1. Elementary Literacy Assessment October 9 -12, 2007 Sub Code: 968

2. Department of Education Literacy Assessment Monitor Student Progress Identify Support

3. Functional Literacy For the purpose of the Elementary Literacy Assessment, ‘literacy’ is defined as the ability to understand, use, reflect on and create a variety of written texts and other forms of text, in order to function and make one’s way independently in the world; to effectively interpret and engage in the world; and to develop one’s knowledge and potential. Department of Education, 2007

4. Reading 0 10 20 30 40 50 60 Short StoryInformation TextVisual MediaPoetry 20% 50% 15%

5. Teach to the Outcomes Reading and Viewing By the end of Grade 5 students are expected to Use pictures and illustrations, word structures, and text features to locate topics and obtain or verify their understanding of information. Use and integrate the pragmatic, semantic, syntactic, and graphophonic cueing systems and a variety of strategies to construct meaning, and use a dictionary to determine word meaning in context. Answer with increasing independence, their own questions and those of others by selecting relevant information from a variety of texts. Recognize how conventions and characteristics of different types of print and media texts help them understand what they read and view. Respond critically to texts by applying strategies to analyze a text; demonstrating growing awareness that all texts reflect a purpose and point of view. Note: These outcomes are a sampling of some of the curriculum outcomes prescribed in the English Language Arts Curriculum Guide. Teachers should not limit instruction to this narrow band of outcomes.

6. Writing Ideas Organization Matters of Correctness

7. Teach to the Outcomes Writing and Other Ways of Representing By the end of grade 5 students will be expected to U se a range of strategies in writing and other ways of representing. Make deliberate language choices, appropriate to purpose, audience, and form, to enhance meaning and achieve effects in imaginative writing and other ways of representing. Create written and media texts, collaboratively and independently, in different modes (expressive, transactional, and poetic), and in an increasing variety of forms. Address the demands of a variety of purposes and audiences. Use a range of prewriting, drafting, revising, editing, proof-reading, and presentation strategies. Demonstrate an increasing understanding of the conventions of written language in final products and use basis spelling rules and show an understanding of irregularities; use appropriate syntax in final products; and use references while editing. Note: These outcomes are a sampling of some of the curriculum outcomes prescribed in the English Language Arts Curriculum Guide. Teachers should not limit instruction to this narrow band of outcomes.

8. Assessment Administration All Grade 6 students in public schools in Nova Scotia will participate in the assessment, with the exception of students with a documented Individual Program Plan (IPP) in English Language Arts. Teachers who administer the assessment must be aware of the protocols and parameters of the assessment. Teachers who administer the assessment need to be aware of documented Program Adaptations for the students. Students will write in a classroom setting.

9. Assessment Administration con’t Teachers cannot read specific instructions or paraphrase instructions for students in the reading portion of the assessment. Teachers may read instructions to students in the writing portion of the assessment if they have documented adaptations. This does not include paraphrasing or restating the instructions. Have resources available in the classroom (dictionaries, thesauri, pencils, etc). Complete one section per day. Students may not look ahead or revisit sections completed on a previous day. Assessments are returned to the School Assessment Coordinator at the end of each day and must be kept in a locked, secure location. NOTE: No Portion of the Elementary Literacy Assessment should be copied at any time.

10. Documented Adaptations Adaptations made available to the student on the ELA must be formalized as documented Program Adaptations prior to October 9, 2007. A copy is to be placed in the cum file and attached to the ELA.

11. Acceptable Adaptations Writing Portion: Documented Program Adaptation that allows the instructions, prompts and checklists in the writing portions of the assessment to be read to the student. Text is read verbatim and is not interpreted, summarized, or paraphrased. Poor or I llegible Handwriting The student is expected to complete the writing portions of the assessment without a scribe. The classroom teacher may provide, in addition to the students handwritten work, a literal transcript. The teacher must transcribe exactly what the student has written.

12. Additional Time: Above the additional 15 minutes per day that is granted to an entire class. The amount of additional time needed for tasks must be specified in the students documented Program Adaptations. Alternate Setting A documented Program Adaptation that allows the student to complete any part of the assessment in a setting different from the other students in the class. The assessment must be proctored by an informed administer who is aware of assessment protocols and the integrity of the assessment must be maintained. Alternate Format A documented Program Adaptation that allows for large–print, black and white versions, and braille. Additional Adaptations

13. English-Foreign Language Dictionary A documented Program Adaptation that allows a student to use a foreign language dictionary (e.g. English-Italian Dictionary). Assistive Technology A documented Program Adaptation for a student with visual or physical impairment, injury or learning disability to use during the writing portion of the assessment. The assistive technology must not compromise or alter the validity of the assessment. The following features cannot be used: -cueing systems (grammar / spell check) -word prediction

14. Exemptions Requires a school based decision involving the student, parent/guardian, teacher, and administrator. This decision must be documented in writing and attached to the ELA. Long term illness Bereavement Other (specify) A student who previously participated in the Elementary Literacy Assessment.

15. Preparation for the ELA Encourage students to do their best. Throughout the next couple of weeks build independence in reading and following directions, time management, organizing their work, and rereading their work before they are finished (for content and accuracy).

16. This PowerPoint can be used within the Halifax Regional School Board for site- based presentation purposes. It may be accessed on the LSP website: hrsbstaff.ednet.ns.ca/lsp

17. The information in this PowerPoint is preliminary information for Halifax Regional School Board schools. Be certain to read information sent from the Department of Education for current and up-to-date information on the Elementary Literacy Assessment.