the key elements of fluency. Primary students normally follow a growth continuum on the journey to literacy.

Stage 1: Decoding – Children are “glued to print,” learning the alphabet and how to blend letter sounds into words.

Stage 2: Fluency – Children become “unglued to print.” With improved word recognition skill, they are able to read familiar texts at a faster pace and with appropriate phrasing.


Stage 3: Reading to gain information - With basic print-processing skills mastered, children can now concentrate on comprehending new information as they read.

Stage 4: Analytic Reading - Children begin to read more critically, considering text information from multiple sources. (Morris, 2008, p.8)

Much effort must be contributed towards the mastery of decoding words through analysis or recognizing words by sight. This must be solidified in the first two stages so children have the means to reach higher levels of reading achievement in stage three.

Note: Reading instruction for stages one and two cannot stop at the end of the primary grades; students continue to require decoding and fluency instruction and practice even beyond grade three.

4. Fluency: Reading fluency is comprised ofthree foundations skills:

1. Accuracy of decoding is a result of thereader’s sight-word vocabulary or use ofdecoding strategies. Accuracy is assessedusing a running record. Accuracy isdetermined by, the number of errors ormiscues a student makes while reading apassage orally.

2. Automaticity of word recognition is theability to quickly recognize words withlittle cognitive effort or attention.Automaticity, or reading rate, is assessedas the words correct per minute (WCPM).

3. Prosody of oral text reading is the abilityto read with proper phrasing andexpression. Prosody is typically assessedbased on a four-point rubric, which is amore holistic view of fluency’s threecomponents.

Reading fluency is more than just theability to read quickly (reading rate); itincludes an understanding of the messagebeing delivered by the text.

• Prosody is defined as the expression withwhich one reads a given text. Prosody is theintonation, rhythm, emphasis and focusgiven to words within a sentenceframework. Comprehension is often noticedin this oral expression of reading.

• Prosody is a sign that the reader is activelyconstructing the meaning of the text whilethe words are being pronounced.

• While automatic word recognition ensuresthat fluent readers can accurately andeffortlessly decode text, it does not accountfor their ability to make oral reading soundlike spoken language.

• If young readers are able to read a given textwith a certain amount of prosody, then it ishighly probable that their lack of fluency isalso an indicator of not comprehending text.Prosody is the oral interpretation of writtentext using the elements of oral speech.

(Stahl & Kuhn, 2002; Rasinski, 2004; Morrow, Kuhn, & Schwanenflugel, 2006; Meisinger, Bradley, Schwnenflugel & Kuhn, 2009)

5. Spelling Development:Spelling and reading rely on the same mentalimage of a word. Therefore, knowing thespelling of a word makes it more accessiblefor fluent reading. Students can often readwords they cannot spell since correct spellingrequires a complete, letter-by-letterrepresentation of a word, whereas wordreading can involve letter-by-letter decoding,phonogram processing or whole word sightrecognition.

• Writing, especially in its early-inventedrepresentations in spelling provides thebest context for children to experimentwith their developing understandings ofthe alphabetic principle or the bridgebetween phonological awareness andalphabet knowledge.

• The way children spell informs us aboutwhat they know, what strategies they areusing and “using but confusing” and whatthey are ready to learn next. Unlesschildren are provided many opportunitiesto write and misspell in their own writing


(just as they miscue in reading), their errors cannot be analyzed to inform instruction.

• The “Developmental Spelling Test”reveals what students can and cannot dowhen they are spelling words in isolation,but not necessarily in context. It wasdeveloped for use with 5-7 year olds todetermine where students lie along aspelling continuum – at the pre-communicative, semi-phonetic, phonetic,transitional or conventional stage. Eachspelling stage requires its owndevelopmentally appropriate learningactivities suitable to help students movealong the continuum.

• Children who have many opportunities touse invented spelling eventually become

better spellers than children who are taught spelling by rote memorization. Children must also be held accountable for basic standards such as legible handwriting, spelling high-frequency (no excuse) words correctly and rereading to check for meaning, spelling and punctuation according to their developmental level.

• Early word work should include analysis,sorting, categorizing and interactiveactivities to allow children to becomefamiliar with both the regularity andirregularity of the written language.

(Morris, 2008; Trehearne, 2004; Allington & Cunningham, 1996; Bear, Invernizzi, Templeton, Johnston, 2008; Canadian Language & Literacy Network, 2009)

Why is the Early Success Screen So Important?

Literacy In British Columbia

• One in four students start kindergartenwithout the skills needed to succeed. That isnearly 9,000 students each and every year.That is the equivalent of one an hour, everyhour, all year long.

• Low literacy can follow these studentsthroughout their lives, lowering theirchances of graduating and finding afulfilling job.

• Currently more than 11,000 students a yeardo not graduate.

• One in five B.C. students still has difficultyreading and many do not graduate.

• Over one million adult British Columbiansdo not have the skills necessary to read anewspaper, understand a bus schedule, or fillout a job application. (ReadNow.BC.ca, 2008)

Most Students At Risk for Literacy Success

Children who are likely to have difficulty with learning to read and write in the primary grades are those who begin school with less prior knowledge and skill in the following areas:

• General verbal abilities;

• The ability to attend to the sounds oflanguage as distinct from its meaning;

• Familiarity with the basic purpose andmechanism of reading and writing; and

• Letter knowledge.In the early grades, school success is synonymous with reading success. A child’s reading level at the end of Grade 3 more accurately predicts school success than any other variable, including family income, educational attainment of parent or guardian, ethnic or cultural identity, and home language. (Carter, 1985).

As stated by Juel (1988), the probability that a child who is a poor reader at the end of Grade 1 will remain a poor reader at the end of Grade 4 is 88%. (Snow, Burns, & Griffin, 1998, p. 172)


It is research such as this that has helped focus attention on the importance of early assessment, explicit instruction and early intervention.

The most effective prevention strategy is excellent instruction. “Research affirms that quality classroom instruction in kindergarten and the primary grades is the single best weapon against reading failure. Indeed, when done well, classroom instruction has been shown to overwhelm the effects of student background and supplementary tutoring.” (Snow, Burns, & Griffin, 1998, p. 343 cited in the English language Arts IRP, 2006, p. 19)

Know the Child:

The primary goals of the early success screen are to support and inform instruction and to identify students in need of intervention and should be based on research involving child development and learning (NAEYC Position Statement on Developmentally Appropriate Practice in Early Childhood Programs, 1997).

Time spent on assessment to inform literacy instruction is time invested in enhancing instruction to give children the best opportunities to becoming proficient readers and writers, rather than getting permanently labeled as “a struggling learner”. (Kindergarten Literacy, Matching Assessment and Instruction In Kindergarten, Anne McGill-Franzen, 2006, pp 35-36).

The Canadian National Strategy for Early Literacy Report (2009)

The National Strategy for Early Literacy report prepared by the Canadian Language and Literacy Research Network was published in 2009 and written in response to the “growing concern over the need to improve early literacy skills, to increase the awareness of the costs associated with low literacy, and because Canada has lacked a strategy for action on this issue.” (p. 5)

The NSEL reports reinforces how:

1. The foundation for literacy skill is laid in childhood,

2. The benefits from improved literacy accrue over a lifetime,

3. Experiences in the family, in early learning environments, and in elementary school years have important consequences for children’s long-term development.

Therefore, it is critical as a nation to focus first on improving the literacy skills of Canada’s children and youth. (p.6)

“Most literacy challenges can be prevented through an appropriate mix of:

a) effective instruction; b) early learning experiences; c) systematic assessments (to identify any

children who experience difficulty at an early age); and,

d) appropriate intervention.” (p.6)

The NSEL report concludes with four specific recommendations regarding how current policies and practices can be modified to improve literacy outcomes.

1. To encourage and assist initiatives that facilitate children’s language and literacy development from a very young age.

2. To ensure that appropriate teaching strategies, shown through rigorous, evidence-based research to be effective in developing strong literacy skills, are used in all Canadian classrooms.

3. To encourage community engagement and support for ongoing literacy development throughout the year.

4. To ensure that initiatives are systematically and rigorously evaluated and to improve communication and the sharing of literacy-related knowledge and resources.


Quality of Literacy-Related Instruction in Canadian Schools

More than one out of four children who enter grade 1 are significantly behind their peers and many Canadian schools are ill prepared to identify and deal effectively with such challenges when children start school.

Children who begin with a disadvantage in language and literacy tend to fall further and further behind their peers as they progress through the school years.

Early identification and intervention at school entry is critical. Students who demonstrate difficulty with literacy at the end of grade 1 almost never catch up by the end of grade 3. (p. 18)

The Response to Intervention Model of Student Support

The report cites the work of Vaugh & Fuchs, 2003, and Torgenson, 2009, when describing “The Response to Intervention (RTI)” framework as being one of the most promising models that supports each student’s success in learning to read. RTI provides universal screening to all children to identify those who are at-risk, systematically monitors those students what are falling behind their peers, and provides appropriate and immediate intervention

for those children who have fallen behind. Students are provided with just-in-time appropriate intensive instruction and individualized interventions delivered by general education staff supported by other learning experts. (p.31)

Through the three-tier model, all children should receive a standard baseline of core classroom instruction, sufficient for most children to learn to read. Regular assessments should quickly identify the approximately 20% of children who will need supplemental instruction before they fall too far behind their peers. Further assessment and intensive intervention should then be provided for the approximately 5% of children who require a higher level of service. (p. 40)

The National Strategy for Early Literacy report strongly recommends that appropriate evidence-based teaching strategies in literacy continue to be developed in all Canadian classrooms (recommendation #2).

One of the critical actions to fulfill this recommendation is to “ensure that each school and school board puts in place an explicit literacy assessment, instruction, support, intervention and monitoring process, implementing the three-tier model.” (p. 40)


The Three Tiers of Instruction and Intervention for Literacy Learning

Teachers can work with the “Three Tiers of Instruction and Intervention for Literacy Learning” to:

1. Describe the level of intensity of reading instruction certain students need; 2. To match research-based instructional practices and interventions to these needs; 3. To evaluate the effects of the instruction to determine if the match was effective; and, 4. To make adjustments (when needed) so each student makes sufficient progress in literacy learning.

The Three Tiers of Instruction and Intervention for Literacy Learning is a recommended system for providing each student, especially the at-risk learners, with appropriate and timely literacy instruction. Early at-risk learners typically need explicit and systematic instruction in the basic beginning literacy skills that the SD79 Early Success Screen assesses and monitors.

Reithaug, Dawn (2009). Three Tiers of Instruction and Intervention for Reading.

Tier 31-5 %

Tier 2 10-15% will require more instruction and practice

Tier 180-90% of students will learn through

differentiated instruction in the classroom

Tier 3: Intensive, Individual Interventions

Typically Designated Students

Tier 2: Targeted Group Intervention

Targets small groups of students (at risk) High probability interventions

Increased time and/or focus More frequent progress monitoring

Tier 1: Universal Interventions

Targets all students

Universal screenings

Preventive, proactive


Components of the Three Tiers of Instruction and Intervention for Literacy Learning

Tier 3: Students are ‘Emerging’

1-5% of students will require supplemental intensive interventions. (These are students who have specific gaps in literacy learning and are not responding to Tier 2 support.) Tier 3 Intervention:

• Is in addition to (but not instead of) the daily literacy intervention in the classroom with the classroom teacher;

• Is delivered beyond the classroom by a specialist teacher in an intensive and frequent manner over several terms or years;

• Is based on information from classroom screening, frequent progress monitoring, and standardized testing;

• Must support what is also taught in the classroom – these students need continuity between environments; and,

• Is individualized instruction targeting specific learning needs.

Tier 2: Students are typically ‘Emerging or Developing’

10-15% of students will require supplemental intervention. Tier 2 Intervention:

• Is for students who have specific gaps in literacy learning and are not responding to Tier 1 support; • Is in addition to (but not instead of) the daily literacy instruction in the classroom with the

classroom teacher; • Is delivered by the classroom teacher and/or support teacher (not assistants or volunteers); • Is based on information from both classroom screening and ongoing progress monitoring; and, • Must support what is taught in the classroom – the students need continuity in practice.

Tier 1: All Students

Tier 1 Intervention:

• Is delivered by the classroom teacher; • Uses differentiated instruction in the classroom; • Is research-based best practice for literacy instruction; • Has selective screening which occurs three (3) times per year per student to inform instruction; • Is integrated within the daily literacy instruction block and across all content areas; and, • Is available to all students, with a focus on maximizing support for those emerging and developing.

Reithaug, Dawn (2009). Three Tiers of Instruction and Intervention for Reading


Administering the Early Success Screen

How to find time?

Assessment is an essential aspect of teaching. Assessment informs us about what to teach and whether our students are reaching the goals we have set for them.

Individually assessing the reading of all the students in your class is well worth the instructional time expended. Remember that the other students may still be engaged in worthwhile learning activities, even when you are not standing in front of them.

It is not necessary to assess all the students on the same day. Meeting five students a day for a week or three students a day for two weeks is much more manageable. The other students may be engaged in independent reading, buddy reading or other classroom assignments.

HIP Reading Assessment – Graded Oral Reading Assessments for Students in Grade 3 to 8 (Jamison, Lori, et al, 2007) as cited in School District No. 23 Early Learning Profile (2012).

1. Set up the materials at a small table where you can monitor the class without turning around. You work at the table for individual assessments.

2. For Phonemic Awareness, teach the entire class one skill (i.e.: rhyming production) that you will be assessing, then individually assess students on that skill.

3. Use the timeline to incorporate screening and progress monitoring into your program. Allington & Cunningham. (2007, Chapter 9, Assessment, p.201-214)

Tips from Colleagues:

1. When screening through observation, observe students while they are engaged in independent learning activities (for example: Daily 5, centre time, group work tasks...)

2. Incorporate assessment into regular teaching activities. Sometimes the screen lends itself well to a small or whole group learning activity.


Oral Language Why is Oral Language Development Important for Literacy Learners?

When an individual has a hard time understanding others, (receptive language), or sharing thoughts, ideas, and feelings completely (expressive language), then he has a language disorder.

When an individual is unable to produce speech sounds correctly or fluently, or has problems with his voice then, he has a speech disorder.

Language and speech disorders can exist together or on their own. The problem can be mild or severe. In both cases, a comprehensive evaluation by a SD79 speech-language pathologist (SLP) is recommended.

Adapted from: School District No. 23 (Central Okanagan) 2012 Early Learning Profile

What is Language?

Language is different than speech. Language is made up of socially shared rules that include the following:

• What words mean (eg: “top” is either a blouse or a descriptive word) • How to make new words (eg: happy, happily, unhappily) • How to put words together (eg: “Sally walked to the old farm,” rather than, “Sally walked farm

old.”). • What word combinations are best in what situations. (“Would you pick up your dishes?” could

quickly change to “Pick up your dishes, please!” if the first request did not produce results.)

What is Speech? Speech is the verbal means of communication. Speech consists of the following:

• Articulations: How speech sounds are made (eg: students must learn how to produce the “r” sound in order to say “rabbit” instead of “wabbit”).

• Voice: Use of the vocal folds and breathing to produce sound (eg: the voice can be abused from overuse and misuse and can lead to hoarseness of loss of voice).

• Fluency: The rhythm of speech (eg: hesitations or stuttering can affect fluency).

ORAL LANGUAGE IS THE FOUNDATION OF ALL LEARNING. You have to be able to understand speech and to speak before reading and writing.


Oral Language Development

The Parts of Language:

Language can be divided into three main parts:

• Form is how thoughts are arranged in sounds, words, and sentences • Content is how meaning is conveyed through language • Use is how language is shared among people and incorporates rules for communication

You also may hear different terms related to each part of language. Below are some common language terms:

For each part of language described above, there also are two sides: understanding and expressing.

Understanding and expressing skills may develop at different rates in some children.

Building Language Skills:

There are two other critical “Big Ideas” that help language skills develop. One is cognition, or thinking skills. The other is hearing ability. It is important to consider teaching thinking and language skills together, but also to make sure your student is hearing well.

Achievement Indicators:

Teachers should assess a student’s oral language through observation in multiple situations and a variety of contexts are able to demonstrate their language knowledge.

• Observing student interactions with peers; • Listening to the language students use when responding to open-ended questions or reflecting on their

learning during sharing time; • Reviewing students’ work samples (stories, role-plays, news telling, self-evaluations); • Listening to students’ responses to books; and, • Observing students’ use of language structures to support their reading and writing.

