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3Rd Grade Math! Again, for I know. Ready to share new things that are useful. You and your friends.Assessment Packet
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Table of Contents:
Assessment 1 The Names Test of Decoding
Assessment 2 Roswell-Chall Diagnostic Reading test
Assessment 3 Gates-McKillop-Horowitz Reading Diagnostic Test
Assessment 4 San Diego Quick estimate or Graded Word List (Gwl)
Assessment 5 The Developmental Spelling Test
Assessment 6 Wepman Auditory Discrimination Test
Assessment 7 The Harp Free Retell
Assessment 8 Barr Rubric for writing
Assessment 9 Cloze
Assessment 10 Concepts About Print
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Assessment 1
Name of Assessment: The names Test of Decoding
Source: Phonics they use by Patricia M. Cunningham
Assessment Goal: A word decoding and word knowledge test using singular and polysyllabic first and last names
Format: The test is made up of a set of 35 first and last names (70 words in all), representing various patterns, phonetic sounds, consonant blends, vowel sounds, and syllables. It is a more natural and thorough set of words to decode, for students in grades four and up. Ask the child to pretend they are the trainer and they are taking morning attendance.
Scoring procedure: Use a check to indicate strict responses and write the phonetic spelling for any incorrect responses. If the student does not endeavor a name, write "no" next to that name and encourage the child to continue. For polysyllabic words, consider the word strict regardless of where the student places the accent on the word. Each strict word/name is one point. However, I was not able to find what scores indicate frustration, instructional, and independent levels in Phonics they use or in my research. (See reflections below).
Time to Administer: There are no time constraints in this assessment.
Reason for administering this test: There are many word recognition and decoding tests that can be given, but agreeing to Cunningham, " I wanted a part of their (students) word identification potential that was not confounded but context but that was not just a list. Cunningham went on to expound that reading from a word list is unnatural and choosing the words is difficult since you risk choosing sight words they may already know. This test id more authentic and meaningful
Reflections: Since this is a qualitative test, I dream there are no scoring levels and I might be mistaken about each word being worth one point. This test is designed to see; in what phonetic area the student needs study or support. This is a more authentic means of looking at a student's word assault techniques and decoding skills.
Assessment 2
Name of Assessment: Roswell-Chall Diagnostic Reading Test
Source: Florence G Roswell and Jeanne S. Chall
Assessment Goals: Designed to value the basic word pathology (decoding) and word recognition skills of former grade children. To compare student's potential to decode words with long and short vowel sounds, vowel patterns, word families, consonant blends, multi-syllabic words, and letter recognition and sounds.
Format: Section 1A - Ask student to tell you the sound the letter makes. If they cannot, ask them to tell you a word that starts with that letter. Section 1B - Repeat procedure from 1A. Section 1C - Have the student to vertically read the words in each word family group. You may model the first one. Example: Read, "am", then read, "clam". Section 2A - Have the students read the words across. If they read a word incorrectly, write down what they said. This section is assessing students' potential to decode words with short vowel sounds. Section 2B - The vowels are in isolation. Ask student to tell you the long and short sound each vowel makes. Section 2C - Have the student read the two vertical words in each column. For example, show "mat/mate". This section assesses student's potential to decode words with a "silent e". Sections 3A&3B - Assessing long vowel sounds with and without vowel pairs. Have students read the words across. Section 4 - Tell students, Here are some longer words." Model the first word, and then ask the student to read the rest of the words across.
Scoring Procedure: Each strict retort is worth one point. There is a scoring sheet. The estimate is to help the trainer plan study to hold and progress weak areas.
Time to administer: No time constraints.
Reason for giving this assessment: To conclude the student's potential to decode words that are made up of distinct sounds and blends and to conclude if the student understands vowel patterns and rules such as "silent e", and differences in long and short sounding vowels and vowel pairs. It also helps to value basic word pathology (decoding) and word recognition skills.
Reflections: This is a basic estimate that builds on phonemic awareness. Also, if a student is not thriving in completing all sections and study is designed to heighten weak skills, retesting would show any correction the student makes.
Assessment 3
Name of estimate and source: Gates-McKillop-Horowitz Reading Diagnostic Tests: Second edition, Teachers College Press, 1981
(Auditory Blending and Auditory Discrimination)
Assessment Goals: "Assess the strengths and weaknesses in reading and associated areas of a singular child." Auditory blending and discrimination tests are given to provide the trainer with comprehension towards the student's potential to understand that words are comprised of phonemes. Both subtests also compare students' auditory (listening) comprehension. To diagnose reading problems requires estimate in phonemic awareness and word recognition.
