Unit 4 Assessment Of Basic Reading Skills

1. Unit 4 Assessment Of Basic Reading Skills Matching Instrument And Purpose Using The Basic Reading Skills Assessment

2. “Why weigh the hog unless you are going to feed it?” Reid Lyon, Language! TOT, 2005

3. Standardized Criterion-Referenced Two Types Of Tests • Correct or incorrect answer only • Correct or incorrect answer only • No deviation from examiner’s script • Examiner may probe to judge how easily student might learn • Yields comparison to general population • Yields comparison to curriculum taught or to grade level expectations

4. Types Of Assessments PURPOSE DESCRIPTION Screening To select students for intervention Monitoring On-going, frequent check of mastery Diagnostic Identify specific needs or problems Assess effectiveness of program Measure longer-term progress Outcome Place student in EC program Identify disability Classification

5. Four Kinds of Reading Assessments An effective, comprehensive, reading program includes reading assessments to accomplish four purposes: • Outcome- Assessments that provide a bottom-line evaluation of the effectiveness of the reading program. • Screening - Assessments that are administered to determine which children are at risk for reading difficulty and who will need additional intervention. • Diagnosis - Assessments that help teachers plan instruction by providing in-depth information about students’ skills and instructional needs. • Progress Monitoring - Assessments that determine if students are making adequate progress or need more intervention to achieve grade level reading outcomes. Source: Reading First Initiative: Secretary’s Leadership Academy

6. Cognitive Model of Reading Assessment McKenna & Stahl, 2003 Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Vocabulary Background Knowledge Language Comprehension Reading Comprehension Knowledge of Structure Strategic Knowledge General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Print Concepts

7. Questions to ask for Assessment • Is the child able to read texts at his or her grade placement level with automatic word recognition and adequate expression? • Does the child make use of context to monitor his reading? • Is the child fluent? • Does the child have adequate sight-word knowledge? • Does the child have adequate knowledge of decoding strategies? • Does the child have adequate phonological awareness?

8. Questions to Ask for Assessment • Is the child able to comprehend the language of the text? • Does the child have adequate vocabulary for his age and grade? • Does the child have the background knowledge to understand what he is reading? • Is the child able to use common text structures to aid in comprehension? • Does the child have adequate knowledge of the purposes for reading and possess strategies available to achieve those purposes? • Does the child have a set of strategies that can be used to achieve different purposes for reading?

9. Assessment • Use the “big 5” to guide assessment: Phonemic Awareness, Phonics, Vocabulary, Fluency and Comprehension • Informal assessment examples • K-2 Literacy Assessment • DIBELS/Aimsweb/Basic Skill Builders • Fluency assessments – Oral Reading Fluency/ NAEP Prosody rubric • Phonological Awareness Skills Test (PAST) • San Diego Quick Assessment – Graded word lists • El Paso Phonics Survey • Reading Inventories – (Ekwall-Shanker, Basic Reading Inventory by Jerry Johns, QRI, DRA)

11. Assessing Phonological Awareness Skills SKILL SAMPLE TASK “Do fat and cat rhyme?” “What rhymes with big?” Rhyme “Tap pencil for each part in acrobat.” “What word am I saying: oc - to - pus?” Syllables Phoneme Identification: first, middle, final “What is the first sound in map?” “What is the middle sound in map?” “What is the final sound in map?” Blend sounds “What word am I saying: /j/ /e/ /t/?”

12. “Show me /a/.” “Show me /at/.” “Show me /fat/.” “Show me /fit/.” “Show me /fist/.” Assessing Phonological Awareness Skills SKILL SAMPLE TASK “Say and tap the sounds in nap.” “How many sounds in at?” “Say bake, but don’t say /b/.” Segment, Count, Delete Phonemes Colored cubes represent sounds. Manipulate Sounds

13. Assessing Phonics • Letter naming • Informal Phonics Survey – sounds/six syllable types • Word List inventory – both regular and irregular word forms • Spelling Inventory • Names Test • Developmental Test of Word Recognition

14. Assessing Fluency • Using text at students independent level, ask student to read for one minute counting the correct words read in one minute comparing to grade level standards • Using NAEP Prosody rubric, give student score on their ability to read with expression

16. Assessing Comprehension • Listening Comprehension • Questions – literal and inferential • Retelling • Vocabulary • Cloze Assessment • Maze • Written responses • Student-generated questions • Informal Reading Inventory • Strategy Use

19. Curriculum Based Measurement (CBM) of Oral Reading • Provide formative assessment of student performance • Provides formative miscue analysis • Allows teachers to assess qualitative features of good reading • Allows for assessment of accuracy and fluency • First grade reading outcomes are strongly related to third grade outcomes • Variations of CBM are available.

20. DIBELS Assessment www.dibels/uoregon.edu

22. Resources for Informal Assessment

23. Unit 4 Assessment Of Basic Reading Skills Matching Instrument And Purpose Using The Basic Reading Skills Assessment

24. Using the Basic Reading Skills Assessment • Criterion-referenced test • Not a complete test • Consists of limited sample items in several areas • Items similar to other published or teacher made tests • Areas included (those in gold will be assessed first): • Phonemic awareness • Letter-sound associations • Word identification • Spelling • Fluency

25. Choosing A Student • Student should be able to do some items in each section of test. • Student should miss some items in each area of test. • You will be using assessment to write lesson plans in forthcoming units. • You may need to assess more than one student to meet the above criteria.