Form – syntax (word order/grammar), morphology (meaning units/building blocks), phonology (the sound system) Content – semantics (words and their meaning) Use – pragmatics (social rules of language in context)

Understanding – refers to both listening and comprehending language, whether spoken or written. You may hear the term language or auditory comprehension, which is also a combination of listening and understanding skills. Expressing – refers to formulating thoughts into language and then speaking or writing. You may hear the term language production, which also means the same thing.


Speech Sound Development Chart

age 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6 6.5 7 7.5 8 8.5 sound

p m n h w b k g f d ng t j

sh l r s

ch v z

TH* Th* zh

Key: The shaded bar for each sound represents two things:

Emerging Sound (left side of bar): Students at this age make the sound correctly 50% of the time in a least one part of the word.

Mastering Sound (right side of the bar): Students at this age make the sound correctly 90% of the time across all parts of the word. Learning a sound can take a long time.

School District No. 23 (2012), Early Learning Profile.

*TH – voiced (this)

*th – unvoiced (thistle)


Phonological Awareness

What is Phonological Awareness?

Phonological Awareness is the ability to hear, recognize and play with the sounds in our oral language. It is an ear skill. Phonological Awareness is an umbrella term that involves the ability to work with the sounds of language at the word, syllable and phoneme level. It includes rhyming, alliteration, sentence and syllable blending and segmenting. Phonological Awareness begins around the age of three and should be mastered by the age of eight.

What is Phonemic Awareness?

Phonemic Awareness is the most complex phonological awareness skill. It is the understanding that spoken words consist of a sequence of speech sounds and an awareness of the individual sounds or phonemes. It is the ability to attend to the sounds of language as being separate from the meaning of language. Phonemic Awareness is the ability to segment words into sounds, blend then back together and manipulate the sounds to make new words.

What is Phonics?

Phonics is not a subset of Phonological Awareness. It is the next stage of development. The phonological skills lay the foundation for success with phonics (leading to reading and writing).

Phonics is the ability to apply letter-sound knowledge when translating print into speech. Phonics provides readers with a tool to decode the pronunciation of written words. Phonemic awareness skills precede phonics skills because students must first develop an understanding of how spoken language maps to written language. Phonemic awareness connects the spoken word (oral) to the written word (print).

Why are Phonological Awareness, Phonemic Awareness and Phonics So Important?

• Approximately 20% of students will have difficulty with phonological awareness upon entering schooland will eventually struggle with figuring out how sounds work in print (phonics, decoding, spelling).

• Without Phonemic Awareness, a student may be able to learn letter-sound relationships by rote, but willnot be able to use and coordinate letter-sound knowledge to read or spell new words.

• Phonemic awareness plays a critical role in the development of skills required in the manipulation ofphonemes and the application of phonics to reading and spelling.

• Current research suggests that the greatest impact on phonemic awareness development is achievedwhen there is a combination of interaction with print and explicit attention to the sound structure inspoken words. For example, teachers make the underlying sound structure explicit when at the sametime referring to the print). (Cunningham, Cunningham, Hoffman, Yopp, 1998.)


Developmental Hierarchy of Phonological Awareness Skills

• Awareness that words can rhyme – then production of rhymes• Awareness that sentences are made up of words.• Awareness that words can be broken down into syllables – then identification of syllables• Awareness that words begin with the same sound – then identification of the beginning sound of words• Awareness that words end with the same sound – then identification of the final sounds of words• Manipulation and/or deletion of the initial or final sound of words• Awareness that words can have the same medial sound – then identification of the medial sound• Awareness that words can be broken down into individual phonemes• Ability to blend sounds to make words• Ability to segment words into consistent sounds

Phonological Awareness Snapshot K-3 Performance Target Proficient 0 - 1 wrong in two or less subsets

Developing 2 or more wrong in two or more subsets Emerging 3 or more wrong in two or more subsets


Developmental Spelling The Stages of Spelling Development as Measured on the Developmental Spelling Test and The Words

Their Way (Bear, Invernezzi, 2012) Spelling Assessment

Stage Examples of Spelling Description of Development Pre-phonetic – Pre-K

Imitate writing by scribbling, drawing, or writing. May include letter-like forms, but make no connection to sound.

Semi-Phonetic/Emergent

End of K - Developing

Slowly acquire directionality of writing (left to right and top to bottom) but lack correct spacing. Begin to match speech to print. Represent whole words and syllables with initial consonants, sometimes adding final consonants. Often substitute letters that are similarly articulated, such as /b/ for /p/, /j/ for /dr/.

Phonetic/Letter Name

End of Gr. 1 - Developing

Begin to represent each sound with a letter. Connect sound to letter names. Add short vowels, but continue to spell based on the place of articulation, such as /e/ for /i/. Use some consonant blends and digraphs.

Phonetic-Transitional/Within Word Pattern

End of Gr.2 - Developing

Begin to use spelling patterns and parts of words to spell more complex single syllable words. Use long vowel patterns, but often confuse them, such as bote for boat.

Transitional/Conventional

Syllables & Affixes

End of Gr.3 - Proficient

TRANSITIONAL SPELLERS think about how words appear visually; a visual memory of spelling patterns is apparent. Spellings exhibit conventions of English orthography like vowels in every syllable, e-marker and vowel diagraph patterns, correctly spelled inflectional endings, and frequent English letter sequences. E.g.: EGIL –eagle EIGHTEE – eighty

CONVENTIONAL SPELLERS develop over years of word study and writing. Instruction levels can categorize correct spelling.

(Based on Bear, D.R., & Templeton, S. (1998). Explorations in developmental spelling: Foundations for learning and teaching phonics, spelling, and vocabulary. The Reading Teacher, 52(3), 222-242; and Gentry, Dr. J. Richard Gentry, The monster test: you can analyze developmental spelling…And Here’s How To Do It! Early Years K-8 (May, 1985)


Developmental Spelling Test and Words Their Way Comparison Chart:

End Grade Level Targets

Minimal Level

Target Level

Developmental Level

Words Their Way

Level

September of Grade 1

3.0 3.5 Semi-phonetic III Emergent

May of Grade 1 4.0 4.5 Phonetic Letter-Name

May of Grade 2 4.5 5.0 Phonetic-Transitional

Early to Middle Within Word Pattern

May of Grade 3 5.0 5.5 Transitional Late Within-Word Pattern

Performance Target May of Gr. 1 May of Gr. 2 May of Gr. 3 Snapshot

Developmental Spelling Test

Early Success Screen Benchmarks

<4.0 <4.5 <5.0 1. Emerging/At Risk

4.0-4.2 4.5-4.9 5.0-5.4 2. Developing

4.3-4.5 5.0-5.4 5.5-5.8 3. Proficient

4.6-6.0 5.5-6.0 5.9-6.0 4. Extending

Performance Target May of Gr. 1 May of Gr. 2 May of Gr. 3 Snapshot

Words Their Way (Primary Inventory)

Emergent

<16

Middle to Late Letter Name-Alphabetic

<26

Early Within Word Pattern

44-49

1. Emerging/At Risk

Early Letter Name-

Alphabetic

16-21


26-31

Middle Within Word Pattern

50-61

2. Developing

Middle Letter Name-

Alphabetic

22-26

Early to Middle Within Word

Pattern

32-43

Middle to Late Within Word

Pattern

62-76

3. Proficient

Late Letter Name-

Alphabetic

>26


>44

Early Syllables and Affixes

>76

4. Extending

(Bear, Invernizzi, Templeton & Johnston, 2011)

23Last Revised Spring 2019

Developmental Scoring of Invented Spelling and Correlation to “Words Their Way” (Bear, Invernizzi, Templeton & Johnston, 2011)

Target Level Words Their Way

Characteristics Example

Pre-K 0

Pre-Phonetic

Emergent Knowledge of the alphabet is apparent through the printing of letterforms, may be interspersed with number symbols, to represent a message. No letter-sound knowledge is apparent.

FMTXBR (train)

BM3GTO (candy)

K 1

Semiphonetic I

Emergent Letter-sound correspondences are beginning to be presented. Single letter responses representing some salient part of the word are made with a correct or phonetically related letter. Initial sounds may be represented with phonetically related letters.

N (train)

B (pretty)

K 2

Semiphonetic II

Emergent Initial phonemes are consistently represented with the correct letter.

T (train)

End of K 3

Semiphonetic III

Emergent More than one phoneme, but not all, are represented phonetically and do not yet correspond to conventional spelling. Sounds made by the names of letters are frequently used to represent phonemes.

TAN (train)

LETL (little)

YET (went)

HARE (cherry)

End of Gr. 1 to

End of Gr. 2

4

Phonetic

Letter Name

Early Middle

Within Word

Most phonemes are represented with a mix of phonetically related and conventional letters. Consonant blends may be incomplete. Vowels may not be represented. Intrusions still occur. Word endings “ed” and “ing” may be incorrectly marked or not included.

CHRAN (train)

SEC (sick)

HUIT (hunt)

PRTE (pretty)

SNOW (snowing)

End of Gr. 2 to

End of Gr.3

5

Transitional

Late Within

Word

All consonant phonemes are represented with conventional letters. Vowels are represented but not conventionally. Long vowels are marked. “R’s” are preceded by vowels. Word endings

“ed and ing” are represented.

TRAN (train)

ORDOR (order)

NIHGT (night)

6

Correct

Spelling is Conventional.

School District No. 23, Early Learning Profile. Originally adapted from: The Developmental Spelling Test rating scale: Tangel, D.M. & Blachman, B.C. (1995). Effect of phoneme

awareness instruction on the invented spelling of first-grade children: A one-year follow-up. Journal of Reading Behavior, 27 (2), 153-185


Developmental Spelling Test Rating Scale / Scoring Criteria

(6 Word and 10 Word Versions)

Scoring Criteria: lap, sick

0. A random string of letters.1. The initial phoneme represented with a phonetically related letter. May be followed by a random string,

e.g. lap – r; orSingle-letter response that represents some salient part of the word other than the initial phoneme. Maybe followed by a random string, e.g. lap – p; sick c, k.

2. The correct initial phoneme of the word. May be followed by a random string or an alphabet string, e.g.lap – lmnop; sick – stuv, slh.

3. More than one phoneme, but not all. Must be represented with phonetically related to conventionalletters. May include intrusions. When the intrusion is removed, the rest of the letters should be in propersequence, e.g. lap – ltp, lpa; sick – se, slcu, sib, sk, ck; orEvery phoneme must be represented, but not all with phonetically related letters, e.g. lap – fab, cap; sick– cit, soc, sak.

4. Every phoneme represented with a mix of phonetically related and conventional letters. May includeintrusions, e.g. lap – labt, rap, lape; sick – siack, sec, sek, sike, seck.

5. All consonant phonemes represented with conventional letters and the correct short vowel, e.g. lap –lapp, llap; sick – sic, cik, sik, scik.

6. The correct spelling.

The scoring procedure of the Developmental Spelling Test (DST) was developed to rate the invented spelling of the dictated words.

A 7-point scale (0-6) is used to measure spelling proficiency, by taking into consideration the number of phonemes represented and the level of orthographic representation (use of phonetically related or conventional letters)

A written response for a dictated word could receive a score that ranged from 0 (for a random string or alphabet string of letters) to 6 (for the correct spelling).

Using the list of words below as examples, the following points are assigned depending on the student’s written response.

After scoring the student’s written responses add the scores together, then find the mean score by dividing the number of words tested (6 or 10) by the student’s written response total score.

Example of how to find a student’s DST score: • Add student’s written response scores from a 10 word version together: 2+3+0+5+1+6+6+5+2+1 =

31.• Find the “mean” by dividing the total student score (31) by the number of word version used (10) the

final number is the DST score (3.1)Adapted from Liberman et al., 1985


Scoring Criteria: pretty

0. A random string of letters. 1. One phonetically related letter. May be followed by a random string, e.g. b; or

Single-letter response that represents some salient part of the word other than the initial phoneme. May be followed by a random string, e.g. e,t,r,d.

2. The correct initial phoneme of the word. May be followed by a random string or an alphabet string, e.g. pqrst, psmtfls, p.

3. Two or three phonemes from the first syllable, with conventional or phonetically related letters. The initial blend is absent, e.g. pd, pi, pit, ptit, ped, pid; or The initial blend correctly represented or represented with a vowel between it. May be followed by a random string, e.g. pr, prmtzsa, par, pir; or The first and last syllable represented, but the blend is absent, e.g. pte, pie, pe, pitie.

4. Every phoneme of the first syllable including the initial blend and appropriate vowel with conventional or phonetically related letters, e.g. pret, pred, prit, prut; or Both syllables represented, first syllable vowel present, but blend absent or both syllables represented, blend present, but first syllable vowel absent, e.g. pidy, petee, prte, prdy.

5. All consonant phonemes of the first syllable including the initial blend, with phonetically related or conventional letters, plus a vowel in the second syllable, e.g. predy, prete, prite, prity, prittle, prette, pruty, pritte.


Scoring Criteria: elephant

0. A random string of letters. 1. A single letter that represents some salient part of the word other than the initial phoneme. May be

followed by a random string, e.g. l, f, t. 2. The initial syllable represented by e or ei. May be followed by a random string, or

Any two phonemes from the word (must be in proper sequence) and may be followed by a random string. The middle syllable (the schwa) may be represented with any vowel, e.g. irfnoa, efl, lolot, le, or ll, al, or el plus any one phoneme, e.g. alf, elf.

3. One or two letters from the initial syllable (e, l, el, al, ll) plus two phonemes from the third syllable, e.g. ft, lfax, alft, Llft; or The initial syllable represented with el, al, e, or l, a vowel to represent the middle syllable, and one or two phonemes from the third syllable, e.g. lot, elof, elovt, lyfe, eeft; or The initial syllable represented by l, al, el or e, plus three phonemes from the third syllable, e.g. efanl, elfit, alfate, elfnt.

4. The initial syllable represented with e, l, al, or el, a vowel to represent the middle syllable, and three or more phonemes from the last syllable, e.g. leftan, lifit, elufit, alalfinte, elapint, elefet; or The initial syllable represented with el, al, l, the final syllable represented with four conventional phonemes, including the preconsonantal nasal, but no vowel to represent the middle syllable, e.g. elfent, alfint, llfent, elfint.

5. The initial syllable represented, a vowel for the middle syllable, and four conventional or phonetically related phonemes from the third syllable, e.g. elufint, alufint, alefint, elaphant, elafent, ellafint, elifent, elefant, elephont, elephent, elaphent, elefint.



Scoring Criteria: train

0. A random string of letters. 1. The initial phoneme represented with a phonetically related letter. May be followed by a random string,

e.g. j, g, ch, h; or Single-letter response that represents some salient part of the word other than the initial phoneme. May be followed by a random string, e.g. r, a, n.

2. The correct initial phoneme of the word. May be followed by a random string, e.g. t, toonum. 3. More than one phoneme but not all. Must be represented with phonetically related or conventional letters.

May include intrusions. When the intrusion is removed, the rest of the letters should be in proper sequence, e.g. tam, jra, tan, cran, rann, chan, hran.

4. Every phoneme, including the blend, represented with a mix of phonetically related and conventional letters. The long vowel may or may not be marked, e.g. tren, chran, thran, shran, jran, chrane, tran; or The long vowel is marked but only part of the blend is given, e.g. chane, jane, tain.

5. All consonant phonemes, including the blend, represented with conventional letters. The vowel is marked, e.g. trane, trayn, traen, traiyn.


Scoring Criteria: hunt

0. A random string of letters. 1. A single-letter response that represents some salient part of the word other than the initial phoneme. May

be followed by a random string, e.g. t. 2. The correct initial phoneme of the word. May be followed by a random string or an alphabet string, e.g.

h, hmtsv. 3. More than one phoneme but not all. Must be represented with phonetically related or conventional letters.

May include intrusions. When the intrusion is removed, the rest of the letters should be in proper sequence, e.g. ht, hu, hat, hit, hout, hot.

4. Every phoneme, including the preconsonantal nasal, represented. Either a single incorrect vowel or an incorrectly marked vowel is present. May include intrusions, e.g. huint, hunte, honte, hent, hint, hant; or Every phoneme with conventional letters except the proconsonantal nasal, e.g. hut; or Every phoneme with conventional letters except the short vowel, e.g. hnt.

