Informal Reading and Language Based Assessments For Elementary Grade Students

Response Card Wording Spanish - Informal Reading and Language Based Assessments For Elementary Grade Students

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Assessment Packet

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Response Card Wording Spanish

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 assorted patterns, phonetic sounds, consonant blends, vowel sounds, and syllables. It is a more natural and approved set of words to decode, for students in grades four and up. Ask the child to pretend they are the instructor and they are taking morning attendance.

Scoring procedure: Use a check to indicate definite responses and write the phonetic spelling for any incorrect responses. If the trainee does not endeavor a name, write "no" next to that name and encourage the child to continue. For polysyllabic words, consider the word definite regardless of where the trainee places the accent on the word. Each definite 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 according to Cunningham, " I wanted a portion of their (students) word identification quality that was not confounded but context but that was not just a list. Cunningham went on to explain that reading from a word list is unnatural and selecting the words is difficult since you risk selecting 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 trainee needs schooling or support. This is a more authentic means of looking at a student's word charge 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 evaluate the basic word analysis (decoding) and word recognition skills of traditional grade children. To collate student's quality 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 trainee 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 policy from 1A. Section 1C - Have the trainee to vertically read the words in each word house 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' quality to decode words with short vowel sounds. Section 2B - The vowels are in isolation. Ask trainee to tell you the long and short sound each vowel makes. Section 2C - Have the trainee read the two vertical words in each column. For example, show "mat/mate". This section assesses student's quality 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 trainee to read the rest of the words across.

Scoring Procedure: Each definite reply is worth one point. There is a scoring sheet. The estimate is to help the instructor plan schooling to reserve and enlarge weak areas.

Time to administer: No time constraints.

Reason for giving this assessment: To rule the student's quality to decode words that are made up of dissimilar sounds and blends and to rule if the trainee understands vowel patterns and rules such as "silent e", and differences in long and short sounding vowels and vowel pairs. It also helps to evaluate basic word analysis (decoding) and word recognition skills.

Reflections: This is a basic estimate that builds on phonemic awareness. Also, if a trainee is not thriving in completing all sections and schooling is designed to improve weak skills, retesting would show any improvement the trainee 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 linked areas of a singular child." Auditory blending and discrimination tests are given to supply the instructor with comprehension towards the student's quality to understand that words are comprised of phonemes. Both subtests also collate students' auditory (listening) comprehension. To diagnose reading problems requires estimate in phonemic awareness and word recognition.

Format: Auditory Blending-Teacher is to accurately profess the phonemes of each word. The trainee upon listening to the word shall put it together and say what they hear. The trainee is allowed a second endeavor if they are incorrect in their first identification.

Auditory Discrimination-Turn the trainee nearby and have their back facing the instructor. The instructor may supply the trainee with a sample such as showing a pen and pencil and request whether they are the same or different. The instructor reads two words and the student, without looking, is to reply whether if the words are the same or different.

Scoring Procedure: Auditory Blending-The instructor is to write exactly what the trainee says. A raw score is constructed giving1 point for definite on the first try, and half a point for definite on the second try. Then, the score is compared to the average.

Auditory Discrimination-The trainee is given one trial and the raw score is comprised of how many definite answers the trainee gets. The score is then compared to an median determined 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 collate the student's receptive and auditory abilities. Quite often, reading difficulties come from a child not able to distinguish sounds or individual phonemes, or are unable to put them together. The test will help explain where those difficulties lie, so as medicinal schooling can be given.

Reflections: Often when a young child had manifold ear infections during sensitive language acquisition stages, they may suffer a degree of hearing loss. The child may have mystery deciphering safe bet sounds or unit phonemes. This test may pick up on a hearing issue that can impact on language linked skills.

Assessment 4

Name of Assessment: San Diego Quick estimate or Graded Word List (Gwl)
Source: Ekwall, e., & Shanker, J.L. (1988). analysis 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 rule the learner's word recognition ability. It also helps to collate 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 imagine for labeling is that if you drop the cards, you can sort them in order, but an older trainee 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 trainee "There are ten words on each card. I would like you to try every word on this card." Give the trainee 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 trainee 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 = discontentment 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 portion comprehension or the quality of the trainee to define the words. It serves as an indicator to whether 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 rule the definite stage of spelling development at which a child, in traditional grades K-2, is functioning at. The five stages are Precommunicative, Semiphonetic, Phonetic, Transitional, and Conventional.