26. Basic Reading Skills Assessment Please follow the rest of the presentation using the sample student assessment for “JJ.”

27. 1. Segmentation Task – Syllable Segmentation Task: Syllable and Phoneme 1. DIRECTIONS: For each item, use the eraser end of an unsharpened pencil. Syllable Segmentation: “I’m going to say a word, and I want you to tap one time for each part or syllable that I say. Hamburger” DEMONSTRATE. Now, it’s your turn. Tap and say each part with me. For each item below, say “Tap and say each syllable in _______.” Item Correct response Student response picnic 2 taps ____________ octopus 3 taps ____________ boat 1 tap ____________ pepperoni 4 taps ____________ spider 2 taps ____________ ____________ alligator 4 taps

28. Video: Syllable Segmentation • Please click on the video below to play.

29. 1. Segmentation Task – Syllable 1. Segmentation Task: Syllable and Phoneme Item Correct response Student’s response + 2 taps + 3 taps - 2 taps picnic 2 taps octopus 3 taps (even after prompting, modeling) boat 1 tap had her clap, try chin drop - still 3 - 3 taps pepperoni 4 taps + 2 taps + 4 taps spider 2 taps initially answered 3, self-corrected without prompts alligator 4 taps

30. 1. Segmentation Task - Phoneme Phoneme segmentation: “Now, I’m going to say a word and then I’ll tap and say… each in the word with me. ” Top. DEMONSTRATE. sound “Now, it’s your turn. Tap and say each sound in the word with me.” For each item below, say “Tap and say each sound in _______.” Item Correct Response Student’s Response up /u - p/ 2 taps ________________ say /s - a/ 2 taps ________________ mat /m - a - t/ 3 taps ________________ shop / sh - o - p/ 3 taps ________________ trick /t - r - i - k/ 4 taps ________________ smash /s - m - a - sh/ 4 taps ________________ Number correct syllable: ____________ : ____________ Number correct phoneme

31. Video: Phoneme Segmentation • Please click on the video below to play.

32. 1. Segmentation Task - Phoneme Phoneme segmentation: Item Correct Response J.J’s Response + 2 taps + 2 taps - “m-at” 2 taps up /u - p/ 2 taps say /s - a/ 2 taps able to correct after modeling mat /m - a - t/ 3 taps + sh-o-p, 3 taps shop / sh - o - p/ 3 taps responded correctly after modeling • - tr-ick, 2 taps • + s-m-a-sh,4 taps • 4 4 trick /t - r - i - k/ 4 taps smash /s - m - a - sh/ 4 taps Number correct syllable: : Number correct phoneme

33. Video: Phoneme Segmentation with Clarification • Please click the video below to play.

34. Video: Phoneme Segmentation with Error Correction • Please click on video below to play.

35. Correct Response 2. Deletion Task - Syllable Deletion Task: Syllable and Phoneme 2. DIRECTIONS Say to student “I am going to say a word and I want you to repeat it. Then I will ask you to say the word with a part missing. Let me show you what I mean.” Give the first two items as demonstration. If the student misses these items, explain and model the correct answer and continue. Unless the items are extremely frustrating for the student, give all items. As you give the test, speak clearly but do not segment the words into sounds for the student. Item Question pop Say popcorn Say it again, but don’t say corn ________ Say football Say it again, but don’t say ball foot ________ Syllable deletion: Say napkin Say it again, but don’t say kin nap ________ Say candy Say it again, but don’t say dy / dee/ ________ can bet Say alphabet Say it again, but don’t say alpha ________ can Say cantaloupe Say it again, but don’t say telope ________

36. 2. Deletion Task - Syllable Deletion Task: Syllable and Phoneme 2. J.J.’s Item Question Response + + Practice items are not counted. Say popcorn Say it again, but don’t say corn pop Say football Say it again, but don’t say foot ball Syllable deletion: + + - - Say napkin Say it again, but don’t say nap kin after directions repeated Say candy Say it again, but don’t say can dy / dee/ “al,” then “alph” Say alphabet Say it again, but don’t say alpha bet “lope,” then “pe-lope” Say Say it again, but don’t say telope cantaloupe can

37. 2. Deletion Task - Phoneme Initial phoneme deletion: Say bat Say it again, but don’t say /b/ at ________ Say pow Say it again, but don’t say /p/ ow ________ Say heart Say it again, but don’t say /h/ art ________ Final phoneme deletion: Say make Say it again, but don’t say /k/ may ________ Say nose Say it again, but don’t say /z/ no ________ Say seat Say it again, but don’t say /t/ sea ________ Initial blend deletion: Say slip Say it again, but don’t say /s/ lip ________ Say blow Say it again, but don’t say /b/ low ________ Say cram Say it again, but don’t say /k/ ram ________ Number correct syllable: _______ Number correct initial phoneme: _______ Number correct final phoneme: _______ Number correct initial blend: _______

