NC K-2 Literacy Assessment 2009 K-5 English Language Arts NC DPI.

NC K-2 Literacy Assessment

2009

K-5 English Language ArtsNC DPI

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Objectives

To understand the components of the 2009 North Carolina K-2 Literacy Assessment.

NC State Board Policy The State Board of Education requires

that schools and school districts implement assessments in grades K, 1, and 2.

The assessments should be documented, ongoing and individualized.

A summative evaluation should be completed at the end of the year.

Intended Purposes

The NC K-2 Literacy Assessment is intended to assess the reading and writing skills of students in kindergarten, first, and second grade.

It is intended to be a process for formative, interim/benchmark, and summative assessment.

Formative Assessment Is process used by teachers and

students during instruction. Provides feedback to adjust ongoing

teaching and learning Helps students improve their

achievement of intended instructional outcomes.

Happens minute-to-minute or in short cycles.

Interim/Benchmark Assessment

An assessment given to students periodically throughout the year.

Determines how much learning has taken place up to a particular point in time.

Summative Assessment

Is a measure of achievement providing evidence of student competence or program effectiveness.

Is evaluative and is used to categorize students so performance among students can be compared.

Frequency of Assessments

Formative assessments should be on-going, daily, weekly, as needed.

Interim/benchmark assessments should be completed at the beginning and middle of the school year.

A summative assessment must be completed at the end of the school year.

Suggested Timelines

Timelines should serve as a guide for interim/benchmark and summative assessments.

Timelines can be adjusted to fit the needs of the student and LEA/district policies.

Components Letter and Sound

Identification Book and Print

Awareness Phonemic

Awareness Running Record

Fluency Oral Retell Writing about

Reading (optional)

Spelling Inventory Writing

Letter and Sound Identification

This assesses children’s ability to recognize letters and the sounds of letters.

A student does not need to demonstrate understanding of all letters and sounds before receiving instruction in reading and learning to read.

Do not re-assess items that have already been successfully assessed!


If a student needs help focusing in just 1 row of letters, teachers may use a blank piece of paper to cover up the rows below the row beneath.

For letters that produce more than 1 sound (vowels, g, c), students need to produce only 1 correct sound to receive credit.


Materials Letter cards (1 uppercase, 1

lowercase) Recording form Blank sheet of paper (if needed)


Procedures Sit beside the student. Place the letter card in front of the

student and ask, “Do you know what these are?”

Point to each letter going across the card and ask the student, “Can you tell me the name of this letter and what sound it makes?”


Considerations for ELLs Different alphabet

你好 здравствулте! Different order of learning sound

letter concepts Different letter sound associations Additional letters/sounds

Give it a Go!

Role play with someone at your table.

Take turns being the teacher.

Book and Print Awareness

Assesses the foundational skills that facilitate reading and writing at the independent level.

Should be assessed during the first 2 years of school. Some items may be more appropriate

in first grade.


The book, No Sandwich is included in the assessment.

The Administration Guide is directly linked to the book.

Do not re-assess items that have already been successfully assessed!


Materials A copy of the book, No Sandwich Book and Print Awareness

Administration Guide Book and Print Awareness Individual

Checklist Masking cards


Procedures Sit beside the child. Follow the Book and Print Awareness

Administration Guide. Record the student’s responses. Record comments. Tally the number of items correct. Plan for instruction.


Considerations for ELLs Directionality Additional symbols Writing Conventions

Punctuation Capitalization Grammar Paragraphing

Give it a Go!



Phonemic Awareness Assesses student’s ability to manipulate

sounds. Helps students develop knowledge of

sounds through the exposure of oral and written language.

Make students aware that language is made up of individual words, and that words are made of syllables and syllables are made up of phonemes.

Phonemic Awareness There are 15 different subsets

with 6 tasks in each. Picture cards can be used for

subsets 4 and 11 if needed. Do not re-assess items that have

already been successfully assessed!

Phonemic Awareness Subsets 1-41. Orally recognizes rhyme.2. Orally generates rhyme.3. Orally identifies beginning sounds.4. Orally identifies words that begin

the same.

Phonemic Awareness Subsets 5-11

5. Blends onset and rime.6. Segments onset and rime.7. Orally blends phonemes into words.8. Orally segments words into

phonemes.9. Orally divides words into syllables10. Orally identifies ending sounds11. Orally identifies words that end the

same.