5. All consonant phonemes, including the preconsonantal nasal, with conventional or phonetically related letters, e.g. hont, hant.


Scoring Criteria: street

0. A random string of letters. 1. A single-letter response that represents some salient part of the word other than the initial phoneme. May

be followed by a random string, e.g. tlamtlvu, e, r. 2. The correct initial phoneme. May be followed by a random string or an alphabet string, e.g. stuvw. 3. More than one phoneme but not all. May be represented with phonetically related or conventional letters.

May include intrusions. When the intrusion is removed, the rest of the letters should be in proper sequence, e.g. swet, stot, jret, shet; or Two letters from the blend, plus at least one other phoneme. May include intrusions, e.g. stee, sret, shret; or The entire blend plus one or two phonemes. May include intrusions, e.g. strt, strit, strite.


4. Every phoneme including the blend (in proper sequence), represented with a mix of phonetically related and conventional letters. May include intrusions, e.g. stret, sttret, shtrete, stareet; or Two letters of the blend, the correct vowel, and an attempt to mark the vowel. May include intrusions, e.g. stete, steat, shreat.

5. All consonant phonemes, including the initial blend, with conventional letters, and an attempt to mark the vowel. May not include intrusions, e.g. strete, streat.


Scoring Criteria: kissed

0. A random string of letters. 1. A single-letter response that represents some salient part of the word. May be followed by a random

string, sumr, t; or The initial phoneme represented with a phonetically related letter. May be followed by a random string, e.g. c.

2. The correct initial phoneme of the word. May be followed by a random string or an alphabet string, e.g. krmts.

3. More than one phoneme, but not all. Must be represented with phonetically related or conventional letters. May include intrusions. When the intrusion is removed, the rest of the letters should be in proper sequence, e.g., cis, kee, clt, or Two or more phonemes represented with phonetically related or conventional letters. or The –ed is represented with a –t or –ed, e.g, kst, cit, cest, cised, kit, ckist, cisd.

4. Every phoneme represented with a mix of phonetically related or conventional letters. The initial phoneme is correct and the –ed is represented. May include intrusions. When the intrusion is removed, the rest of the letters should be in proper sequence, e.g. kisset, kest, kisted, kesst, or kiss spelled correctly.

5. Every phoneme of kiss represented with conventional letters and the –ed represented. May not include intrusions, e.g. kised, kist.


Scoring Criteria: order

0. A random string of letters. 1. Single-letter response that represents some salient part of the word other than the initial phoneme. May

be followed by a random string, e.g. d, r, t. 2. The correct initial phoneme of the word. May be followed by a random alphabet string, e.g. omstb. 3. More than one phoneme, but not all. Must be represented with phonetically related or conventional

letters. May include intrusions. When the intrusion is removed, the rest of the letters should be in proper sequence, e.g. ord, odrr, odr, rdr, wrd, odhr, odere.

4. Representation of four phonemes with a mix of phonetically related and conventional letters. May include intrusions, e.g. oder, ordr, ortre, orde.

5. Representations of all consonant phonemes with a mix of phonetically related and conventional letters. Each –r is preceded by a vowel, e.g. orter, ordor, ordere, oerdor.


Scoring Criteria: snowing

0. A random string of letters.


1. Single-letter response that represents some salient part of the word other than the initial phoneme. Maybe followed by a random string, e.g. omstrb.

2. The correct initial phoneme of the word. May be followed by a random alphabet string, e.g. srfzxo,stuvw.

3. Two o three phonemes from the first syllable, with conventional or phonetically related letters. The initialblend is absent. May include intrusions. When the intrusion is removed, the rest of the letters should be inproper sequence, e.g. so, sowe, son, soon, orThe initial blend is correctly represented. May be followed by a random string, e.g. sn, snarn.

4. The first syllable represented by at least three phonemes, e.g. snow, snowe, sno, orBoth syllables represented, first syllable vowel and blend present. May include intrusions. when theintrusion is removed, letters should be in the proper sequence, e.g. stnoin, snoing, snowen, snowying, orBoth syllables represented with either first syllable vowel present but blend absent or blend present andfirst syllable vowel absent. Complete –ing ending present, e.g. sowing, soing, snwing, sowning.

5. All consonant phonemes, including initial blend, with conventional letters, the correct vowel, but thevowel is either not marked or marked incorrectly, e.g. snoing, snoweing.



Word Recognition What is Word Recognition?

Word recognition is referred to as sight-word recognition or sight vocabulary. It involves the immediate recognition of words.

What are Word Attack, Word Analysis and Decoding?

• Word attack, analysis and decoding refer to the act of analyzing letter sound-relationships or using theknowledge of phonics to segment the visual components of a word and blend them back together into arecognizable word.

• Phonics provides the reader with a tool to “attack” the pronunciation of a word that is not immediatelyrecognized.

Why is (Immediate) Word Recognition So Important for the Developing Literacy Learner?

• Learning to read words rapidly involves application of letter-sound knowledge, making associationsbetween different spellings, pronunciations, and meanings of words.

• Skilled readers use the strategy of immediate word recognition on 99% of the printed words they read.• Word recognition is prerequisite to reading fluently which allows automatic reading of words to free up

attention for text comprehension.• High frequency sight words typically do not carry meaning, but are the words that hold sentences

together. Sight words are often difficult to decode because of their irregular spellings, therefore, must belearned through memory.

• There are 13 sight words that make up 25% of words encountered in early reading texts. (a, and, for, he,(or she), in, is, it, of, that, the, to, was, you).

(Vacca, et al, 2002, Morrow, 2009)

Developmental Continuum in Children’s Ability to Read Words (Vacca, et al, 2002, Morrow, 2009) Preschool (3-5 years)

Pre-Alphabetic Phase - Children recognize and remember words as visual images. Environmental print is remembered as distinctive, visual images.

Eg: Stop signs, McDonald’s signs

Pre-Kindergarten Gr. 1 (4-6 years)

Partial Alphabetic Phase – Children begin to notice some letter/phoneme connections, typically the beginning letter/phoneme first followed by the end letter/phoneme

Eg: K itte N

M o M

D a D Kindergarten – Gr. 2 (5-7 years)

Full Alphabetic Phase – Children remember letter/phoneme connections and begin to segment, then blend to decode.

Eg: S I CK - /S/ /I/ /K/

n ight t - /n/ /ie/ /t/

Gr. 1 – Gr. 2 (6-7 years)

Consolidate Alphabetic Phase – Children notice and use multi-letter patterns like onsets and rhymes or letter chunks to decode words.

Eg: DR INK - /D/ /R/ INK

SNOWMAN - SNOW MAN


Reading Level What is an Informal Reading Assessment?

Informal Reading Assessment using PM Benchmark, Nelson (2003):

The Cowichan Valley School District (SD79) has chosen the PM Benchmarks Assessment, Nelson (2003) as a standard tool for using with students in the primary grades.

• PM Benchmarks is an informal assessment used to inform instruction and assist in placing the students at an appropriate reading level for instructional purposes, as well as for matching “good-fit” text with the reader for independent reading.

• Informal reading assessments are not standardized to a normative population. • Informal reading assessments such as the PM Benchmarks allow teachers to observe students reading

familiar text orally for miscue and/or running records. • Using the PM Benchmarks assessment allows teachers to determine what strategies and reading

behaviours students use during the process of reading. Miscue Analysis:

Oral errors are called miscues.

• A miscue in oral reading represents the difference between what the reader says and what is in the text. • The errors or miscues are cued by the thoughts, and the oral language of the reader, who is attempting to

make meaning from the text. Two ways to use miscues:

• Quantitative analysis is adding up a reader’s miscues to determine reading accuracy. • Qualitative analysis is using miscues to analyze what the students do when they read and the differences

between what they say and what is printed. Some miscues affect fluency and comprehension more than others.

Running Record:

• A running record is a system of keeping track of students’ development of oral reading fluency and word identification strategies. (Note: Running records do not screen for comprehension – other measures must be used.)

• Running records should be used frequently with early and developing readers to continually monitor their reading growth.

• The teacher tracks the oral reading of the student on a piece of paper using checks for words read correctly and recording each error in much the same way as a miscue analysis.

• To determine the percentage of words read correctly, the total number of errors is divided by the total number of words and multiplied by 100 to convert it to a percentage. Subtract the percentage from 100 to determine the percent correct.

• To determine the percentage of words read correctly, the total number of errors is divided by the total number of words and multiplied by 100 to convert it to a percentage. Subtract the percentage from 100 to determine the percent correct.

Example:

5 errors/120 words = 0.041

0.041 x 100 = 4.1%

100 – 4.1 = 95.9% reading accuracy


• Running records also provide insight into the student’s strengths and weaknesses allowing the teacher toanalyze patterns of miscues using two main questions:

1. Did the student’s oral language produce the error with little influence from the print?2. Were the errors influenced by phonemic and phonetic origins?

Reading Levels Determined by Running Records ONLY:

Reading levels determined by running records are for INDEPENDENT LEVEL ACCURACY only, and do not reflect comprehension skills.

How often should Reading Level be assessed?

• The use of frequent running records and a once-per-term informal reading inventory (PM Benchmark)will serve as one source of information to inform teachers on a student’s individual literacy growth.

• Using running records alone (which measure accuracy and fluency only) are not enough to determine“just right” text levels. There must be a comprehension component such as a retell to more thoroughlyassess a student’s strategies when reading and comprehending.

Example:

Graphophonic error – visual error > phonemic, phonetic

Syntactic error – sentence structure > oral language

Semantic error – meaning of text > oral language

> Or equal to 95% = Independent Level

90-95% = Instructional Level

< 90% = Frustration Level


Frequently Asked Questions about the PM Benchmark Process of Assessing Student Reading

1. Why do we use PM Benchmarks as an assessment tool? i. The levels represent a student’s instructional reading level. The purpose of the PM Benchmark

assessment is to gauge a student’s level that best suits in-class instruction and reading WITH support.

2. How do we assess comprehension using PM Benchmarks? i. Ask the students to read the passage aloud and conduct a miscue analysis on the reading

record sheet. (The student does not have to read the entire text aloud.) ii. Ask the student to retell the passage. (Retelling allows the student to organize their thinking and

present information from a personal perspective. Silent reading and retelling ensure the assessment is fair and valid).

Retelling prompts to help students respond more fully:

Fiction Non-Fiction How and where does the story begin? Who are the main characters? What is the important problem in the story and how is it solved? What are the most important things that happen in the story? How does the story end? Does this story make you think of something you have seen, heard, or done? Has anything like this ever happen to you?

What details/facts can you remember from the beginning, middle and end? What was the most important detail of fact? Why? Did the text remind you of anything you have read before? Did the text give you any new information?

School District No. 23, Early Learning Profile.

iii. If the retelling did not answer the comprehension questions, then proceed with them. If the retelling satisfied the comprehension questions, the assessment is complete.

iv. Sometimes a student may give a very brief retelling response. How much prompting should I give, especially if it is felt that the student could share much more? Teachers should only prompt if it is required and these prompts should be recorded on the Student Record. If the student is hesitant during retelling, it can be an indication that the text is too difficult or may indicate that the student is unsure of what information is required. Retelling instruction should be part of reading instruction as it forms the basis to eventual summarizing and synthesizing.

v. What if a student read with ≥95% accuracy yet comprehension is at an unsatisfactory level? It is important to establish the level at which a student reads completely for meaning. If a student reads with ≥95% accuracy, yet comprehension is unsatisfactory, assess the student again on a PM Benchmark text at the level below.

(Retrieved from: nelsonprimary.com, 06/12/2013)


PM Benchmarks Reading Levels and BC Performance Standard Correlation Chart (May)

Snapshot PM Benchmark

Instructional Level

Grade 1 Emerging

The student may engage in reading-like behavior, but relies on an adult or peer to read stories or other selections.

<10

Grade 1 Developing

The student reads short, simple illustrated selections with some support; may be able to reread familiar selections independently.

10-13

Grade 1 Proficient

The student reads short, simple selections; rereads familiar selections independently.

14-17

Grade 1

Extending The student reads a variety of short, simple materials independently; often chooses to read; needs little support.

>17

Grade 2 Emerging

Needs one-to-one support to read short, simple stories and to attempt comprehension activities

<18

Grade 2 Developing

Reads a variety of short, simple stories with understanding given some support. Work is partially accurate.

18-20

Grade 2

Proficient Reads a variety of short, simple stories independently and with understanding. Work is generally accurate.

21-22

Grade 2

Extending Reads an increasing variety of simple stories independently and with understanding. Work is clear, accurate and complete.

>22

Grade 3 Emerging

The student may be able to read and recall simple short selections with familiar language. Often needs one-to-one support for both reading and comprehension activities.

<23

Grade 3 Developing

The student is able to read simple, direct fictions and poetry, and complete basic comprehension and response tasks with some support. Work often lacks detail.

23-24

Grade 3

Proficient The student is able to read simple, direct fictions and poetry, and complete comprehension and response tasks independently. Work is accurate and complete.

25-27

Grade 3

Extending The student is able to read materials that have some complexity, and complete comprehension or response activities independently. Work often shows insight or exceeds requirements of the task.

>27

School District No. 23, Early Learning Profile, 2012.

Please use professional judgment considering overall reading ability.


Reading Fluency

What is Reading Fluency?

Reading fluency is defined as the ability to read expressively and meaningfully, as well as accurately, and with appropriate speed. Fluency combines accuracy, automaticity, and oral reading prosody which, when working together, facilitate comprehension. (Vacca et al, 2012)

• Accuracy of decoding is a result of the student’s sight-word vocabulary or the use of decoding strategies. Accuracy is assessed using a running record. Accuracy is determined by the number of errors a student makes while reading a text orally.

• Automaticity of word recognition is the ability to quickly recognize words with little cognitive effort. Automaticity or reading rate is assessed as the words correct per minute (WCPM).

• Prosody of oral reading is the ability to read with correct phrasing and expression. Prosody is assessed based on a four-point rubric, which focus on the three fluency components.

Multi-dimensional Reading Fluency Scale: (Optional) Read and demonstrate comprehension of “grade-appropriate” literary and information texts (stories, legends, poems).

Read and reread “Just Right Texts” independently for 15 to 20 minutes daily for enjoyment and to increase fluency and comprehension.


• Read aloud to adult or peers using grade appropriate texts with fluency, including expression and a sense of phrasing (three or more words at a time); may require rereads.

Procedure:

1. Use the Multi-Dimensional Fluency Scale to determine expression and volume, phrasing, smoothness, and pace of the oral reading.

2. Listen to the child orally read the PM Benchmark passage at his/her instructional level. The same passage should be used for accuracy, comprehension and fluency.

3. Use a different color highlighter to describe the fluency of their PM Benchmark passage reading for each term.

4. Code the fluency rubric according to the student’s instructional level.

Remember:

Instructional Level Word Reading = 90-95% accuracy

and Comprehension = 80% or higher


Multi-Dimensional Reading Fluency Scale

Using the following scales to rate reader fluency on the dimensions of expression and volume, phrasing, smoothness, and pace. Scores range from 4 to 16. Generally, scores below 8 indicate that fluency may be a concern. Scores of 8 or above indicate that the student is making good progress in fluency. Reading fluency is assessed during the oral read of the PM Benchmark reading passage.

Dimension

Emerging Developing Proficient Extending

A. Expression and Volume

Reads with little expression or enthusiasm in voice. Reads words as if simply to get them out. Little sense of trying to make text sound like natural language. Tends to read in a quiet voice.

Some expression. Begins to use voice to make text sound like natural language in some areas of the text, but not others. Focus remains largely on saying the words. Still reads in a quiet voice.

Sounds like natural language throughout the better part of the passage. Occasionally slips into expressionless reading. Voice volume is generally appropriate throughout the text.

Reads with good expression and enthusiasm throughout the text. Sounds like natural language. The reader is able to vary expression and volume to match his/her interpretation of the passage.

B. Phrasing

Monotonic with little sense of phrase boundaries, frequent word-by-word reading.

Frequent two- and three-word phrases giving the impression of choppy reading; improper stress and intonation that fail to mark ends of sentences and clauses.

Mixture of run-ons, mid-sentence pauses for breath, and possibly some choppiness; reasonable stress/intonation.