Format: Auditory Blending-Teacher is to accurately pronounce the phonemes of each word. The student upon listening to the word shall put it together and say what they hear. The student is allowed a second endeavor if they are incorrect in their first identification.
Auditory Discrimination-Turn the student nearby and have their back facing the instructor. The trainer may provide the student with a sample such as showing a pen and pencil and request either they are the same or different. The trainer reads two words and the student, without looking, is to retort either if the words are the same or different.
Scoring Procedure: Auditory Blending-The trainer is to write exactly what the student says. A raw score is constructed giving1 point for strict on the first try, and half a point for strict on the second try. Then, the score is compared to the average.
Auditory Discrimination-The student is given one trial and the raw score is comprised of how many strict answers the student gets. The score is then compared to an median thought about score.
Time to administer: These portions of the test are relatively quick to tests to administer. There are no time restrictions or constraints.
Ways estimate guides instruction: These tests compare the student's receptive and auditory abilities. Quite often, reading difficulties come from a child not able to distinguish sounds or private phonemes, or are unable to put them together. The test will help expound where those difficulties lie, so as remedial study can be given.
Reflections: Often when a young child had many ear infections while sensitive language acquisition stages, they may suffer a degree of hearing loss. The child may have mystery deciphering definite sounds or unit phonemes. This test may pick up on a hearing issue that can impact on language associated skills.
Assessment 4
Name of Assessment: San Diego Quick estimate or Graded Word List (Gwl)
Source: Ekwall, e., & Shanker, J.L. (1988). pathology and remediation of the disabled reader (3rd edition). Boston, M.A: Allyn and Bacon, Inc., pp. 102-103
Assessment Goals: The San Diego Quick estimate is a set of graded word lists that you can use to conclude the learner's word recognition ability. It also helps to compare speed and automaticity of word identification.
Format, scoring procedure, time to administer: Put each of the following word lists on a 3x5 inch index card. Hint: On the back of the card put-
--. Pre-primer level
-. Primer
. First Grade level
. Second Grade Level
... Third Grade Level, etc.
The conjecture for labeling is that if you drop the cards, you can sort them in order, but an older student cannot facilely tell what grade level he or she is reading on. It is recommended to laminate cards or insert them in plastic sleeves.
Directions: Tell student "There are ten words on each card. I would like you to try every word on this card." Give the student one card at a time. Write words mispronounced. The test begins with the card of the words that are two levels below the actual grade level of the student. The cards are read while the administrator notes which words have been missed. Once the student misses three on a list, the test is compete and the testing goes no further.
1 word missed = Independent Level
2 words missed = Instructional Level
3 words missed = frustration Level
Reason for giving this test: This estimate serves as a tool to gain an approximate estimate of the student's reading level, but does not part comprehension or the potential of the student to define the words. It serves as an indicator to either more testing is appropriate.
Reflections: Although this test is quick to administer and gives a snapshoot into a child's word recognition, other assessments need to be given to get a full photograph of the child's abilities.
Assessment 5
Name of Assessment: The Developmental Spelling Test
Source: J. Richard Gentry & Jean Wallace Gillet, 1993
Assessment Goals: The Developmental Spelling Test was designed to help teachers conclude the specific stage of spelling development at which a child, in former grades K-2, is functioning at. The five stages are Precommunicative, Semiphonetic, Phonetic, Transitional, and Conventional.
Format: The trainer calls out each spelling word on the list, followed by the provided sentence, and then repeats the spelling word again. The trainer should, "explain that the operation will not be graded as right or wrong, but will be used to see how children think definite difficult words should be spelled. Be encouraging, and make the operation challenging, playful, and fun" (Gentry, 1993). Teachers are looking for inventive spelling.
Example of word list:
1. Monster I do not like to watch monster movies.
2. United You live in the United States.
3. Dress The girl wore a new dress.
4. Bottom A big fish lives at the lowest of the lake.
5. Hiked We hiked to the top on the hill.
6. Human Miss Piggy is not a human.
7. Eagle An eagle is a distinguished bird.
8. Closed The tiny girl accomplished the door.
9. Bumped The car bumped into the bus.
10. Type What type of pet do you want?
Scoring Procedure:
Precommunicative spellers randomly string letters together to form words: spelling does not correspond to sound. (Example: rtes for monster)
Semiphonic spellers know that letters record sounds, but usually abbreviate the spelling in a way that either leaves off preliminary and/or final sounds. (Example: m for monster)
Phonetic spellers spell the words as they sound, though spelling may ne unconventional. (Example: mostr for monster)
Reason for administering this test: To see where the child places in spelling and to create study that will progress the student's skills. It can be used as a part of growth as we. looking where the student needs help, for example with end sounds, study and activities can do done that focus on the ending sounds of words.