Phonemic AwarenessSubsets 12-15

12. Orally substitutes one phoneme for another.

13. Phoneme deletion of final sound.14. Phoneme deletion of initial

sound.15. Phoneme substitution of medial

sound.

Phonemic Awareness Materials

Phonemic Awareness Inventory recording forms

Picture cards (if needed)

Phonemic Awareness

Procedures Sit beside the child. Follow the script on the recording

forms. Record the student’s responses. Tally the number of items correct. Plan for instruction.

Phonemic Awareness

Considerations for ELLs In general, similar Correspondence mismatch of sound

to letter, sound combinations Phonological: Rhyming – consonant

rhyming vs– vowels rhyming Spanish: azul, canesu

Give it a Go!



A Running Record

To assess the child’s ability to read continuous text (decode print and construct meaning) at specific levels of difficulty.

To record the child’s oral reading for analysis of skills/strategies and for documentation of growth over time.

Formative Running Records

Teachers should be doing informal running records often during guided reading groups.

Interim/benchmark and Summative Running Records

Interim/benchmark and summative running records must be conducted using secure text. Secured texts are used for

assessment only and not for reading instruction, general checkout, school library or leveled book rooms.

A Running Record

Materials Leveled book Running Record recording form Fluency rubric Retelling form

A Running Record

Procedures: Before reading Find a quiet place. Sit beside the child. Read the introductory statement. Ask the child to preview the story.

A Running Record

Procedures: During reading Ask the child to read the book orally. Record the oral reading on the

Running Record response form.

A Running Record

Procedures: After reading Compute the error rate, accuracy rate,

and self-correction rate. Analyze the miscues and self-corrections.

M= Did the error make sense? (meaning) S= Did the error sound like language?

(syntax) V= Did it look and sound right? (visual)

Plan for instruction.

A Running Record Considerations for ELLs

“Does it make sense? Does it sound right?” Don’t have background knowledge

Miscue analysis- check for semantic errors 1st – can decode farther than understand.

Comprehension before decoding

Fluency

Assesses the ability to read a text accurately, quickly, and with expression.

Assesses all students using the Qualitative Fluency Rubric.

Assesses students reading a level G or above using both the Qualitative and Quantitative Fluency Rubrics.

Fluency

Materials Qualitative Fluency Rubric Quantitative Fluency Rubric (if level G

or above) Stopwatch (if level G or above)

QualitativeFluency Rubric

Rubric Score 1: All reading is done word by word. Long pauses between words. Little evidence of phrasing. Little awareness of punctuation. There may be 2 word phrases, but

word groupings are often awkward.


Rubric Score 2: Most reading is done word by word. Some 2 word phrasing. Expressive interpretation may result

in longer examples of phrasing. Inconsistent application of

punctuation and syntax with rereading for problem solving.


Rubric Score 3: Reading is done as a mixture of word

by word reading, fluent reading, and phrased reading.

Attention to punctuation and syntax with rereading for problem solving


Rubric Score 4: Reading is in large, meaningful

phrases. Few slow-downs for problem solving of

words or to confirm accuracy. Expressive interpretation is evident

throughout reading. Attention to punctuation and syntax is

present.

Quantitative Fluency Rubric

Calculate the words read correctly:

Total words read – errors = words read correctly

Calculate the number of words per minute:

Total # of words read correctly ÷ # of seconds X 60 = WCPM

Quantitative Fluency Rubric

After calculating the WCPM, refer to the Quantitative Fluency Rubric for the percentiles for grades 1-3.

Students below the 50th percentile may need for their teacher to model fluency often!

Fluency

Considerations for ELLs Cadence differs – may develop after

understanding – word and sentence.

Oral Retell

Assesses how well a student approaches a text that they have read.

Assesses a student’s ability to retell a text in their own words and to connect the text with other texts or experiences that they have read at their instructional level (90%-94%).

Oral Retell

Materials Instructional level text (used in the

Running Record) Oral Retell Response form Retelling Prompts Oral Retell Rubric

Oral Retell

Procedures Ask the student to tell you about the

text. Record any information provided by the

student in the unaided portion of the Oral Retell recording form.

Prompt the student regarding any information they did not include during the unaided retelling and record it in the aided portion of the Oral Retell recording form.

Oral Retell

Calculating the score: Score each portion of the retell using

the rubric. Circle the score in each portion. Add the rubric score from each

portion together to get a Summative Rubric Score.