Generally well phrased, mostly in clause and sentence units, with adequate attention to expression.

C. Smoothness

Frequent extended pauses, hesitations, false starts, sound-outs, repetitions, and/or multiple attempts.

Several “rough spots” in text where extended pauses, hesitations, etc., are more frequent and disruptive.

Occasional breaks in smoothness caused by difficulties with specific words and/or structures.

Generally smooth reading with some breaks, but word and structure difficulties are resolved quickly, usually through self-correction.

D. Pace (during sections of minimal disruption)

Slow and laborious. Moderately slow. Uneven mixture of fast and slow reading.

Consistently conversational.

Source: Adapted from “Training Teachers to Attend to Their Students’ Oral Reading Fluency,” by J. Zutell and T. V. Rasinski, 1991, Theory Into Practice, 30, pp. 211-217.

0-7 8-10 11-14 15-16 Emerging Developing Proficient Extending

Student Name: Grade:

Term 1 Date: PM Benchmark # Score: /16 Term 2 Date: PM Benchmark # Score: /16 Term 3 Date: PM Benchmark # Score: /16


PM Benchmark Retelling Rubric (Optional) Purpose: Retelling is a powerful tool for checking understanding. Different from answering questions after reading, retelling requires reprocessing large segments of text, thinking about the sequence of ideas/events and their importance.

Begin this retelling by saying: Retell the story to me. Tell me as much as you can remember. The teacher may wish to scribe the child’s responses within this rubric or on another page.


Main Idea Minimal or no reference to the main idea/plot

Inaccurate or incomplete understanding of the main idea/plot

General understanding of the main idea/plot

Clearly states or implies the main idea/plot

Organization Little or no evidence of beginning, middle or end

Little or no order

Can identify beginning and middle OR end

Random or disconnected order

Has a beginning, middle and end

Mostly logical and connected

Complete beginning, middle and end

Logical and clear

Elements Story elements – (main characters, setting, problem, development and resolution)

Re-statements – Non-fiction

Minimal re-statements of story elements or no understanding

Inaccurate or minimal facts or information

Re-statement of some story elements with minimal connections to one another

Some facts retold with some omission

Clear re-statement of most story elements and their connection to one another

Most facts accurately retold

Clear re-statement of all story elements and their connection to one another

Facts accurately retold

Vocabulary Uses general terms or labels

Limited or little understanding of key words or concepts from the text

Uses some language from the text

Superficial understanding of key words or concepts from the text

Uses language from the text

Basic understanding of most key words or concepts from the text

Uses important language from text

Good understanding of key words or concepts from the text

Making Connections No statement of connection or personal response to text/main idea

Some connection or personal response to text/main idea

Clear connection or personal response to text/main idea

Strong connection or personal response to text/main idea

Teacher Support Retells with five or more questions or prompts

Retells with 3 or 4 questions or prompts

Retells with 1 or 2 questions or prompts

Retells with no questions or prompts

2012 School District No. 23 (Central Okanagan) Early Learning Profile

Prompts to help students respond more fully:

How and where does the story begin? Who are the main characters?/What is the important problem in the story and how is it solved? What are the most important things that happen in the story? How does the story end? Does this story make you think of something you have seen, heard or done? Has anything like this ever happened to you?


Individual Student Literacy File K-3 The Individual Student K-3 Early Success Screen Literacy File:

Kindergarten

• The Kindergarten teacher will begin each student’s literacy file from the Early Success Screen Student File section and continue to build the literacy file with the student’s work samples representing his literacy skill development for the year.

Grade One

• The Grade One teachers will receive each student’s literacy file from the past Kindergarten teachers and continue to build the literacy file with the student’s work samples representing his literacy skill development for the year.

Grade Two

• The Grade Two teachers will receive each student’s literacy file from the past Grade One teachers and continue to build the literacy file with the student’s work samples representing his literacy skill development for the year.

Grade Three

• The Grade Three teachers will receive each student’s literacy file from the past Grade Two teachers and continue to build the literacy file with the student’s work samples representing his literacy skill development for the year.

All Grades

• The following pages will give your school a selection of assessments that would be included within the Literacy File of each student.

• The Literacy Files are to be forwarded to the receiving teachers at the end of each school year or the beginning of the following school year.

• It is recommended that copies of the year-end assessments be attached to the back of the “Literacy Year End Summary Sheet”. This will assist the receiving teacher when formulating instructional goals for the students.

• It is also recommended that the primary staff at each school agree upon how the Literacy Files will be stored and the process of forwarding them on to receiving teachers.


Year End Data Collection Sheet

Student’s Name: School:

Kindergarten

£ Special Services £ IEP £ LA £ ELL £ Counsellor £ SLP £ LST-Referral

£ Medical

£ Oral Lang. £ Phonological Awareness £ Attendance

Grade One


£ Medical

Reading Snapshot: attach BC Performance Standard Quick Scale

DWWrite Snapshot: attach BC Performance Standard Quick Scale

Instructional PM Benchmark Reading Level:

Early Success (Emerging) Yes / No

Developmental Spelling or

Words Their Way Stage

Comments:

Concerns:

£ Oral Lang. £ Phonological Awareness £ Spelling £ Reading £ Writing £ Attendance

Oral Lang Rhyme Identification

Rhyme Production

Syllable Blending

Sound Blending

Isolating Initial Sounds

Isolating Final Sounds

Early Success Screen “Emerging”

/14 /5 /5 /5 /6 /6 /5 Yes/No


Grade Two


£ Medical Reading Snapshot: attach BC Performance Standard Quick Scale


Instructional PM Benchmark Reading Level:




Comments:

Concerns:


Grade Three


£ Medical Reading Snapshot: attach BC Performance Standard Quick Scale


Independent PM Benchmark Reading Level:




Comments:

Concerns:



Suggested Literacy Resources K-3

• Boushey & Moser (2006). The Daily 5: Fostering Literacy Independence in the Elementary Grades. • Boushey & Moser (2009). The CAFÉ Book: Engaging All Students in Daily Literacy Assessment and

Instruction. • Heggerty, Michael. (2010) Phonemic Awareness: The Skills That They Need to Help Them Succeed. • Clay, Marie. (1983). Oral Language: Biks and Gutches. • Clay, Marie, (2007). An Observational Survey of Early Literacy Achievement. • Bear, Invernizzi, Templeton & Johnston, (2004). Words Their Way: Word Study for Phonics,

Vocabulary, and Spelling Instruction. • Johnson & Keier, (2010). Catching Readers Before They Fall: Supporting Readers Before They Fall. • Allington, R., (2012). What Really Matters for Struggling Readers: Designing Research Based

Programs. • Allington, R., (2007). Schools That Work: Where All Children Read and Write. • Halbert & Kaser, (2013). Spirals of Inquiry: For Equity and Quality. • Primary Firm Foundations SD44 North Vancouver (nvsd.bc.ca). • A Good First Teachings (ISBN 0-435-08863-7) • Reading Recovery: A Guide for Teachers. (ISBN 0-435-08764-9) • Teaching For Comprehension in Reading: K-2. (ISBN 0-439-54258-8)

Websites:

• Kindergarten Matters: Intentional Play-Based Learning (http://www.curriculum.org/secretariat/kindergarten/)

• Jolly Phonics (jollylearning.co.uk) • Letterland (letterland.com) • Itchy’s Alphabet (itchysalphabet.com)

Suggested Whole Class Programs: (can be used within the “Daily 5” structure)

• Guided Reading • Smart Reading • Words Their Way • Making Words (Systematic Phonics) • Writing for Excellence • Play With Words (Oral Language – Phonemic Awareness) • Michael Heggerty – Phonemic Awareness: The Skills That They Need to Help Them Succeed!


References

Adams, M. (1990). Beginning to Read: Thinking and Learning about Print. Cambridge, MA: MIT Press.

Allington, R. & Cunningham, P. (1996). Schools That Work: Where All the Children Read and Write. Harper-Colllins College Publishers.

Allington, R. & Cunningham, P. (2007). Classrooms That Work: They Can All Read and Write. (4th edition) Harper-Collins College Publishers

Allington, R. (2006). What Really Matters for Struggling Readers. 2nd Ed., Pearson.

Bear, D., Invernizzi, M., Templeton, S. & Johnston, F. (2008). Words Their Way: Word Study for Phonics, Vocabulary and Spelling Instruction. Pearson

Bear, D., Invernizzi, M., Templeton, S. (1998). Explorations in developmental spelling: Foundations for learning and teaching phonics, spelling, and vocabulary. The Reading Teacher, 52(3), 222-242.

British Columbia Ministry of Education, (2006). English Language Arts Kindergarten to Grade 7 Integrated Resource Package.

British Columbia Ministry of Education, (2008). READ NOW BC. www.readnowbc.ca

Canadian Language and Literacy Research Network, (2009). National Strategy for Early Literacy.

Catts, Hugh & Kamhi, Alan (2005). Language and Reading Disabilitites. 2nd Edition, Pearson

Clay, Marie M. (1993). An Observation Survey of Early Literacy Achievement. Auckland, New Zealand: Heinemann

Clay, Gill, Glynn, McNaughton & Salmon (1983). Record of Oral Language and Biks and Gutches. Auckland, New Zealand: Heinemann

Clay, Marie M. (2000). Concepts About Print: What Have Children Learned About Printed Language? Auckland, New Zealand: Heinemann

Cunningham, Cunningham, Hoffman, Yopp. (1998). Phonemic Awareness and the Teaching of Reading: A Position Statement: Board of Directors of the International Reading Association. Newark DE: I.R.A.

Gentry, Dr. J. Richard Gentry, (May, 1985). The Monster Test: You Can Analyze Developmental Spelling…And Here’s How to Do It! Early Years K-8.

Jamison-Rogue, Lori (2007). HIP – Reading Assessment – Graded Oral Reading Assessments for Students in Grades 3 to 8. High Internet Publishing.

Learning First Alliance, (2000), Every Child Reading, A Professional Development Guide, A Companion to Every Child Reading: An Action Plan.

McGill-Franzen, Anne (2006). Kindergarten Literacy, Matching Assessment and Instruction in Kindergarten.

Meisinger, E.B., Bradley, B.A., Schwanenflugel, P.J., & Kuhn, M.R. (2009). Myth and Reality of the Word Caller: The Relationship Between Teacher Nominations and Prevalence Among Elementary School Children. www.coe.uga.edu/fluency.

Moats, L.C. (1994). The Missing Foundation in Teacher Education: Knowledge of the structure of the spoken and written language. Annals of Dyslexia, 44, 81-102.


Morrow, L.M., Kuhn, M.R., & Schwanenflugel, P.J. (2006). The Family Fluency Program. Reading Teacher, 60, 322-333.

Reithaug, Dawn (2009). Three Tiers of Instruction and Intervention for Reading. Stirling Head Enterprises.

School District No. 23 (Central Okanagan) (2012). Grade Three Language and Literacy Profile: Early Learning Profile.

Senechal, M. (2006), Literacy, Language and Emotional Development. Encyclopedia of Language and Literacy Development (p 1-6). London, On: Canadian Language and literacy Research Network.

Shepard, L., Kagan, S.L., & Wurtz, C. (1998). Principles and Recommendations for Early Childhood Assessments. Goal 1 Early Childhood Assessments Resource Group. Washington, DC: National Education Goals Panel.

Snow, C., Burns, S., & Griffith, P. (1998). Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press

Snow, C. (2005). From Literacy to Learning. Harvard Education Letter.

Sousa, David. (2005). How the Brain Learns to Read. Corwin Press.

Trehearne, Miriam, (2004). Language Arts Grades 1-2 Teacher’s Resource Book. Nelson Thomson Learning.

Wren, S. & Watts, J. (2002). The Abecedarian Reading Assessment. balancereading.com, Austin, TX.


EARLY SUCCESS SCREEN: Kindergarten Student Package



Kindergarten Early Success Screening and Intervention Timeline

September November February Pre-reporting check-in

May Class Profile Sheet Due

Entire Class Entire Class

Entire Class

Oral Language Checklist

Kindergarten Phonological

Awareness Screen


Concepts of Print (Optional)

Letter Association

(Optional)

Letter Association (Optional: some

students/groupings may be ready)

Re-screen

“Emerging” Students Only

Re-screen “Emerging” Students Only

Re-screen any student who

was “Emerging” in November in

any area

Kindergarten Phonological

Awareness Screen (Note: Full class

Phonological Awareness data to be submitted)

Ongoing: in-class assessment ‘check-ins’ and intervention for those students identified as emerging.



Oral Language: It is now understood that reading is a language-based skill. The development of oral language and literacy are connected. Students use their knowledge of language to read and write. Reading depends on the following oral language skills, phonology, semantics, morphology, syntax and pragmatics. Oral language is the foundation on which reading is developed, and it supports children as they develop their reading skills.

Oral Language Checklist Procedure: 1. Refer to the Oral Language Checklist on the next page and use as a guideline for observation of oral

language on a daily basis. 2. When enough information has been gathered, complete the checklist for each student. 3. If a student appears to be At Risk in any of the items, pay closer attention to the student’s oral language

skills in that item over a concentrated period of time. 4. Use the results of the checklists to inform instructional practice and guide learning activities for your

students. 5. For further achievement indicators, refer to the current B.C. Ministry of Education, K-7, English

Language Arts, Performance Standards – Oral Language. 6. Teachers have found success in completing this checklist while students are engaged in learning

activities.

Oral Language Guide to Interpreting the Oral Language Checklist: One to Two Concerns on the entire oral language checklist.

1. Not considered to be “emerging” yet. 2. Pay closer attention to the student’s oral language skills over a concentrated period of time (eg: one

week). 3. Use the results of the checklists to inform instructional goals and guide learning activities for your

students.

Three Concerns on the entire oral language checklist.

1. Considered to be “emerging” in oral language development. 2. Will require supplemental intervention in oral language development specific to the identified item on

the oral language checklist. 3. Use the results of the checklists to inform instructional goals and guide learning activities for your

students.

More Than Three Concerns on the entire oral language checklist.

1. Considered to be “emerging” in oral language development. 2. Students will most likely require supplemental intervention by a specialist. 3. Consult with the school-based team about your concerns regarding the oral language development of the

student.


Specific Social Language Concern:

1. If a student has no areas of concern in receptive and expressive language, but at least one area of concern in social language, this is a possible indication of a behavior-based concern.

2. Refer to the Social Responsibility Performance Standard Quick Scale to confirm your evaluation. 3. If additional support is required in the area of social language consult with the school-based team about

your concerns.

Adapted from School District No. 23 (Central Okanagan), Early Learning Profile, 2012.

Snapshot Performance Target Proficient 0 to 2 concerns (No, not a concern in language, yet may want to teach to

areas of concern.) Developing 3 concerns (Yes, a concern in language, teach to areas of concern.) Emerging (*At Risk) > 3 concerns

(Yes, a concern in language, consult a SLP.)



*Note: Any “yes” that has been identified should be carefully considered. You may wish to consult your SLP (Speech/Language Pathologist) for further information.

Proficient 0 to 2 concerns (No, not a concern in language, yet may want to teach to areas of concern.)

Developing 3 concerns (Yes, a concern in language, teach to areas of concern.) Emerging > 3 concerns (Yes, a concern in language, consult a SLP.)

From School District No. 23 (Central Okanagan), Early Learning Profile, 201

Student Name: K – Oct K – May Gr.1- Sept Gr.1- May Gr. 2-Sept Gr.2- May Gr.3- Sept Gr.3- May

Date: concern concern concern concern concern concern concern concern Receptive no yes no yes no yes no yes no yes no yes no yes no yes Understands classroom language and follows classroom routines

Understands vocabulary specific to subject and situation

Follows oral directions

Expressive Shares personal experiences and feelings related to classroom topics and book discussions

Speaks fluently and with expression (prosody)

Asks appropriate questions

Can retell aspects of a story and give information about a topic

Uses language to explain, inquire and compare

Uses speech that is understandable –produces speech sounds correctly (e.g. articulation)

Uses appropriate sentence structure (e.g. grammar)

Uses appropriate vocabulary for subject and situation

Social Is an active participant in classroom language activities

Understands and uses appropriate social conventions for conversations when listening and speaking

Ignores distractions and stays focused during listening activities


Kindergarten Phonological Awareness Screen Purposes:

To determine if a student can:

• Determine that sentences are made up of words• Repeat a sentence• Distinguish and produce rhymes.• Identify initial, final and medial sounds in common words.• Blend words from syllables and phonemes.• Segment a sentence of one-syllable words, segment words into syllables and segment words into

phonemes.• Delete one word from a compound word and one phoneme from a word.