Reflection: It is helpful to let the child know that this spelling test is not a graded test but that the student is helping you, the trainer learn how children think when they are attempting to spell unfamiliar words. It is also good to catch potential spelling difficulties early sufficient to teach proper spelling patterns and rules that would be helpful as the student enters the upper grades.
Assessment 6
Name of Assessment: Wepman Auditory Discrimination Test
Source: Joseph M. Wepman (Revised 1973)
Assessment Goals: To conclude the potential of students to recognize the fine differences that exist in the middle of the phonemes used in English speech. This estimate can be given to students and to adults as well.
Format, scoring procedure, and time to administer: The examiner's sheet consists of thirty word pairs differing in a singular phoneme in each pair and ten word pairs which do not differ. Thirteen out of the thirty word pairs differ in preliminary consonants, an additional one thirteen word pairs differ in final consonants and four word pairs differ in the medial vowels. The test is administered orally to one student at a time. The student is seated so that he or she cannot see the examiner's mouth or the words on the examiner's word sheet. The investigator reads each word pair only once, and the student indicates either the investigator read the same word twice of read two distinct words. The investigator records the student's responses on the exam sheet. The test takes practically five minutes to administer. After the test has been completed, the investigator tallies all errors made in both the "x" and "y" columns and writes the sums in the boxes labeled "x" and "y" scores at the lowest of the test sheet.
Reason for administrating the test: Similar to the Gates-McKillop-Horowitz , the Wepman test was designed to compare a person's potential to recognize tiny differences in sounds of words that are close in resonance.
Ways estimate guide instruction: Assessing where a qoute lies helps in planning instruction. Again, as a result, hearing problems can be detected.
Reflections: This is a very thorough test and the scoring varies agreeing to the age of the person being tested. Phonemic awareness is very important for early readers and this test is a good indicator if a child can hear private unit sounds.
Assessment 7
Name of Assessment: Harp Free Retell
Source: The Handbook of literacy estimate and evaluation. Harp, B. (2000).
Assessment Goals: Using specific rubrics for the article Retelling Checklist and the Expository Retelling Checklist, teachers can gage the comprehension level of the student based on the student's potential to orally delineate a story he or she has read.
Format, scoring procedure, and time to administer: The article Retelling Checklist is an estimate set up like a checklist request students to recognize story elements, disagreement and key ideas, and qoute resolution. All narratives share elements such as character, setting, plot or problem, turning points or key episodes, and end with a resolution to the qoute or issue. The checklist accounts for aided and unaided, oral and written retellings. Rubric scores points from 4 down to 1 (4 being the most thriving retelling). This is not a timed assessment.
Reason for administering this test: To help young readers recognize story elements and main ideas, which aid in comprehension. Teachers can part the level of detail a student uses when retelling a narrative, or important and main concepts, sequencing events, utilization of charts, graphs, and maps in an expository piece.
Ways in which results can be used in planning instruction: Activities to promote comprehension, focus on story elements, and recalling ideas would be activated if the student's retelling are weak. Illustrated organizers, look backs, think alouds, five 'W's and the 'how' are ways in which a student can visually see the important facts needed in a thriving retelling.
Reflections: I tried to get more facts about this estimate by searching on the Internet, but did not find whatever further. This estimate seems self-exclamatory and I think as a qualitative test, it is the up to the examiner's judgment to outline out where the student needs hold and help.
Assessment 8
Name of Assessment: Barr Rubric for writing (Writing Scale 1, Grades K-3: Becoming a writer)
Source: Assessing literacy with the studying record; A handbook for teachers, Grades K-6: The studying article estimate Systemä.
Assessment Goal: A guide for teachers to focus on the characteristics of developing student writers, from the corporeal act of putting oral language on paper, chalkboard, or computer screen to actual use of writing to delineate meaning.
Format: The scale integrates the transcription and composing aspects of writing as one supports and reinforces the other. The scale describes six stages of development:
1. Beginning writer
2. Early writer
3. Developing writer
4. Gradually fluent writer
5. Fluent writer
6. Exceptionally fluent writer
Scoring Procedure: Scores from one to six article writers in varying levels of dependence to independence in their writing.
Time to administer: Students should acquire their writing all year in portfolios of their work. A range of writing for various purposes, on both assigned and self-chosen topics, can be samples periodically for signs of progress and facts for instruction.
Reason for administering this test: To see where the student is as a writer and to prepare study and hold to take the student to the next level of writing. Using the rubric will pinpoint areas that need to be addressed and drive study in those areas.
Reflections: Students can look at their own work and conclude what should go into the portfolio. They can part their own success in writing and can strive for improvement. Teachers can focus on the parts of writing that needs work. The trainer and the student are partners in working together in selection of the work and in conferencing about pieces of writing.