Oral Retell: Unaided vs. Aided

A child’s retell score is not affected by unaided or aided responses.

The teacher should consider the amount of aided responses when planning for instruction.

Oral Retell: Unaided Ask the child to retell the story as if

they were telling it to someone who has never seen/heard/read the story before. Any information is recorded in the

Unaided section of the Oral Retell form.

*The teacher can ask open-ended questions to prompt the child.

Oral Retell: Aided After the child has been given an

opportunity to retell the story without direct assistance, the teacher will give direct prompts the child in order to complete the retelling.

The teacher may use the prompts provided or prompts that they created. Any information added by the student is

recorded in the Aided section of the Oral Retell form

Oral Retell Considerations for ELLs

May be a strength – may be acquired before print awareness

May not correspond to actual story heard – cultural not reading related

Give it a Go! Let’s practice taking

Running Records!

Writing About Reading

To use as an optional assessment after students have completed a Running Record and Oral Retell assessment.

This assessment should be considered for students that have a difficulty with oral expression.

This assessment should not replace the Oral Retell portion.


Procedures Complete the Running Record and

Oral Retell (instructional level). Allow the student to return to their

seat (or a quiet place in the classroom) and complete the student form (or a blank sheet of paper).

Use the rubric to score the sample.

Writing About Reading Rubric

Score 1: The drawing or

writing reflects little or no understanding of the text.

Score 2: The drawing or

writing reflects some understanding of the text.

Score 3: The drawing or writing

reflects sufficient understanding of the text.

Score 4: The drawing or writing

reflects understanding of the text beyond grade level expectations.


Considerations for ELLs Writing for reading

Spelling Inventory

Assesses the word knowledge students have to bring to the tasks of reading and spelling.

Spelling Inventory

Materials Sentences for words Individual Score Sheet Class Composite Sheet Blank paper for students

Spelling Inventory

Procedures Call out the word and use it in a

sentence (just as you would for any spelling test).

Score each student’s assessment and record results on the Individual Score Sheet.

Record class results on the Class Composite.

Spelling InventoryScoring

1. Check off or highlight the features for each word which are spelled according to the descriptors at the top.

2. Assign 1 point for each feature (some words are scored for some features but not others).


3. Add an additional point in the “Word Correct” column for entire words that are spelled correctly.

4. Total the number of points across each word and under each feature.

5. Review the feature columns in order to determine the individual needs of your students.


Considerations for ELLs Won’t know high frequency words if

low level Phonetic spelling from oral knowledge May spell those not really known

Give it a Go! Let’s practice scoring the

Spelling Inventory!

Writing Continuum

Used to analyze student writing throughout the year for the purposes of formative, interim/benchmark, and summative assessment.

Writing Continuum

Formative assessment: Teachers should examine student

writing from everyday writing experiences that occur during the writing process.

Writing Continuum

Interim/benchmark and summative assessment: Teachers should collect a writing

sample from students completed during a controlled writing experience.

Writing Continuum:A Controlled Experience

Students produce a writing sample without teacher assistance.

The sample should be handwritten by the student, unless the student has modifications per an IEP.

The teacher should follow typical prewriting procedures that reflect regular classroom writing experiences.

Writing Continuum:A Controlled Experience

The teacher should not remove resources such as word walls, word charts, or dictionaries that are used during typical writing experiences.

The teacher should maintain a positive writing environment.

Assessing Writing

Read through the student’s piece of writing.

Review the rubric and the criteria of each stage.

Assessing Writing

Decide which stage the piece best represents based on both content and conventions. There is not a certain number of

content or conventions criteria needed for each stage. Each piece should be reviewed in its entirety.

Assessing Writing

Remember: A student’s writing often shows

characteristics of more than one stage. Depending on the type of writing or

the length of the piece, it may not display every single characteristic of a particular stage, but the characteristics that are present will be most representative of a particular stage.

Assessing Writing

Considerations for ELLs Diagnostic Pictorial representation Differentiating expectations

Contact Information Tara Almeida

[email protected](919)807-3833

Carolyn [email protected](919)807-3928

Glenda Harrell [email protected] (919)807-3866

Ivanna Mann Thrower [email protected] (919)807-3860

NC K-2 Literacy Assessment 2009 K-5 English Language Arts NC DPI.

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