• Identify rhyming words in simple poems and songs.• Auditorily discriminate and orally manipulate sounds to decode unknown words (isolating, blending,

segmenting, including substituting, deleting and adding sounds).

Procedure:

Before using the phonological awareness section of the Early Success Screen (ESS) with individual students, demonstrate the process with your whole class.

1. Practice segmenting together.2. Demonstrate isolating phonemes using three unifix cubes.3. Students must be screened in a quiet place because this is an auditory task. Prepare an area free of noise,

have the unifix cubes ready along with a copy of the Phonological Awareness section of the ESS studentbooklet.

4. At a later date rescreen only the sections where a student has received three or less. (A four or five isconsidered a pass and does not warrant rescreening).

5. Fill in the results on the Kindergarten Phonological Awareness Summary sheet and place in yourstudent’s literacy file.

Phonological Awareness Snapshot K-3

Snapshot Performance Target Proficient 0 - 1 wrong in two or less subsets Developing 2 or more wrong in two or more subsets Emerging (“At Risk”) 3 or more wrong in two or more subsets


Kindergarten Phonological Awareness 1. Identifying Rhymes

a. Directions: “Rhyming words sound the same at the end. I’m going to say two words and ask you if they rhyme. Listen carefully.”

b. Demonstration Item: “Fan rhymes with man. Do fan and boy rhyme?” c. Additional Demonstration Items: mitt/fit, mitt/bit, mitt/hen

Stimulus Response + / - 1. book/look 2. fun/run 3. ring/sat 4. box/yes 5. fish/dish TOTAL /5

2. Producing Rhymes a. Directions: “I’m going to say a word and I want you to tell me a word that rhymes with it. Listen

carefully.” Nonsense rhymes are acceptable. b. Demonstration Item: “Bit rhymes with sit. Tell me a word that rhymes with can”. c. Additional Demonstration Items: miss, log

Stimulus Response + / - 1. cat 2. pot 3. tame 4. wrinkle 5. brother TOTAL /5


3. Isolating Initial Soundsa. Directions: “We are going to play a listening game. You will need to listen very carefully to the

sound at the beginning of the word I say.”b. Demonstration Item: “What sound do you hear at the beginning of leg? (If the student does not

answer “l”, repeat the word and draw out the “l” sound. If the student is still unsuccessful, repeatagain, isolating the “l” sound even more.) “Now listen for the sound at the beginning of someother words."

Response 1. What sound do you hear at the beginning offire?

“f”

2. What sound do you hear at the beginning ofsick?

“s”

3. What sound do you hear at the beginning ofmouth?

“m”

4. What sound do you hear at the beginning oftall?

“t”

5. What sound do you hear at the beginning ofgas?

“g”

Total: /5 NOTE: Letter name is not a correct response. Prompt student to give the sound.

4. Isolating Final Soundsa. Directions: “Now I am going to say some more words, but this time you will need to listen very

carefully to the sound at the end of the words I say.”b. Demonstration Item: “What sound do you hear at the end of house? (If the student does not

answer “s”, repeat the word ‘house’ and draw out the “s” sound. If s/he is still unsuccessful,repeat again, isolating the “s” sound even more.) “Now listen for the sound at the end of someother words.”

Response 1. What sound do you hear at the end of sheep? “p” 2. What sound do you hear at the end of rain? “n” 3. What sound do you hear at the end of book? “k” 4. What sound do you hear at the end of ball? “l” 5. What sound do you hear at the end of chair? “r”

TOTAL /5 NOTE: Letter name is not a correct response. Prompt student to give the sound.


5. Blending Syllables a. Directions: “I’m going to say some words one sound at a time. Your job is to listen and say the

words the right way.” b. Demonstration: “If I say ‘rein (pause for one second) deer’ you would say ‘reindeer.” If I say

‘bed (pause) room’ you would say…” Wait for the child to answer. Say “bedroom” if they don’t say it.

c. Additional Demonstration Items: suit…case (suitcase), snow…man (snowman)

Stimulus Response Stimulus Response

1. birth day 4. mo ther

2. air plane 5. s ing

3. pen cil 6. m uch

TOTAL /6

6. Blending Sounds 7. Directions: “Here are some pictures: leg, can, lip, fan. I am going to say the word, one sound at a

time again, and you show me which word I said.” 8. After picture support items 1-3 say, “Now just tell me what I am saying.”

NOTE: Articulation errors are not counted as incorrect, i.e., if child says /w/i/p/ instead of /l/i/p/ they still get a point. Letter name is not a correct response. Prompt student to give the sound.

Stimulus Response Stimulus Response

1. l i p 4. f i sh

2. f a n 5. s oa p

3. I e g 6. m i ss

TOTAL /6

“Emerging/At Risk”: Three or more wrong in two or more subsets OR a 0 in one subset.

Consider: combination of scores. When in doubt, identify as “Emerging/At Risk”.


Letter Association (Optional)

Directions For Letter Association:

It is not sufficient to say that a child knows ‘a few letters’. A child’s learning should take into account exactly what he/she knows.

To introduce the task:

• What do you call these? • Can you find some that you know?

Pointing to each letter in horizontal lines:

• What is this one? If a child does not respond:

Use one or more of these questions and try to avoid bias towards any one of them.

• Do you know its name? • What sound does it make? • Do you know a word that starts like that? (If child names a word with the correct initial sound, for

example f = [phone], consider it a correct response.)

Then moving to other letters:

• What is this? • And this?

If the child hesitates, start with the first letter of his name and then go to the first line.

Point to every letter in turn working across the lines. Use a masking card if necessary.

Scoring the record:

• Use the Letter Identification Score Sheet and mark the A column for an alphabetical response, the S column for sound, or the Word column for a word beginning with that letter. Record what the student says when the response is incorrect in the I.R. column (for Incorrect Response).

Score as correct:

• An alphabet name. • A sound that is acceptable for that letter. • A response which says “…it begins like…” giving a word for which that sound is the initial letter. • Find the subtotals for each kind of response – alphabetical, sound and word beginning. • Total the student’s score adding all three types of response together and consult the table (bottom of the

Letter Association Score Sheet) for the appropriate age group.


Letter Association

P S G M O Z

H A Q N W Y

U B J D F E

R X I T K C

L V

p s g m o z

h a q n w y

u b j g f e

r x i t k c

l v a d


Letter Association Score Sheet

School: Grade:

Name: Birthdate: Age:

Recorder: Date: Test Score:

A S Word I.R. A S Word I.R. Confusions: P p S s G g M m O o Z z H h Letters Unknown: A a Q q N n W w Y y U u Comments: B b J j D d F f E e R r X x Recording:

A – Alphabet response: check mark S – Letter sounds response: check mark Word – Record the word the child gives I.R. – Incorrect response: Record what child says

I i T t K k C c L l V v a g

Totals: Total Score: *A student is “emerging/at risk” if the student scores 30 or below in May of Kindergarten.


Concepts of Print Screen (Optional)

Name: Date: Teacher Questions: Before reading, say to the child: Mark (✓)

- Show me the front of the book. - Show me the back of the book. - Show me the title. - Which page do we read first? - Where does it tell the story? - Where do we start reading? -Which way do we go when we’re reading? - Where do we go when we get to the end of a line?

Total: /8 Clay, M. (1993) An Observation Survey, Heinemann

“Emerging/At Risk”: 4 incorrect or below


Kindergarten Class Profile (for teacher use only) Class/Teacher: School: September November

Student Name

Gen

der M

/F

Abo

rigin

al

Ora

l Lan

guag

e C

heck

list

Iden

tifyi

ng

Rhy

mes

Rhy

me

Prod

uctio

n

Isol

atin

g In

itial

So

unds

Isol

atin

g Fi

nal

Soun

ds

Ble

ndin

g Sy

llabl

es

Ble

ndin

g So

unds

Ove

rall

Phon

olog

ical

A

war

enes

s Sc

ore

Record scores /5 for each subset. Emerging (at-risk) or

Proficient


Kindergarten Class Profile (for teacher use only) Class/Teacher:

School: February Pre-reporting Check-in May

Student Name

Record any re-screens of students at risk in one or more areas in November

Ora

l Lan

guag

e C

heck

list

Rhy

me

Iden

tific

atio

n

Rhy

me

Prod

uctio

n

Isol

atin

g In

itial

So

unds

Isol

atin

g Fi

nal

Soun

ds

Ble

ndin

g Sy

llabl

es

Ble

ndin

g So

unds

Ove

rall

Phon

olog

ical

A

war

enes

s Sco

re

Record scores /5 for each subset Emerging (at-risk) or

Proficient


EARLY SUCCESS SCREEN: Grade One Student Package



Grade One Early Success Screening and Intervention Timeline

PM Benchmark Instructional Reading Levels for SD No. 79

• Note: Levels 27 & 28 are Grade 4 instructional reading levels (PM Benchmark) • Levels 29 & 30 are Grade 5 instructional reading levels (PM Benchmark)

September October November December February Pre-reporting Check-in

April May Class Profile Sheet Due

Entire Class: Entire Class: Entire Class:

Entire Class: Entire Class:

Entire Class:


Developmental Spelling or “Words Their Way”

Writing Sample (suggestion: journal page)

Letter Association: (All letter names and sounds should be mastered)

Writing Sample: (Optional. Suggestion: journal page)

District Wide Write


Phonological Awareness Grade One Screen

San Diego Quick Scale: Word Recognition Test: can use to initiate Benchmarking (Optional)

Benchmark/ Running Record



“Emerging/At Risk” Students:



Oral Language Checklist *Full Class data to be submitted

If “emerging/at risk” or difficulties occur also use the Kindergarten Phonological Awareness Screen

Re-screen Phonological Awareness (Grade one and/or Kindergarten screen)

Re-screen “emerging/at risk” students in Phonological Awareness (Grade one and or Kindergarten screen) *Full class data to be submitted

Ongoing: in-class assessment ‘check-ins’ and intervention for those students identified as emerging/at risk.

New Students:

Kindergarten Phonological Screen


Oral Language


Oral Language Checklist Procedure:

1. Refer to the Oral Language Checklist on the next page and use as a guideline for observation of oral language on a daily basis.

2. When enough information has been gathered, complete the checklist for each student (timeline – January)

3. If a student appears to be emerging/at risk in any of the items, pay closer attention to the student’s oral language skills in that item over a concentrated period of time (one week).

4. Use the results of the checklists to inform instructional practice and guide learning activities for your students.

5. For further achievement indicators, refer to the current B.C. Ministry of Education, K-7, English Language Arts Performance Standards – Oral Language.

Oral Language Guide to Interpreting the Oral Language Checklist:

One to two concerns on the entire oral language checklist.

1. Not considered to be “emerging/at risk” yet. 2. Pay closer attention to the student’s oral language skills over a concentrated period of time (eg: one


students.

Three concerns on the entire oral language checklist.

1. Considered to be “emerging/at risk” in oral language development. 2. Will require supplemental intervention in oral language development specific to the identified item on


students.

More than three concerns on the entire oral language checklist.

1. Considered to be “emerging/at risk” in oral language development. 2. Students will most likely require supplemental intervention by a specialist. 3. Consult with the school-based team about your concerns regarding the oral language development of

the student.





your concerns.

Snapshot Performance Target Proficient 0 to 2 concerns (No, not a concern in language, yet

may want to teach to areas of concern.) Developing 3 concerns (Yes, a concern in language, teach to

areas of concern.) Emerging (*At Risk) > 3 concerns

(Yes, a concern in language, consult a SLP.) Adapted from: School District No. 23 (Central Okanagan), Early Learning Profile, 2012.


Oral Language Checklist Student Name: K – Oct K – May Gr.1- Sept Gr.1- May Gr. 2-Sept Gr.2- May Gr.3- Sept Gr.3- May












Social

Is an active participant in classroom language activities



*Note: Any “yes” that has been identified should be carefully considered. You may wish to consult your SLP (Speech/Language Pathologist) for further information. Proficient 0 to 2 concerns (No, not a concern in language, yet may want to teach to

areas of concern.) Developing 3 concerns (Yes, a concern in language, teach to areas of concern.) Emerging > 3 concerns (Yes, a concern in language, consult a SLP.)

From School District No. 23 (Central Okanagan), Early Learning Profile, 2012


Phonological Awareness Screen Purposes:

1. To determine if a student can: a. Distinguish and produce rhymes. b. Identify initial, final and medial sounds in common words. c. Blend words from syllables and phonemes. d. Segment a sentence of one syllable words, segment words into syllables and segment words into

phonemes. e. Delete one word from a compound word and one phoneme from a word.

2. Achievement Indicators: a. Identify rhyming words in simple poems and songs. b. Auditorily discriminate and orally manipulate sounds to decode unknown words (isolating,

blending, segmenting, including substituting, deleting and adding sounds).

Procedure:

Before using the phonemic awareness section of the Early Success Screen (ESS) with individual students, demonstrate the process with your whole class.

• Practice segmenting together. • Demonstrate isolating phonemes using three unifix cubes. • Students must be screened in a quiet place because this is an auditory task. Prepare an area free of noise,

have the unifix cubes ready along with a copy of the Phonological Awareness section of the ESS student booklet.

• At a later date rescreen only the sections where a student has received 3 or less. (A 4/5 is considered a pass and does not warrant rescreening).

• Fill in the results on the Grade One Phonological Awareness Summary sheet and place in your student’s literacy file.

• For students who have never been screened in phonological awareness, the kindergarten section is included.


Performance Target

Proficient 0 - 1 wrong in two or less subsets Developing 2 or more wrong in two or more subsets Emerging (“At Risk”) 3 or more wrong in two or more subsets


Grade One Phonological Awareness Screen

Segmenting Syllables/Compound Words

Directions: “I will say a word and I want you to tap one time for each part of the word”“ ba-na-na” Teacher should demonstrate by tapping on arm for each part of the word. Stimulus Response Screen 1 Screen 2 1. cowboy cow-boy 2. baseball base-ball 3. computer com-pu-ter 4. watermelon wa-ter-me-lon 5. refrigerator re-frig-er-a-tor

Total /5 /5

Isolating Final Phoneme/Sound

Materials: three unifix blocks – two the same colour. Place the three blocks in a row with different coloured block at the end.

Directions: “I’m going to say a word and ask you to tell me the end or last sound of the word. Listen carefully.”

Demonstration Item: Say “cat.” Then ask, “What sound is at the end of the word cat?” Point to the last block.

Additional Demonstration Items: dog mouse

Stimulus

Screen 1 Screen 2 Response +/0 Response +/0

1. mat 2. fan 3. fish 4. ball 5. book

Total /5 /5

If Kindergarten Phonological Awareness data is not available please administer the kindergarten screen first then proceed to the Grade One Phonological Awareness Screen.


Blending Phonemes

Directions: “I will say the parts of a word and you tell me the word.” Eg: “c-a-t / d-o-g / b-l-ue”

Stimulus

Screen 1 Screen 2 Response +/0 Response +/0

1. b-oy 2. m-a-p 3. p-o-p 4. t-a-p 5. c-l-ea-n

Total /5 /5 Segmenting Phonemes

Directions: “I will say a word and I want you to say each sound in the word.” “cat” Teacher should demonstrate by saying each phoneme. (c-a-t)

Stimulus Response Screen 1 Screen 2 1. me m - e 2. go g – o 3. bit b – i – t 4. clap c – l – a - p 5. plant p – l – a- n – t

Total /5 /5 Deleting Phonemes

Directions: Listen - I will say a word and then leave out one of its parts. “Cat”. Now I’ll leave out “c”. What is left is “at”. Now you try: Say, “bat”. Now say it again but don’t say “b”. (Answer: “at”). Say “black”. Now say it again but don’t say “l”. (Answer: “back”)

Stimulus

Response Screen 1 Screen 2

1. Say pat Say it again, but don’t say “p” at 2. Say chin Say it again, but don’t say “ch” in 3. Say slip Say it again, but don’t say “l” sip 4. Say meat Say it again, but don’t say “t” me 5. Say box Say it again, but don’t say “b” ox

Total /5 /5


Substitute Medial Sounds

Materials: three unifix blocks – two the same colour. Place the three blocks in a row with different coloured block at the end.