Assessment 9
Name of assessment: Cloze
Source: Dr. Seidenberg; Classroom discussion
Assessment Goals: A quantitative estimate that will furnish a whole score to compare reading comprehension
Format: Cloze is a method by which you systematically delete every fifth word, after the first sentence of a 300 to 500 word passage, and value students' potential to correctly provide the deleted words using context clues and drawing from their own vocabulary. The last sentence in the text remains intact. Therefore, a 500-word piece would have 100 deletions. A 300-word piece would have 60 deletions.
Scoring the Cloze: Every word the student matches exactly is thought about correct.
Score Levels:
58-100 Independent
44-57 Instructional
0-43 Frustration
Reason for giving the Cloze and implications for instruction.
A score of 58 percent or higher indicates student read the tube with competence. Reading individually will not be difficult for the student.
A score in the middle of 44 and 57 percent indicates the tube can be read with some competence by the student; however, reading with some guidance would be beneficial.
A score below 43 percent will probably be too difficult for the student. A great deal of guidance will be needed, or other material should be substituted.
This is a means of assessing the comprehension level of the student, therefore aiding in preparing study or support, for example, working with improving vocabulary, context clues, and providing background knowledge.
Reflections: My student found this to be a fun activity. It is more interactive for the child and is spellbinding being able to faultless the story as if the student was helping the author write it. A fun postponement for this estimate is a Mad Libs activity. While it is not the same as Cloze, it is helpful in teaching parts of speech and the results are humorous or nonsense stories, which children seem to enjoy.
Assessment 10
Name of Assessment: Concepts About Print by Marie Clay
Materials used: Concepts About Print; What children learned about the way we print language? and (C.A.P) Concepts about print story booklet, Stones by Marie Clay
Assessment Goals: Especially relevant to the estimate of pre-reading or emergent literacy competencies such as:
Book orientation knowledge
Principles spellbinding the directional arrangement of print on the page
The knowledge that print, not the pictures, comprise the story
Understanding of important reading terminology like word, letter, Beginning of the sentence, top of the page.
Understanding of uncomplicated punctuation marks
Format:
Very scripted as outlined below:
Use one of the C.A.P booklets by Marie Clay such as Stones, Sand, corollary Me, Moon, or No Shoes. Or use a simple, Illustrated children's book that the student has not seen before.
Hand the student the book, with the spine facing the child and say, "Show me the front of the book."
Open the book directly to the place where print in on one page and a photograph on the other. Then say, "Show me where I begin reading." Make sure the child shows the exact place.
Stay on the same set of pages and after the child points to the spot where you begin reading, say, "Show me with your finger where I go next." Then ask, "Where do I go from there?"
Turn to a new page and say, "Point to the Beginning of the story on this page>" Then say, "Point to the end of the story on this page."
Turning to an additional one pair of pages and say, "Show me the lowest of the page," (page 8) and then "Show me the top of the page.' Point to the photograph and say, "Show me the lowest of the picture," and then, "Show me the top of the picture." (page 7)
On the same page, point to a capital letter with your pencil and say, "Show me a tiny letter that is the same as this one." (I on page 6) Next, point to a lowercase letter and say, "Now point to the capital letter that is the same as this one." (t on page 12) You may wish to repeat this procedure with other pairs of letters.
Turn to a page that has a period, an exclamation point, a inquire mark, a comma, and a set of quotation marks. Point to each in turn and ask, "What is this? What is it for?"
Scoring Procedure:
Observe and notate the child's responses on the Concepts About Print Score sheet using the Quick Reference for Scoring Standards, assigning one point for each item scored. A scale of 1 to 9 (Stanines) are provided for age groups in the middle of 5 and 7 in order to see how children compare with other children in their age groups.
Time to Administer:
As far as I could see, there was no timed element to this test and some children may retort more right away than others.
Reasons I chose this assessment: I feel it is important to compare and hold young emergent readers by construction a foundation for them to invent literacy skills and strategies. The basics come first and we as teachers should not take for granted that every child entering a school environment (pre-school or kindergarten) knows these basic concepts about print. Once we are assured that they are comfortable with the concepts, we can teach supplementary skills for thriving readers and writers.
Ways in which results can be used in planning instruction:
After assessing the child's knowledge of print, teachers plan study and teach the unknown concepts. Retesting should be done to compare and monitor growth.
Reflections:
It is hard to reflect on this estimate because I have never administered it. However, as I stated above it is more important and age thorough to compare young children's understanding of print, rather than the pressure that has recently been applied for children to memorize all their letters and some words as a part of being literacy ready. Children need to understand the concepts of print before they can make sense of reading and writing.
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