Format: The instructor calls out each spelling word on the list, followed by the provided sentence, and then repeats the spelling word again. The instructor should, "explain that the activity will not be graded as right or wrong, but will be used to see how children think safe bet difficult words should be spelled. Be encouraging, and make the activity 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 grand bird.
8. Closed The wee girl finished 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 characterize sounds, but usually abbreviate the spelling in a way that whether 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 generate schooling that will enlarge the student's skills. It can be used as a portion of growth as we. looking where the trainee needs help, for example with end sounds, schooling 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 trainee is helping you, the instructor 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 trainee enters the upper grades.

Assessment 6

Name of Assessment: Wepman Auditory Discrimination Test
Source: Joseph M. Wepman (Revised 1973)

Assessment Goals: To rule the quality of students to identify the fine differences that exist between 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, someone else thirteen word pairs differ in final consonants and four word pairs differ in the medial vowels. The test is administered orally to one trainee at a time. The trainee 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 trainee indicates whether the investigator read the same word twice of read two dissimilar 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 collate a person's quality to identify wee 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 approved test and the scoring varies according to the age of the man being tested. Phonemic awareness is very foremost for early readers and this test is a good indicator if a child can hear individual unit sounds.

Assessment 7

Name of Assessment: Harp Free Retell
Source: The Handbook of literacy estimate and evaluation. Harp, B. (2000).

Assessment Goals: Using definite rubrics for the article Retelling Checklist and the Expository Retelling Checklist, teachers can gage the comprehension level of the trainee based on the student's quality to orally tell 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 identify story elements, friction 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 identify story elements and main ideas, which aid in comprehension. Teachers can portion the level of information a trainee uses when retelling a narrative, or foremost 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. Descriptive organizers, look backs, think alouds, five 'W's and the 'how' are ways in which a trainee can visually see the foremost 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 form out where the trainee needs reserve 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 learning record; A handbook for teachers, Grades K-6: The learning article estimate Systemä.

Assessment Goal: A guide for teachers to focus on the characteristics of developing trainee writers, from the bodily act of putting oral language on paper, chalkboard, or computer screen to actual use of writing to tell 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. Starting writer

2. Early writer

3. Developing writer

4. Moderately 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 get their writing all year in portfolios of their work. A range of writing for assorted purposes, on both assigned and self-chosen topics, can be samples periodically for signs of enlarge and facts for instruction.

Reason for administering this test: To see where the trainee is as a writer and to put in order schooling and reserve to take the trainee to the next level of writing. Using the rubric will pinpoint areas that need to be addressed and drive schooling in those areas.

Reflections: Students can look at their own work and rule what should go into the portfolio. They can portion their own success in writing and can strive for improvement. Teachers can focus on the parts of writing that needs work. The instructor and the trainee are partners in working together in choice 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 number score to collate 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 evaluate students' quality to correctly supply 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 trainee matches exactly is determined 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 trainee read the tube with competence. Reading individually will not be difficult for the student.
A score between 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 making ready schooling or support, for example, working with enhancing vocabulary, context clues, and providing background knowledge.

Reflections: My trainee found this to be a fun activity. It is more interactive for the child and is interesting being able to complete the story as if the trainee 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 interesting the directional arrangement of print on the page
The knowledge that print, not the pictures, include the story
Understanding of foremost reading terminology like word, letter, Starting of the sentence, top of the page.
Understanding of easy punctuation marks

Format:

Very scripted as outlined below:

Use one of the C.A.P booklets by Marie Clay such as Stones, Sand, consequent Me, Moon, or No Shoes. Or use a simple, Descriptive children's book that the trainee has not seen before.
Hand the trainee 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 Starting of the story on this page>" Then say, "Point to the end of the story on this page."
Turning to someone else 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 wee 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 policy with other pairs of letters.
Turn to a page that has a period, an exclamation point, a ask 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 between 5 and 7 in order to see how children collate 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 reply more at once than others.

Reasons I chose this assessment: I feel it is foremost to collate and reserve young emergent readers by construction a foundation for them to fabricate 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 additional 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 schooling and teach the unknown concepts. Retesting should be done to collate 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 foremost and age approved to collate 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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