Directions: “I’m going to say a word and ask you to tell me the middle sound of the word. Listen carefully.”

Demonstration item: Say “lid.” Then ask, “What sound is in the middle of the word lid?” Point to the middle block. Say it again, but this time change the middle sound to /a/. lad

Stimulus

Response Screen 1 Screen 2

1. Say pit Say it again, but change “i” to “o”

pot

2. Say bit Say it again, but now change “i” to “a”

bat

3. Say man Say it again, but now change “a” to “oo”

moon

4. Say bank Say it again, but now change “ank” to “ark”

bark

5. Say mat Say it again, but now change “at” to “an”

man

Total /5 /5

“Emerging/At Risk”: three or more wrong in two or more subsets OR a 0 in one subset.

Consider: combination of scores. When in doubt, use professional judgment.


Letter Association

Directions For Letter Association:

It is not sufficient to say that a child knows ‘a few letters’. A child’s learning should take into account exactly what he/she knows.

To introduce the task: • What do you call these? • Can you find some that you know?

Pointing to each letter in horizontal lines: • What is this one?

If a child does not respond: Use one or more of these questions and try to avoid bias towards any one of them.

• Do you know its name? • What sound does it make? • Do you know a word that starts like that? (If child names a word with the correct initial sound, for

example f = [phone], consider it a correct response.)

Then moving to other letters:

• What is this? • And this?

If the child hesitates, start with the first letter of his name and then go to the first line.

Point to every letter in turn working across the lines. Use a masking card if necessary.

Scoring the record: • Use the Letter Identification Score Sheet and mark the A column for an alphabetical response, the S

column for sound, or the Word column for a word beginning with that letter. Record what the student says when the response is incorrect in the I.R. column (for Incorrect Response).

Score as correct: • An alphabet name. • A sound that is acceptable for that letter. • A response which says “…it begins like…” giving a word for which that letter is the initial letter. • Find the subtotals for each kind of response – alphabetical, sound and word beginning. • Total the student’s score adding all three types of response together and consult the table (bottom of the

Letter Association Score Sheet) for the appropriate age group.


Letter Association

P S G M O Z

H A Q N W Y

U B J D F E

R X I T K C

L V

p s g m o z

h a q n w y

u b j g f e

r x i t k c

l v a d Clay, M. (1993) An Observation Survey, Heinemann


Letter Association Score Sheet School: Grade:

Name: Birthdate: Age:

Recorder: Date: Test Score:

A S Word I.R. A S Word I.R. Confusions: P p S s G g M m O o Z z H h Letters Unknown: A a Q q N n W w Y y U u Comments: B b J j D d F f E e R r X x Recording:

A – Alphabet response: check mark S – Letter sounds response: check mark Word – Record the word the child gives I.R. – Incorrect response: Record what child says

I i T t K k C c L l V v a g

Totals: Total Score: Clay, M. (1993) An Observation Survey, Heinemann

“Emerging/At Risk” in Grade One if not all letter associations are known by December.


Developmental Spelling Test (DST) (May use “Words Their Way” in place of DST)

Directions:

1. Copy the DST form from the next page. 2. Say to the class:

a. Here are the letters of the alphabet (point to the letters across the top of the spelling paper.) b. I am going to say some words and I want you to write them, but wait until I tell you where. c. Just do the best you can. d. First, put your finger on number one.

Note:

• Make sure the student is on the right number. • Encourage each student to put something down for each word. • If the student simply cannot write down anything, allow him to draw a line next to the number.

1. lap………..The baby was on her mother’s lap……………...lap

2. sick……….The child was too sick to go to school…………sick

3. pretty……..The girl had on a pretty dress…………………..pretty

4. elephant…..We saw the elephant a the zoo…………………elephant

5. train………We took the train to our grandmother’s house…train

6. hunt………On Easter, we hunt for eggs…………………….hunt

7. street………It is dangerous to play in the street…………….street

8. kissed…….The boy kissed his mother goodnight…………..kissed

9. order………Please order me a hamburger…………………..order

10. snowing……When it is snowing, we wear boots……………snowing



Name: Date: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z a b c d e f g h i j k l m n o p q r s t u v w x y z

1. 6.

2. 7.

3.

8.

4. 9.

5. 10.

Scoring Sample: The DST is out of 60. If a student scores 45/60 move the decimal point to left for final score. (Please refer to pg.23 on how to score student responses)

For Example: 45/60 = 4.5 OR 55/60 = 5.5


Developmental Spelling Test Class Record Sheet

School: Division:

a b c d e f g h i j k l m n o p q r s t u v w x y z

Name September February (optional) May


Developmental Spelling Test and Words Their Way Comparison Chart:

End of Grade Level Targets

Minimal Level

Target Level

Developmental Level

Words Their Way

Level

September of

Grade 1 <3.0 3.5 Semi-phonetic III Emergent

May of Grade 1 <4.0 4.5 Phonetic Letter-Name

May of Grade 2 <4.5 5.0 Phonetic-Transitional


May of Grade 3 <5.0 5.5 Transitional Late Within-Word Pattern

Performance Target

May of Gr. 1 May of Gr. 2 May of Gr. 3 Standard



<4.0 <4.5 <5.0 1. Emerging/ At Risk

4.0-4.2 4.5-4.9 5.0-5.4 2. Developing

4.3-4.5 5.0-5.4 5.5-5.8 3. Proficient

4.6-6.0 5.5-6.0 5.9-6.0 4. Extending

Performance Target

May of Gr. 1 May of Gr. 2 May of Gr. 3 Snapshot

Words Their Way

(Primary Inventory)

(Adapted from Bear, Invernizzi, Templeton

& Johnston, 2011)

Emergent

<16

Middle to Late Letter Name Alphabetic

<26


44-49

1. Emerging/At Risk

Early Letter Name-Alphabetic

16-21


26-31


50-61

2. Developing

Middle Letter Name-Alphabetic

22-26


Pattern

32-43


Pattern

62-76

3. Proficient

Late Letter Name-Alphabetic

>26


>44


>76

4. Extending


The San Diego Quick Word Recognition Assessment

Purpose of the San Diego Quick Reading Assessment is to be used as a starting point prior to Benchmarking. This screen will assess where a teacher may begin (book level) when using a Benchmarking resource.

Administering the Test:

1. Have the student read aloud each word from the list at least two years below their grade. If the student misses any words, go to the easier lists until they make no errors. This is their base reading level.

2. Have the student read each subsequent list in sequence. Record incorrect responses. Be sure to have the student read every word so you can determine his decoding strategies.

3. Continue the assessment until the student misses at least three words on one of the lists.

Scoring the Test: Use the assessment results to identify the student’s independent (no more then one error on a list), instructional (two errors on a list), and frustrational (three or more errors) levels.


San Diego Quick Word Recognition List

Name: Date:

Pre-Primer Primer Grade 1 Grade 2 Grade 3 Grade 4

PM Levels: 1-5

PM Levels:

6-8

PM Levels: 9-17

PM Levels: 18-22

PM Levels: 23-27

PM Levels: 27-28

see you road our city decided

play come live please middle served

me not thank myself moment amazed

at with when town frightened silent

run jump bigger early exclaimed wrecked

go help how send several improved

and is always wide lonely certainly

look work night believe draw entered

can are spring quietly since realized

here this today carefully straight interrupted The Journal of Reading





Administering PM Benchmark

(From: nelsonprimary.com (2013))

1. Select a text at the student’s instructional level (90-95% accuracy) based on the San Diego Word Recognition results or data from the student’s previous teacher.

2. Introduce the book with the PM Benchmark script. 3. Read the title of the book and the book introduction to the student. 4. Do a picture walk through the book with the student and elicit information and encourage conversation

about the pictures. 5. Ask the student to read the book aloud reading the text without interruption. While the student is

reading, use the standard coding conventions in the PM Benchmark manual to complete a reading record.

6. Have the student retell the story. 7. If you require more comprehension information, probe for further analysis. 8. Score the reading record including:

a. Number of errors b. Self-corrections c. Total errors d. Accuracy rate

9. Analyze the student’s reading behaviours: a. Visual or graphophonic cues – “looks right?” b. Meaning or semantic cues – “makes sense?” c. Structure or syntactic cues – “sounds right?”

Adapted from: School District No. 23, Early Learning Profile.


Record of Retelling (Optional)

Name: Date: Grade: Teacher:

Independent 1:100 = 99% 1:50- = 98% 1:35 – 95% 1:25 = 96% 1:20 = 95% Instructional 1:17 = 94 % 1:14 – 93% 1:12:5 = 92% 1:11.75 = 91% 1:10 = 90% Frustration 1:9 = 89% 1:8 = 87.5% 1:7 = 85.5% 1:6 = 83% 1:5 = 80%

Prediction: -----------------------1è------------------------------------2è---------------------------------------3è--------------------------------------4è---------------------------------- gathers limited information gathers some information connects 1 or 2 events connects events without prompting

Fluency and Rate: ----------------------1è------------------------------------2è----------------------------------------3è--------------------------------------4è---------------------------------- word by word/disjointed word by word w. some phrases mostly longer phrases/adequate rate adjusts rate accordingly

Expression: ----------------------1è----------------------------------------2è--------------------------------------------3è-----------------------------------------4è---------------------------------- no expression/monotone some expression/some punctuation expression & punctuation most of the time adjusts expression & uses punctuation

Book Title: Retell: Response: Why did you choose this story? What did you like about this story? What does this story make you think of? Making Connections: p personal experience p media or events p other literature p other

Comprehension Grid: adapted from DRA Kit Very Little Comprehension (NYW)

6 7 8 9

Some Comprehension (Approaching)

10 11 12 13 14 15

Adequate Comprehension (Meets)

16 17 18 19 20 21

Very Good Comprehension (Exceeds)

22 23 24

1 Tells 1 or 2 events or key facts 2 Tells some of the events or key facts 3 Mostly tells many events in sequence or tells many key facts

4 Tells most events in sequence or tells most key facts

1 Includes few or no important details 2 Includes some important details 3 Includes many important details 4 Includes most important details and key vocabulary

1 Refers to 1 or 2 characters or topics using he, she, it, they

2 Refers to 1 or 2 characters as boy, girl, dog

3 Refers to many characters or topics by proper name (Ben, Giant, Monkey)

4 Refers to characters by specific name (Old Ben Bailey, green turtle)

1 Responds with incorrect information to questioning

2 Responds with some misunderstanding 3 Literal interpretation 4 Responds with interpretation that

reflects higher level thinking

1 Provides limited or no response 2 Provides some response to teacher questions and prompts

3 Provides adequate response to teacher questions and prompts

4 Provides insightful responses to teacher prompts or no prompts

1 Requires many questions or prompts 2 Requires 4 or 5 questions or prompts 3 Requires 2 or 3 questions or prompts 4 Requires 1 or no questions or prompts

Errors + Self Corrections = _____ = 1: ____ divided by S.C.


Reading Levels

Level Word Reading

Accuracy

Comprehension

Independent

The independent reading level is the level at which a student can read comfortably with ease

and understanding and without assistance.

≥ 95%

AND

• 90% or higher • Proficient to advanced on

retelling • Advanced in

comprehension

(refer to BC Performance Standards)

Instructional The instructional reading level is the level at which a student can read WITH the teacher’s assistance. Material at the instructional level should be used for teaching strategies in class

with support.

90-95%

AND

• 80% or higher • Instructional to proficient

on retelling • Independent in

comprehension (refer to BC Performance Standards)

Frustration The frustration level is the level at which a

student is UNABLE to read adequately because the text is too difficult. Finger tracking or signs

of nervousness often accompany reading.

<90%

AND

• Below 80% • Intervention to

instructional on retelling • Intervention in

comprehension

Roe & Burns, (2011), Allington, (2009)

PM Benchmark Instructional Reading Levels for SD No. 79 Grade 1 Grade 2 Grade 3

Emerging Developing Proficient Extending Emerging Developing Proficient Extending


Term 1 <2 2-4 5-8 >8 <13 13-15 16-18 >18 <20 20-21 22-23 >23 Term 2 <7 7-10 11-13 >13 <16 16-17 18-20 >20 <22 22-23 24-25 >25 Term 3 <10 10-13 14-17 >17 <18 18-20 21-22 >22 <23 23-24 25-27 >27

Note: Levels 27 & 28 are Grade 4 instructional reading levels (PM Benchmark) Levels 29 & 30 are Grade 5 instructional reading levels (PM Benchmark)

Reading levels are determined using a familiar text (warm read)


Grade One Class Profile (for teacher use only) Class/Teacher School: September OCT/NOV/DEC

Student Name

Gen

der M

/F

Abo

rigin

al Y

/N

Ora

l Lan

guag

e C

heck

list

Segm

entin

g Sy

llabl

es/

Com

poun

d W

ords

Isol

atin

g Fi

nal

Phon

eme

Soun

ds

Ble

ndin

g Ph

onem

es

Segm

entin

g Ph

onem

es

Del

etin

g Ph

onem

es

Subs

titut

e M

edia

l So

unds

Ove

rall

Phon

olog

ical

Sco

re

DST

/Wor

ds T

heir

Way

Rea

ding

Ben

chm

ark

Writ

ing

Sam

ple

Lette

r Ass

ocia

tion

Record scores /5 for each subset Record as Emerging or Proficient


Grade One Class Profile (for teacher use only) Class/Teacher:

School February Pre-reporting Check-in May

Student Name Record any re-screens of students at risk in one or more areas in November

DST

/Wor

ds

Thei

r Way

Ben

chm

ark/

Run

ning

Rec

ord

Ora

l Lan

guag

e C

heck

list

Isol

atin

g Fi

nal

Phon

eme/

Sou

nd

Ble

ndin

g Ph

onem

es

Segm

entin

g Sy

llabl

es/

Com

poun

d W

ords

Segm

entin

g Ph

onem

es

Del

etin

g Ph

onem

es

Subs

titut

ing

Med

ial S

ound

s

Ove

rall

Phon

olog

ical

A

war

enes

s Sc

ore

Record scores /5 for each subset Record as Emerging or Proficient


This page has been intentionally left blank


EARLY SUCCESS SCREEN: Grade Two Student Package



Grade Two Early Success Screening and Intervention Timeline September October November February

Pre-reporting check-in

April May

Entire Class: Entire Class: Entire Class: Entire Class: Entire Class: Entire Class:


San Diego Quick Scale: Word Recognition Test: can use to initiate Benchmarking (Optional)

Reading Benchmark Instructional Level

District Wide Write (DWW) (Staple to back: Quick Scale Performance Standard)



Reading Benchmark Instructional Level: (level must blend: decoding, fluency and comprehension)

Writing Sample: (Optional. Suggestion: journal page)


District Wide Write (DWW)

“Emerging/At Risk”

Students:

“Emerging/At Risk

Students:



If the student is new, “emerging/at risk” or has difficulties screen using the G1 or K. Phonological Awareness Screen



Re-screen “emerging/at risk” students in Phonological Awareness (use G1 or K Phonological Awareness Screen

Re-screen Phonological Awareness

Oral Language Checklist *Full class data to be submitted

Ongoing: in class assessment “check-ins” and intervention for those students identified as being “emerging/at risk”


Emerging Developing Proficient Extending Emerging Developing Proficient Extending


Term 1 <2 2-4 5-8 >8 <13 13-15 16-18 >18 <20 20-21 22-23 >23 Term 2 <7 7-10 11-13 >13 <16 16-17 18-20 >20 <22 22-23 24-25 >25 Term 3 <10 10-13 14-17 >17 <18 18-20 21-22 >22 <23 23-24 25-27 >27



Oral Language


Oral Language Checklist Procedure: a) Refer to the Oral Language Checklist on the next page and use as a guideline for observation of oral

language on a daily basis.b) When enough information has been gathered, complete the checklist for each student (timeline –

January)c) If a student appears to be At Risk in any of the items, pay closer attention to the student’s oral language

skills in that item over a concentrated period of time (one week).d) Use the results of the checklists to inform instructional practice and guide learning activities for your

students.e) For further achievement indicators, refer to the current B.C. Ministry of Education, K-7, English

Language Arts, IRP – Oral Language.

