Surry County Schools NC K-2 Literacy Assessment

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Surry County Schools NC K-2 Literacy Assessment

• K-2 English Language Arts
• Janet Sutphin and Dana Draughn

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Housekeeping

• Restrooms
• Materials
• Lunch and Breaks
• Cell phones
• Sidebars

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Introduction and Purpose

• To understand the components of the 2009 North
  Carolina K-2 Literacy Assessment.
• Tie to Surry County Schools K-2 Assessment folder

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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.

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Purposes ofK-2 Assessment

• The NC K-2 Literacy Assessment is intended to
  assess the reading and writing skills of students
  in kindergarten, first, and second grade.
• It is intended to be a process for formative,
  interim/benchmark, and summative assessment.

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SCS Timelines

• Timelines will serve as a guide for benchmark and
  summative assessments.
• The dates on the timelines are intended
  completion dates.

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What do I already know?

• Book and Print Awareness
• Letter Knowledge
• High Frequency Words
• Writing
• Reading Miscues
• Mathematics

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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.

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Book and Print Awareness

• The book, No Sandwich is included in the
  assessment.
• The Administration Guide is directly linked to
  the book.
• Do not re-assess items that have already been
  successfully assessed!
• http//www.ncpublicschools.org/curriculum/language
  arts/elementary/k2literacy/

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Book and Print Awareness

• Materials
• A copy of the book, No Sandwich
• Book and Print Awareness Administration Guide
• Book and Print Awareness Individual Checklist
  (included in K-2 Folder)
• Masking cards (index cards)

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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.

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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!

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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.

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Letter and Sound Identification

• Materials
• Letter cards (1 uppercase, 1 lowercase)
• Recording form (included in K-2 folder)
• Blank sheet of paper (if needed)

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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?

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High Frequency Words

• Fry Words
• To build a sight vocabulary
• The first 300 words make up 65 of written
  materials seen on a daily basis

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High Frequency Words

• Use index cards with words printed on them or
  word lists to assess knowledge of words
• Students should read words with automaticity
• At the end of the year, highlight words the
  student does not know in the K-2 Assessment Folder

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Writing ContinuumA 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.

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Writing ContinuumA 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.

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Assessing Writing

• Read through the students piece of writing.
• Review the rubric and the criteria of each stage.

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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.

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Assessing Writing

• Decide which stage the piece best represents
  based on both content and conventions.
• Once stage has been determined, then use the
  Writing Continuum in the K-2 Assessment to
  determine proficiency level

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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.

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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!

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Phonemic Awareness Subsets 1-4Kindergarten

• 1. Orally recognizes rhyme.
• 2. Orally generates rhyme.
• 3. Orally identifies beginning sounds.
• 4. Orally identifies words that begin the same.

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Phonemic Awareness Subsets 5-11First Grade

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

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Phonemic AwarenessSubsets 12-15Second Grade

• 12. Orally substitutes one phoneme for another.
• 13. Phoneme deletion of final sound.
• 14. Phoneme deletion of initial sound.
• 15. Phoneme substitution of medial sound.

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Phonemic Awareness

• Materials
• Phonemic Awareness Inventory recording forms
• Picture cards (if needed)
• http//www.ncpublicschools.org/curriculum/language
  arts/elementary/k2literacy/

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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.

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Reading Miscues

• 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.

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Reading Miscues

• Teachers should be doing informal reading
  conferences often during SSR and using this
  information to build flex groups that focus on
  specific skills.

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Reading Miscues

• Benchmarks and summative miscue analysis must be
  conducted using secure text.
• Secured texts are used for assessment only and
  not for reading instruction, general checkout,
  school library or leveled book rooms.

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Miscue Analysis

• Materials
• Leveled book
• Recording form or Palm
• Fluency will be assessed with this text beginning
  at level 11-12
• Retelling form or Palm

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Miscue Analysis

• Procedures Before reading
• Find a quiet place.
• Sit beside the child.
• Ask the child to preview the story.

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Miscue Analysis

• Procedures During reading
• Ask the child to read the book orally.
• Record the oral reading on the Reading Form or
  Palm
• Refer to Guidelines for administrationpage

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Miscue Analysis

• Procedures After reading
• Compute the Accuracy Rate90
• 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.

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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 ().

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Oral Retell

• Materials
• Instructional level text
• Oral Retell Response form or Palm
• Retelling Prompts
• Oral Retell Rubric

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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.

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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.

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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.

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Oral Retell Aided

• After the child has been given an opportunity to
  retell the story without direct assistance, the
  teacher will give direct prompts to the child in
  order to complete the retelling.
• The teacher may use the prompts provided
• Any information added by the student is recorded
  in the Aided section of the Oral Retell form

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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.

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Fluency

• Assesses the ability to read a text accurately,
  quickly, and with expression.
• Assesses students reading a level 11-12 or above
  using both the Qualitative and Quantitative
  Fluency Rubrics.

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Fluency

• Materials
• Qualitative Fluency Rubric
• Quantitative Fluency Rubric
• Stopwatch or palm
• Book used for miscue analysis

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Quantitative Fluency Rubric

• Time student using previously read miscue
  analysis book for 1 minute
• Calculate the words read correctly per
  MinuteWCPM
• Total words read errors words read correctly
• Record any notes pertaining to fluency

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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!

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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.

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QualitativeFluency 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.

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QualitativeFluency 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

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QualitativeFluency 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.

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Spelling Inventory

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

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Spelling Inventory

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

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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.

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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).

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Spelling InventoryScoring

• 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.

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Contact Information

• Janet Sutphin
• sutphinj_at_surry.k12.nc.us
• Dana Draughn
• draughnda_at_surry.k12.nc.us