Presentation is loading. Please wait.

Presentation is loading. Please wait.

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

Similar presentations

Presentation on theme: "NC K-2 Literacy Assessment 2009 K-5 English Language Arts NC DPI."— Presentation transcript:

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

2 Housekeeping Restrooms Materials Lunch and Breaks Cell phones Sidebars

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

4 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.

5 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.

6 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.

7 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.

8 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.

9 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.

10 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.

11 Components Letter and Sound Identification Book and Print Awareness Phonemic Awareness Running Record Fluency Oral Retell Writing about Reading (optional) Spelling Inventory Writing

12 Letter and Sound Identification This assesses childrens 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!

13 Letter and Sound Identification If a student needs help focusing in just 1 row of letters, teachers may use a blank piece of paper to cover up the rows below the row beneath. For letters that produce more than 1 sound (vowels, g, c), students need to produce only 1 correct sound to receive credit.

14 Letter and Sound Identification Materials Letter cards (1 uppercase, 1 lowercase) Recording form Blank sheet of paper (if needed)

15 Letter and Sound Identification Procedures Sit beside the student. Place the letter card in front of the student and ask, Do you know what these are? Point to each letter going across the card and ask the student, Can you tell me the name of this letter and what sound it makes?

16 Letter and Sound Identification Considerations for ELLs Different alphabet здравствулте! Different order of learning sound letter concepts Different letter sound associations Additional letters/sounds

17 Give it a Go! Role play with someone at your table. Take turns being the teacher.

18 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.

19 Book and Print Awareness The book, No Sandwich is included in the assessment. The Administration Guide is directly linked to the book. Do not re-assess items that have already been successfully assessed!

20 Book and Print Awareness Materials A copy of the book, No Sandwich Book and Print Awareness Administration Guide Book and Print Awareness Individual Checklist Masking cards

21 Book and Print Awareness Procedures Sit beside the child. Follow the Book and Print Awareness Administration Guide. Record the students responses. Record comments. Tally the number of items correct. Plan for instruction.

22 Book and Print Awareness Considerations for ELLs Directionality Additional symbols Writing Conventions Punctuation Capitalization Grammar Paragraphing

23 Give it a Go! Role play with someone at your table. Take turns being the teacher.

24 Phonemic Awareness Assesses students 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.

25 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!

26 Phonemic Awareness Subsets Orally recognizes rhyme. 2. Orally generates rhyme. 3. Orally identifies beginning sounds. 4. Orally identifies words that begin the same.

27 Phonemic Awareness Subsets Blends onset and rime. 6. Segments onset and rime. 7. Orally blends phonemes into words. 8. Orally segments words into phonemes. 9. Orally divides words into syllables 10. Orally identifies ending sounds 11. Orally identifies words that end the same.

28 Phonemic Awareness Subsets Orally substitutes one phoneme for another. 13. Phoneme deletion of final sound. 14. Phoneme deletion of initial sound. 15. Phoneme substitution of medial sound.

29 Phonemic Awareness Materials Phonemic Awareness Inventory recording forms Picture cards (if needed)

30 Phonemic Awareness Procedures Sit beside the child. Follow the script on the recording forms. Record the students responses. Tally the number of items correct. Plan for instruction.

31 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

32 Give it a Go! Role play with someone at your table. Take turns being the teacher.

33 A Running Record To assess the childs ability to read continuous text (decode print and construct meaning) at specific levels of difficulty. To record the childs oral reading for analysis of skills/strategies and for documentation of growth over time.

34 Formative Running Records Teachers should be doing informal running records often during guided reading groups.

35 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.

36 A Running Record Materials Leveled book Running Record recording form Fluency rubric Retelling form

37 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.

38 A Running Record Procedures: During reading Ask the child to read the book orally. Record the oral reading on the Running Record response form.

39 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.

40 A Running Record Considerations for ELLs Does it make sense? Does it sound right? Dont have background knowledge Miscue analysis- check for semantic errors 1st – can decode farther than understand. Comprehension before decoding

41 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.

42 Fluency Materials Qualitative Fluency Rubric Quantitative Fluency Rubric (if level G or above) Stopwatch (if level G or above)

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

44 Qualitative Fluency Rubric Rubric Score 2: Most reading is done word by word. Some 2 word phrasing. Expressive interpretation may result in longer examples of phrasing. Inconsistent application of punctuation and syntax with rereading for problem solving.

45 Qualitative Fluency Rubric Rubric Score 3: Reading is done as a mixture of word by word reading, fluent reading, and phrased reading. Attention to punctuation and syntax with rereading for problem solving

46 Qualitative Fluency Rubric Rubric Score 4: Reading is in large, meaningful phrases. Few slow-downs for problem solving of words or to confirm accuracy. Expressive interpretation is evident throughout reading. Attention to punctuation and syntax is present.

47 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

48 Quantitative Fluency Rubric After calculating the WCPM, refer to the Quantitative Fluency Rubric for the percentiles for grades 1-3. Students below the 50 th percentile may need for their teacher to model fluency often!

49 Fluency Considerations for ELLs Cadence differs – may develop after understanding – word and sentence.

50 Oral Retell Assesses how well a student approaches a text that they have read. Assesses a students 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%).

51 Oral Retell Materials Instructional level text (used in the Running Record) Oral Retell Response form Retelling Prompts Oral Retell Rubric

52 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.

53 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.

54 Oral Retell: Unaided vs. Aided A childs retell score is not affected by unaided or aided responses. The teacher should consider the amount of aided responses when planning for instruction.

55 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.

56 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

57 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

58 Give it a Go! Lets practice taking Running Records!

59 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.

60 Writing About Reading 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.

61 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.

62 Writing About Reading Considerations for ELLs Writing for reading

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

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

65 Spelling Inventory Procedures Call out the word and use it in a sentence (just as you would for any spelling test). Score each students assessment and record results on the Individual Score Sheet. Record class results on the Class Composite.

66 Spelling Inventory Scoring 1. Check off or highlight the features for each word which are spelled according to the descriptors at the top. 2. Assign 1 point for each feature (some words are scored for some features but not others).

67 Spelling Inventory Scoring 3. Add an additional point in the Word Correct column for entire words that are spelled correctly. 4. Total the number of points across each word and under each feature. 5. Review the feature columns in order to determine the individual needs of your students.

68 Spelling Inventory Scoring Considerations for ELLs Wont know high frequency words if low level Phonetic spelling from oral knowledge May spell those not really known

69 Give it a Go! Lets practice scoring the Spelling Inventory!

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

71 Writing Continuum Formative assessment: Teachers should examine student writing from everyday writing experiences that occur during the writing process.

72 Writing Continuum Interim/benchmark and summative assessment: Teachers should collect a writing sample from students completed during a controlled writing experience.

73 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.

74 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.

75 Assessing Writing Read through the students piece of writing. Review the rubric and the criteria of each stage.

76 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.

77 Assessing Writing Remember: A students 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.

78 Assessing Writing Considerations for ELLs Diagnostic Pictorial representation Differentiating expectations

79 Contact Information Tara Almeida (919) Carolyn Southerland (919) Glenda Harrell (919) Ivanna Mann Thrower (919)

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

Similar presentations

Ads by Google