Oral Language Guide to Interpreting the Oral Language Checklist:

One to Two Concerns on the entire oral language checklist. 1. Not considered to be “emerging/at risk” yet.2. Pay closer attention to the student’s oral language skills over a concentrated period of time (eg: one

week).3. Use the results of the checklists to inform instructional goals and guide learning activities for your

students.

Three Concerns on the entire oral language checklist. 1. Considered to be “emerging/at risk” in oral language development.2. Will require supplemental intervention in oral language development specific to the identified item on

the oral language checklist.3. Use the results of the checklists to inform instructional goals and guide learning activities for your

students.

More Than Three Concerns on the entire oral language checklist. 1. Considered to be “emerging/at risk” in oral language development.2. Students will most likely require supplemental intervention by a specialist.3. Consult with the school-based team about your concerns regarding the oral language development of the

student.





your concerns.

Oral Language Snapshot K-3 Performance Target Proficient 0 to 2 concerns (No, not a concern in language, yet may want to

teach to areas of concern.) Developing 3 concerns (Yes, a concern in language, teach to areas of

concern.) Emerging (*At Risk) > 3 concerns

(Yes, a concern in language, consult a SLP.) Adapted from: School District No. 23 (Central Okanagan), Early Learning Profile, 2012


Oral Language Checklist Student Name: K - Oct K -May Gr.1-Sept Gr.1-May Gr.2-Sept Gr.2-May Gr.3-Sept Gr.3-May












Social






Developing 3 concerns (Yes, a concern in language, teach to areas of concern.) Emerging > 3 concerns (Yes, a concern in language, consult a SLP.)

Adapted from: School District No. 23 (Central Okanagan), Early Learning Profile, 2012


Phonological Awareness Screen

Purposes:

To determine if a student can: • Distinguish and produce rhymes. • Identify initial, final and medial sounds in common words. • Blend words from syllables and phonemes. • Segment a sentence of one syllable words, segment words into syllables and segment words into

phonemes. • Delete one word from a compound word and one phoneme from a word.


• Identify rhyming words in simple poems and songs. • Auditorily discriminate and orally manipulate sounds to decode unknown words (isolating, blending,

segmenting, including substituting, deleting and adding sounds). Procedure: Before using the phonological awareness section of the Early Success Screen (ESS) with individual students, demonstrate the process with your whole class.


have the unifix cubes ready along with a copy of the Phonological Awareness section of the ESS student booklet.

• At a later date rescreen only the sections where a student has received 3 or less. (A 4/5 is considered a pass and does not warrant rescreening).

• Fill in the results on the Grade Two Phonological Awareness Summary sheet and place in your student’s literacy file.

• For students who have never been screened in phonological awareness, the kindergarten and grade one section are included.

Grade Two Phonological Awareness Step 1: If there is no data available from previous teachers or previous school begin screening using the Kindergarten Phonological Awareness screen and then proceed to the Grade One Phonological Awareness Screen.

Step 2: “Emerging/At Risk” students are re-screened based on their previous year’s data, starting with area of need.


Performance Target

Proficient 0 - 1 wrong in two or less subsets

Developing 2 or more wrong in two or more subsets

Emerging (“At Risk”) 3 or more wrong in two or more subsets


Developmental Spelling Test (DST) (May use “Words Their Way” in place of DST)

Directions:



Note:

• Make sure the student is on the right number. • Encourage each student to put something down for each word. • If the student simply cannot write down anything, allow him to draw a line next to the number.

1. lap………..The baby was on her mother’s lap……………...lap 2. sick……….The child was too sick to go to school…………sick 3. pretty……..The girl had on a pretty dress…………………..pretty 4. elephant…..We saw the elephant a the zoo…………………elephant 5. train………We took the train to our grandmother’s house…train 6. hunt………On Easter, we hunt for eggs…………………….hunt 7. street………It is dangerous to play in the street…………….street 8. kissed…….The boy kissed his mother goodnight…………..kissed 9. order………Please order me a hamburger…………………..order




Name: Date:

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z a b c d E f g h i j k l m n o p q r s t u v w x y z

1. 6.

2. 7.

3.

8.

4. 9.

5. 10.


For Example: 45/60 = 4.5 OR 55/60 = 5.5


Developmental Spelling Test (DST) Class Record Sheet

School: Division:

a b c d E f g h i j k l m n o p q r s t u v w x y z Name September February (Emerging) May


Developmental Spelling Test and Words Their Way Comparison Charts


Minimal Level

Target Level

Developmental Level

Words Their Way

Level

September of






Performance Target

May of Gr. 1 May of Gr. 2 May of Gr. 3 Standard




4.0-4.2 4.5-4.9 5.0-5.4 2. Developing

4.3-4.5 5.0-5.4 5.5-5.8 3. Proficient

4.6-6.0 5.5-6.0 5.9-6.0 4. Extending

Performance Target

May of Gr. 1 May of Gr. 2 May of Gr. 3 Snapshot

Words Their Way


Emergent

<16


<26


44-49

1. Emerging/At Risk


16-21


26-31


50-61

2. Developing


22-26


Pattern

32-43


Pattern

62-76

3. Proficient


>26


>44


>76

4. Extending

(Bear, Invernizzi, Templeton & Johnston, 2011)


The San Diego Quick Reading Assessment


1. Have the student read aloud each word from the list at least two years below their grade. If the studentmisses any words, go to the easier lists until they make no errors. This is their base reading level.

2. Have the student read each subsequent list in sequence. Record incorrect responses. Be sure to have thestudent read every word so you can determine his decoding strategies.


Scoring the Test: Use the assessment results to identify the student’s independent (no more then one error on a list), instructional (two errors on a list), and frustration (three or more errors) levels.



Name: Date:

Pre-Primer Primer Grade 1 Grade 2 Grade 3 Grade 4

PM Levels:

1-6

PM Levels:

6-8

PM Levels: 9-17

PM Levels: 18-22

PM Levels: 23-27 PM Levels: 27-28







and Is always wide lonely certainly









(From: nelsonprimary.com (2013))

1. Select a text at the student’s instructional level (90-95% accuracy) based on the word recognition results. 2. Introduce the book with the PM Benchmark script. 3. Read the title of the book and the book introduction to the student. 4. Do a picture walk through the book with the student and elicit information and encourage conversation


reading, use the standard coding convention in the PM Benchmark manual to complete a reading record. 6. Have the student retell the story. 7. If you require more comprehension information, probe for further analysis. 8. Score the reading record including:

a. Number of errors b. Self-corrections c. Total errors d. Accuracy rate

9. Analyze the student’s reading behaviours: a. Visual or graphophonic cues – “looks right?” b. Meaning or semantic cues – “makes sense?” c. Structure or syntactic cues – “sounds right?”

School District No. 23, Early Learning Profile.


Record of Retelling (optional)

Name: Date: Grade: Teacher: Independent 1:100 = 99% 1:50- = 98% 1:35 – 95% 1:25 = 96% 1:20 = 95% Instructional 1:17 = 94 % 1:14 – 93% 1:12:5 = 92% 1:11.75 = 91% 1:10 = 90% Frustration 1:9 = 89% 1:8 = 87.5% 1:7 = 85.5% 1:6 = 83% 1:5 = 80%

Prediction: -----------------------1è------------------------------------2è---------------------------------------3è--------------------------------------4è---------------------------------- gathers limited information gathers some information connects 1 or 2 events connects events without prompting

Fluency and Rate: ----------------------1è------------------------------------2è----------------------------------------3è--------------------------------------4è---------------------------------- word by word/disjointed word by word w. some phrases mostly longer phrases/adequate rate adjusts rate accordingly

Expression: ----------------------1è----------------------------------------2è--------------------------------------------3è-----------------------------------------4è---------------------------------- no expression/monotone some expression/some punctuation expression & punctuation most of the time adjusts expression & uses punctuation

Book Title: Retell: Response:

Why did you choose this story? What did you like about this story? What does this story make you think of? Making Connections: p personal experience p media or events p other literature p other


6 7 8 9


10 11 12 13 14 15


16 17 18 19 20 21


22 23 24

1 Tells 1 or 2 events or key facts 2 Tells some of the events or key facts 3 Mostly tells many events in sequence

or tells many key facts 4 Tells most events in sequence or tells

most key facts

1 Includes few or no important details 2 Includes some important details 3 Includes many important details 4 Includes most important details and

key vocabulary





1 Responds with incorrect information to questioning

2 Responds with some misunderstanding

3 Literal interpretation 4 Responds with interpretation that

reflects higher level thinking

1 Provides limited or no response 2 Provides some response to teacher

questions and prompts 3 Provides adequate response to

teacher questions and prompts 4 Provides insightful responses to

teacher prompts or no prompts

1 Requires many questions or prompts 2 Requires 4 or 5 questions or prompts 3 Requires 2 or 3 questions or prompts 4 Requires 1 or no questions or

prompts



Reading Levels

Level Word Reading Accuracy

Comprehension

Independent The independent reading level is the level at

which a student can read comfortably with ease and understanding and without assistance.

≥ 95% AND • 90% or higher• Proficient to advanced on

retelling• Advanced in

comprehension



with support.

90-95% AND • 80% or higher• Instructional to proficient

on retelling• Independent in

comprehension





<90% AND • Below 80%• Intervention to

instructional on retelling• Intervention in

comprehension



Emerging Developing Proficient Extending Emerging Developing Proficient Extending Emerging Developing Proficient Extending

Term 1 <2 2-4 5-8 >8 <13 13-15 16-18 >18 <20 20-21 22-23 >23Term 2 <7 7-10 11-13 >13 <16 16-17 18-20 >20 <22 22-23 24-25 >25Term 3 <10 10-13 14-17 >17 <18 18-20 21-22 >22 <23 23-24 25-27 >27


Reading levels are determined using a familiar text (warm read)


Grade Two Class Profile (for teacher use only) Class/Teacher: School:

September Oct. Nov. February Pre-reporting check-in Apr May

Student Name

Gen

der M

/F

Abo

rigin

al Y

/N

Ora

l Lan

guag

e C

heck

list

Wor

ds T

heir

Way

/ DST

Phon

olog

ical

A

war

enes

s

Dis

trict

Wid

e W

rite

Ben

chm

ark/

R

unni

ng

Rec

ord

Ben

chm

ark

/Run

ning

R

ecor

d

Ben

chm

ark/

R

unni

ng

Rec

ord

Wor

ds T

heir

Way

/DST

Phon

olog

ical

A

war

enes

s

Dis

trict

Wid

e W

rite

Wor

ds T

heir

Way

/ DST

Ben

chm

ark/

R

unni

ng

Rec

ord

Ora

l Lan

guag

e C

heck

list

Please record scores as Emerging, Developing, Proficient, Extending


EARLY SUCCESS SCREEN: Grade Three Student Package



Grade Three Early Success Screening and Intervention Timeline

September October November February Pre-reporting Check-in

April May

Entire Class: Entire Class: Entire Class: Entire Class: Entire Class: Entire Class:


San Diego Quick Scale: Word Recognition Test: can use to initiate Benchmarking (Optional).






Writing Sample: (Optional. Suggestion: Journal page)



“Emerging/At

Risk” Students: “Emerging/At Risk” Students:

“Emerging/At Risk” Students: “Emerging/At

Risk” Students:

If ‘emerging/at risk” or difficulties occur use the K/ G1 Phonological Awareness Screen


Re-screen Phonological Awareness

Re-screen Phonological Awareness *Full class data to be submitted


Oral Language Checklist *Full class data to be submitted

Ongoing: in-class assessment “check-ins” and intervention for those students identified as being emerging.


Emerging Developing Proficient Extending Emerg-ing

Developing

Proficient Extending

Emerg-ing

Developing Proficient Extending

Term 1

<2 2-4 5-8 >8 <13 13-15 16-18 >18 <20 20-21 22-23 >23

Term 2

<7 7-10 11-13 >13 <16 16-17 18-20 >20 <22 22-23 24-25 >25

Term 3

<10 10-13 14-17 >17 <18 18-20 21-22 >22 <23 23-24 25-27 >27



Oral Language


Oral Language Checklist Procedure:

1. Refer to the Oral Language Checklist on the next page and use as a guideline for observation of oral language on a daily basis.

2. When enough information has been gathered, complete the checklist for each student (timeline – January)

3. If a student appears to be Emerging/At Risk in any of the items, pay closer attention to the student’s oral language skills in that item over a concentrated period of time (one week).

4. Use the results of the checklists to inform instructional practice and guide learning activities for your students.

5. For further achievement indicators, refer to the current B.C. Ministry of Education, K-7, English Language Arts, IRP – Oral Language.

Oral Language Guide to Interpreting the Grade Two Oral Language Checklist:

One to Two Concerns on the entire oral language checklist.

1. Not considered to be “emerging/at risk” yet. 2. Pay closer attention to the student’s oral language skills over a concentrated period of time (eg: one


students. Three Concerns on the entire oral language checklist.

1. Considered to be “emerging/at risk” in oral language development. 2. Will require supplemental intervention in oral language development specific to the identified item on


students. More Than Three Concerns on the entire oral language checklist.

1. Considered to be “emerging/at risk” in oral language development. 2. Students will most likely require supplemental intervention by a specialist. 3. Consult with the school-based team about your concerns regarding the oral language development of the

student.





your concerns.

Oral Language Snapshot K-3

Performance Target


Developing 3 concerns (Yes, a concern in language, teach to areas of concern.)

Emerging (*At Risk)

> 3 concerns (Yes, a concern in language, consult a SLP.)

Adapted from: School District No. 23 (Central Okanagan), Early Learning Profile, 2012.


Oral Language Checklist Student Name: K - Oct K - May Gr.1- Sept. Gr.1- May Gr. 2-Sept. Gr.2- May Gr.3- Sept. Gr.3- May












Social






Developing 3 concerns (Yes, a concern in language, teach to areas of concern.) Emerging/at risk > 3 concerns (Yes, a concern in language, consult a SLP.)

Adapted from: School District No. 23 (Central Okanagan), Early Learning Profile, 2012


Phonological Awareness Screen (At Risk Students)

Purposes:

To determine if a student can: • Distinguish and produce rhymes. • Identify initial, final and medial sounds in common words. • Blend words from syllables and phonemes. • Segment a sentence of one syllable words, segment words into syllables and segment words into

phonemes. • Delete one word from a compound word and one phoneme from a word.

Achievement Indicators: • Identify rhyming words in simple poems and songs. • Auditorily discriminate and orally manipulate sounds to decode unknown words (isolating, blending,

segmenting, including substituting, deleting and adding sounds).

Procedure: Before using the phonological awareness section of the Early Success Screen (ESS) with individual students, demonstrate the process with your whole class.


have the unifix cubes ready along with a copy of the Phonemic Awareness section of the ESS student booklet.

• At a later date rescreen only the sections where a student has received three or less. (A four or a five is considered a pass and does not warrant rescreening).

• Fill in the results on the Grade Two Phonemic Awareness Summary sheet and place in your student’s literacy file.

Grade Three Phonological Awareness

Step 1: If there is no data available from previous teachers or previous school begin screening using the Kindergarten Phonological Awareness screen and then proceed to the Grade One Phonological Awareness Screen.

Step 2: “Emerging/At Risk” students are re-screened based on their previous year’s data, starting with area of need.


Performance Target





Developmental Spelling Test (DST)

Directions:



Note:

• Make sure the student is on the right number. • Encourage each student to put something down for each word. • If the student simply cannot write down anything, allow him/her to draw a line next to the number.

1. lap………..The baby was on her mother’s lap……………...lap

2. sick……….The child was too sick to go to school…………sick

3. pretty……..The girl had on a pretty dress…………………..pretty

4. elephant…..We saw the elephant a the zoo…………………elephant

5. train………We took the train to our grandmother’s house…train

6. hunt………On Easter, we hunt for eggs…………………….hunt

7. street………It is dangerous to play in the street…………….street

8. kissed…….The boy kissed his mother goodnight…………..kissed

9. order………Please order me a hamburger…………………..order




Name: Date: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z a b c d e f g h i j k l m n o p q r s t u v w x y z

1. 6.

2. 7.

3.

8.

4. 9.

5. 10.


For Example: 45/60 = 4.5 OR 55/60 = 5.5


Developmental Spelling Test Class Sheet

School: Division:

a b c d e f g h i j k l m n o p q r s t u v w x y z

Name September February (At Risk) May


Developmental Spelling Test and Words Their Way Comparison Chart


Minimal Level

Target Level

Developmental Level

Words Their Way

Level

September of






Performance

Target May of Gr. 1 May of Gr. 2 May of Gr. 3 Standard




4.0-4.2 4.5-4.9 5.0-5.4 2. Developing

4.3-4.5 5.0-5.4 5.5-5.8 3. Proficient

4.6-6.0 5.5-6.0 5.9-6.0 4. Extending

Performance

Target May of Gr. 1 May of Gr. 2 May of Gr. 3 Snapshot

Words Their Way


Emergent

<16


<26


44-49

1. Emerging/At Risk


16-21


26-31


50-61

2. Developing


22-26


Pattern

32-43


Pattern

62-76

3. Proficient


>26


>44


>76

4. Extending

(Bear, Invernizzi, Templeton & Johnston, 2011


The San Diego Quick Reading Assessment (Optional)


1. Have the student read aloud each word from the list at least two years below their grade. If the student misses any words, go to the easier lists until they make no errors. This is their base reading level.

2. Have the student read each subsequent list in sequence. Record incorrect responses. Be sure to have the student read every word so you can determine his decoding strategies.


Scoring the Test: Use the assessment results to identify the student’s independent (no more than one error on a list), instructional (two errors on a list), and frustration (three or more errors) levels.



Name: Date:

Pre-Primer Primer Grade 1 Grade 2 Grade 3 Grade 4 PM Levels:

1-5 PM Levels:

6-8 PM Levels:

9-17 PM Levels:

18-22 PM Levels:

23-27 PM Levels:

27-28







and is always wide lonely certainly









1. Select a text at the student’s instructional level (90-95% accuracy) based on the word recognition results. 2. Introduce the book with the PM Benchmark script. 3. Read the title of the book and the book introduction to the student. 4. Do a picture walk through the book with the student and elicit information and encourage conversation


reading, use the standard coding convention in the PM Benchmark manual to complete a reading record. 6. Have the student retell the story. 7. If you require more comprehension information, probe for further analysis. 8. Score the reading record including:

• Number of errors • Self-corrections • Total errors • Accuracy rate

9. Analyze the student’s reading behaviours: • Visual or graphophonic cues – “looks right?” • Meaning or semantic cues – “makes sense?” • Structure or syntactic cues – “sounds right?”

Adapted from: nelsonprimary.com and School District No. 23, Early Learning Profile.


Record of Retelling (optional)

Name: Date: Grade: Teacher:

Independent 1:100 = 99% 1:50- = 98% 1:35 – 95% 1:25 = 96% 1:20 = 95% Instructional 1:17 = 94 % 1:14 – 93% 1:12:5 = 92% 1:11.75 = 91% 1:10 = 90% Frustration 1:9 = 89% 1:8 = 87.5% 1:7 = 85.5% 1:6 = 83% 1:5 = 80%

Prediction: -----------------------1è----------------------------------------2è-------------------------------------------3è-----------------------------------------4è------------------------------- gathers limited information gathers some information connects 1 or 2 events connects events without prompting

Fluency and Rate: ----------------------1è----------------------------------------2è--------------------------------------------3è-----------------------------------------4è------------------------------- word by word/disjointed word by word w. some phrases mostly longer phrases/adequate rate adjusts rate accordingly

Expression: ----------------------1è----------------------------------------2è--------------------------------------------3è-----------------------------------------4è------------------------------- no expression/monotone some expression/some punctuation expression & punctuation most of the time adjusts expression & uses punctuation

Book Title: Retell: Response:

Why did you choose this story? What did you like about this story? What does this story make you think of? Making Connections: p personal experience p media or events p other literature p other


6 7 8 9


10 11 12 13 14 15


16 17 18 19 20 21


22 23 24

1 Tells 1 or 2 events or key facts 2 Tells some of the events or key facts 3 Mostly tells many events in sequence or tells many key facts

4 Tells most events in sequence or tells most key facts

1 Includes few or no important details 2 Includes some important details 3 Includes many important details 4 Includes most important details and key vocabulary





1 Responds with incorrect information to questioning 2 Responds with some misunderstanding 3 Literal interpretation

4 Responds with interpretation that reflects higher level thinking

1 Provides limited or no response 2 Provides some response to teacher questions and prompts

3 Provides adequate response to teacher questions and prompts

4 Provides insightful responses to teacher prompts or no prompts

1 Requires many questions or prompts 2 Requires 4 or 5 questions or prompts

3 Requires 2 or 3 questions or prompts 4 Requires 1 or no questions or

prompts



Reading Levels

Level

Word Reading

Accuracy

Comprehension

Independent

The independent reading level is the level at which a student can read comfortably with ease

and understanding and without assistance.

≥ 95%

AND

• 90% or higher • Proficient to advanced on

retelling • Advanced in

comprehension



with support.

90-95%

AND

• 80% or higher • Instructional to proficient

on retelling • Independent in

comprehension (refer to BC Performance Standards)




<90%

AND

• Below 80% • Intervention to

instructional on retelling • Intervention in

comprehension


PM Benchmark Instructional Reading Levels for SD No. 79

Grade 1 Grade 2 Grade 3 Emerging Developing Proficient Extending Emerging Developing Proficient Extending


Term 1 <2 2-4 5-8 >8 <13 13-15 16-18 >18 <20 20-21 22-23 >23 Term 2 <7 7-10 11-13 >13 <16 16-17 18-20 >20 <22 22-23 24-25 >25 Term 3 <10 10-13 14-17 >17 <18 18-20 21-22 >22 <23 23-24 25-27 >27


Reading levels are determined using a familiar text.


Grade Three Class Profile (for teacher use only) Class/Teacher: School:

September Oct. Nov. February Pre-reporting check-in Apr. May

Student Name

Gen

der M

/F

Abo

rigin

al Y

/N

Wor

ds T

heir

Way

/ DST

Ora

l Lan

guag

e C

heck

list

Phon

olog

ical

A

war

enes

s

Dis

trict

Wid

e W

rite

Ben

chm

ark/

R

unni

ng

Rec

ord

Ben

chm

ark/

R

unni

ng

Rec

ord

Ben

chm

ark/

R

unni

ng

Rec

ord

Wor

ds T

heir

Way

/DST

Phon

olog

ical

A

war

enes

s

Dis

trict

Wid

e W

rite

Wor

ds T

heir

Way

/ DST

Ben

chm

ark/

R

unni

ng

Rec

ord

Ora

l Lan

guag

e C

heck

list

Please record scores as Emerging, Developing, Proficient, Extending


EARLY SUCCESS SCREEN: Spring Data Collection Sheets



Early Success Screen

Kindergarten Data Collection Sheet Fax to (250)748-4617 by the 3rd Friday in May

*If you enroll a split, please send one sheet per grade.

To be completed in September: (Insert a “zero” if there are no students that fit in a category below)

School: ____________________________________ Teacher: ________________________ Year: _______

Class Composition: Total # of K students in class: ______ Male: ______ Female: ______

#Aboriginal: ______ #1701 (Sp. Ed. Code): ______ #ESD/ELL: ______ #Speech/Language: ______ #L.A.: ______ Total # of K students “emerging/at risk” in September in Oral Language: ______

To be completed in May:

(Insert a “zero” if there are no students that fit in a category below)

1. Total # of K students “emerging/at risk” in May (in one or more areas): __________

2. From the total # of K students “emerging/at risk” in May how many are: Male: ______ Female: ______

#Aboriginal: ______ #1701 (Sp. Ed. Code): ______ #ESD/ELL: ______ #Speech/Language: _______ #L.A.: ______

3. From the total # of K students “emerging/at risk” in May, how many are “emerging/at risk” in the following specific areas: (A student can be “emerging/at risk” in one or more areas)

#Oral Language: ______ #Phonological Awareness: ______

4. Total # of K students “emerging/at risk” who transferred out during the school year: ____________

5. Total # of K students “emerging/at risk” who transferred in during the school year: ____________

”Emerging/At Risk” Scores:

• Oral Language Checklist: 3 or more concerns • Phonological Awareness: 3 or more wrong in two or more

subsets OR a “0” in one subset (Consider the combination of scores. When in doubt use professional judgment)

** “At Risk” = Emerging


School: __________________________ Teacher: _________________________

Early Success Screen Kindergarten: Class Summary

(To be submitted 3rd week of May) Tip: Only rescreen students that are NYW or A in the fall.

Student (Initials or code)

Oral Language Phonological Awareness

Why no Extending? The purpose of the Early Success Screen is to screen for baseline levels. It is not designed to test ceiling scores (Extending).


Phonological Awareness Screen



Emerging (*At Risk)

> 3 concerns(Yes, a concern in language, consult a SLP.)

Fax: 250-748-4617 Email: [email protected]




EM DEV PROF EM DEV PROF

S.A.(SampleStudent) ✓ ✓

Totals


Early Success Screen Grade One Data Collection Sheet

Fax to (250) 748-4617 by the 3rd Friday in May



Class Composition: Total # of G1 students in class: ______ Male: ______ Female: ______

#Aboriginal: ______ #1701 (Sp. Ed. Code): ______ #ESD/ELL: ______ #Speech/Language: ______ #L.A.: ______

Total # of G1 students “emerging/at risk” in September in one or more areas of the Grade One Early Success Screen: ______

To be completed in May: (Insert a “zero” if there are no students that fit in a category below)

1. Total # of G1 students “emerging/at risk” in May (in one or more areas): __________ 2. From the total # of G1 students “emerging/at risk” in May how many are: #Male: ______ #Female: ______ #Aboriginal: ______ #1701 (Sp. Ed. Code): ______ #ESD/ELL: ______ #Speech/Language: _______ #L.A.: ______ 3. From the total # of G1 students “emerging/at risk” in May, how many are “emerging/at risk” in the following specific areas: (A student can be “emerging/at risk” in one or more areas) #Oral Language: ______ #Phonological Awareness: ______ #Reading (Based on B.C. Performance Standards): ______ #Writing (Based on B.C. Performance Standards): ______ 4. Total # of G1 students “emerging/at risk” who transferred out during the school year: ____________ 5. Total # of G1 students “emerging/at risk” who transferred in during the school year:___________


• Oral Language: 3 or more concerns • Phonological Awareness: 3 or more wrong in two or more subsets OR 0 in one subset

(Consider the combination of scores. When in doubt use professional judgment) • Developmental Spelling: <4.0 • Words Their Way: Middle Letter Name-Alphabetic • Reading: Emerging • Writing: Emerging




Fax: 250-748-4617 OR Email: [email protected]

School: Early Success Screen

Grade One Class Summary (To be submitted 3rd week of May)

Tip: Only rescreen students that are Emerging or Developing in the fall. Teacher:

Student (initials or code) Oral Language Phonological Awareness Reading Writing

EM DEV PROF EM DEV PROF EM DEV PROF EXT EM DEV PROF EXT S. A. (Sample Student) ✓ ✓ ✓ ✓ Total


Why no Exceeding for the Oral Language Checklist or Phonological Awareness Screen?

• The purpose of the Early Success Screen is to screen for baseline levels. It is not designed to test ceiling scores (Extending).

Oral Language Checklist K-3 Phonological Awareness Screen K-3


Emerging Developing Proficient Extending Emerg-ing

Developing Proficient

Extending

Emerg-ing


Term 1

<2 2-4 5-8 >8 <13 13-15 16-18 >18 <20 20-21 22-23 >23

Term 2

<7 7-10 11-13 >13 <16 16-17 18-20 >20 <22 22-23 24-25 >25

Term 3

<10 10-13 14-17 >17 <18 18-20 21-22 >22 <23 23-24 25-27 >27



Emerging (*At Risk)






Early Success Screen Grade Two Data Collection Sheet





Class Composition: Total # of G2 students in class: ______ Male: ______ Female: ______ #Aboriginal: ______ #1701 (Sp. Ed. Code): ______ #ESD/ELL: ______ #Speech/Language: ______ #L.A.: _____ Total # of G2 students “emerging/at risk” in September in one or more areas of the Grade Two Early Success Screen: _____


1. Total # of G2 students “emerging/at risk” in May (in one or more areas): __________ 2. From the total # of G2 students “emerging/at risk” in May how many of these students are: #Male: ______ #Female: ______ #Aboriginal: ______ #1701 (Sp. Ed. Code): ______ #ESD/ELL: ______ #Speech/Language: _______ #L.A.: ______ 3. From the total # of G2 students “emerging/at risk” in May, how many are “emerging/at risk” in the following specific areas: (A student can be “emerging/at risk” in one or more areas) #Oral Language: _______ #Phonological Awareness: ________ #Reading (Based on B.C. Performance Standards): _______ #Writing (Based on B.C. Performance Standards): ________ 4. Total # of G2 students “emerging/at risk” who transferred out during the school year: ____________ 5. Total # of G2 students “emerging/at risk” who transferred in during the school year: ____________


• Oral Language: 3 or more concerns • Phonological Awareness: 3 or more wrong in two or more subsets OR a 0 in any one subset. (Consider the combination of

scores. When in doubt use professional judgment) • Developmental Spelling: <4.5 • Words Their Way: Early Within Word Pattern • Reading: Emerging • Writing: Emerging





Grade Two Class Summary (To be submitted 3rd week of May)

Tip: Only rescreen students that are Emerging or Developing in the fall. Teacher:

Student (initials or code) Oral Language Phonological Awareness Reading Writing



Why no Extending for the Oral Language Checklist or Phonological Awareness Screen?




Emerg-ing

Developing Proficient

Extending Emerg-ing

Develop-ing

Proficient Extending


Term 1 <2 2-4 5-8 >8 <13 13-15 16-18 >18 <20 20-21 22-23 >23 Term 2 <7 7-10 11-13 >13 <16 16-17 18-20 >20 <22 22-23 24-25 >25 Term 3 <10 10-13 14-17 >17 <18 18-20 21-22 >22 <23 23-24 25-27 >27



Emerging (*At Risk)






Early Success Screen Grade Three Data Collection Sheet




Class Composition: Total # of G3 students in class: ______ #Male: ______ #Female: ______ #Aboriginal: ______ #1701 (Sp. Ed. Code): ______ #ESD/ELL: ______ #Speech/Language: ______ #L.A.: ______

Total # of G3 students “emerging/at risk” in September in one or more areas of the Grade Three Early Success Screen: _______


1. Total # of G3 students “emerging/at risk” in May (in one or more areas): __________

2. From the total # of G3 students “emerging/at risk” in May how many are: #Male: ______ #Female: ______

#Aboriginal: ______ #1701 (Sp. Ed. Code): ______ #ESD/ELL: ______ #Speech/Language: _______ #L.A.: ______

3. From the total # of G3 students “emerging/at risk” in May, how many are “emerging/at risk” in the followingspecific areas: (A student can be “emerging/at risk” in one or more areas)

#Oral Language: ______ #Phonological Awareness: ______ #Reading (Based on B.C. Performance Standards): ______

#Writing (Based on B.C. Performance Standards): ______

4. Total # of G3 students “emerging/at risk” who transferred out during the school year: ____________

5. Total # of G3 students “emerging/at risk” who transferred in during the school year: ____________


• Oral Language: 3 or more concerns• Phonological Awareness: 3 or more wrong in 2 or more subsets OR a 0 in one subset.

(Consider the combination of scores. When in doubt use professional judgment) • Developmental Spelling: <5.0• Words Their Way: Middle Within Word Pattern• Reading: Emerging• Writing: Emerging


*If you enroll a split,please send one sheet pergrade.




Grade Three Class Summary (To be submitted 3rd week of May)

Tip: Only rescreen students that are emerging or developing in the fall. Teacher:

Student (initials or code)

Oral Language Phonological Awareness Reading Writing



Why no Extending for the Oral Language Checklist or Phonological Awareness Screen?




Emerging

Developing Proficient Extending Emerging

Developing Proficient Extending Emerging


Term 1 <2 2-4 5-8 >8 <13 13-15 16-18 >18 <20 20-21 22-23 >23Term 2 <7 7-10 11-13 >13 <16 16-17 18-20 >20 <22 22-23 24-25 >25Term 3 <10 10-13 14-17 >17 <18 18-20 21-22 >22 <23 23-24 25-27 >27



Emerging (*At Risk)

> 3 concerns(Yes, a concern in language, consult a SLP.)




Early Success Screen - reformat(1)

Documents

Transcript of Early Success Screen - reformat(1)