38. Video: Phoneme Deletion Questioning • Please click on the video below to play.

39. 2. Deletion Task - Phoneme Initial phoneme deletion: + - aw + art after directions repeated Say bat Say it again, but don’t say /b/ at ________ Say pow Say it again, but don’t say /p/ ow ________ heart Say Say it again, but don’t say /h/ art ________ Final phoneme deletion: M-,then “mate” - + - Say make Say it again, but don’t say /k/ may ________ “seat,” correct after modeling Say nose Say it again, but don’t say /z/ no ________ Say seat Say it again, but don’t say /t/ sea ________ - + + Initial blend deletion: ‘”pl” then “plip” Say slip Say it again, but don’t say /s/ lip ________ Say blow Say it again, but don’t say /b/ low ________ Say cram Say it again, but don’t say /k/ ram ________ 2/4 2/3 1/3 2/3 Number correct syllable: _______ Number correct initial phoneme: _______ Number correct final phoneme: _______ Number correct initial blend: _______

40. Student Summary Teaching Students with Persistent Reading Problems Basic Reading Skills Assessment: Student Summary J. J. 4 9 Student :________________________ Grade: __________ Age: __________ 11/6/02 Date of assessment: _______________Teacher: ________________________ # correct/ # given Phonemic Awareness 4/6 __________ Segments words into syllables (task 1) 1. 2/4 __________ Deletes syllables (task 2) 2. 4/6 __________ Segments words into phonemes (task 1) 3. 2/3 __________ Deletes initial phonemes (task 2) 4. 1/3 __________ Deletes final phonemes (task 2) 5. 2/3 __________ Deletes sound from initial blend (task 2) 6.

41. Letter-Sound Associations

42. Consonants Consonant Digraphs Recall / Recognition Recall / Recognition Recall / Recognition m _________ j ____________ sh ______________ l _________ k ____________ ch ______________ s _________ w ____________ th ______________ t _________ d ____________ wh _____________ p _________ g ____________ f _________ h ____________ c _________ y ____________ n _________ z ____________ r _________ x ____________ b _________ qu ____________ v _________ Long Vowels Short Vowels r-Controlled Vowels “Give the sound these “These letters have “When these letters letters make when they another sound - the some together, they ‘ say their name’ ” ‘short’ sound” make a special sound” Recall / Recognition Reca ll / Recognition Recall / Recognition a ___________ a ____________ ar ____________ i ___________ i ____________ er ____________ e ___________ e ____________ or ____________ o ___________ o ____________ ir ____________ u ___________ u ____________ ur ____________

43. Video: Letter/Sound Association • Please click on the video below to play.

44. Recall / Recognition Reca ll / Recognition Recall / Recognition Consonants Consonant Digraphs Recall / Recognition Recall / Recognition Recall / Recognition + + + + +++++++ + + + + ++-/w/ R +- /eeks/R- /k/ + + + + m _________ j ____________ sh ______________ l _________ k ____________ ch ______________ s _________ w ____________ th ______________ t _________ d ____________ wh _____________ p _________ g ____________ f _________ h ____________ c _________ y ____________ n _________ z ____________ r _________ x ____________ (Didn’t recognize qu) b _________ qu ____________ v _________ Long Vowels Short Vowels r-Controlled Vowels “Give the sound these “These letters have “When these letters letters make when they another sound - the some together, they ‘ say their name’ ” ‘short’ sound” make a special sound” + /e/, /a/ s.c. - /e/, /a/ R - /i/ - /or/ + + - /e/ R - /i/ R - /or/ R + - /ow/ R - /or/ R + - /ear/ R - /your/R a ____________ a ___________ ar ____________ i ____________ i ___________ er ____________ e ___________ e ____________ or ____________ o ___________ o ____________ ir ____________ u ___________ u ____________ ur ____________

45. Student Summary: J.J. Letter-Sound Associations Indicate +/- Recalled all except w, z, x, qu 7. Knows sounds of consonants __________ + + + + 8. Knows sounds of consonant digraphs sh ___ ch ___ wh ___ th ___ + - - - - 9. Knows sounds of long vowels a___ i ___ e ___ o ___ u -___ + - - - + 10. Knows sounds of short vowels a___ i ___ e ___ o ___u ___ - - + - - 11. Knows sounds of r-controlled vowels ar___ er___ or ___ ir ___ ur ___ Word Identification # correct/ # given given 1. Reads phonetically regular real words short vowel pattern silent e pattern 2. Reads phonetically regular nonwords short vowel pattern silent e pattern 3. Irregular words

46. Decoding:Phonetically Regular Real Words Word Identification Practice Items Decoding: Phonetically Regular Real Words Say “I am going to show you some words. If you cannot read the DIRECTIONS: word, try to sound it out.” Show the student the regular word list (# 1) and ask him/her to read all items. On the assessment form, note any errors the student makes (e.g., incorrect vowel, b/d reversals, etc.) in the space beside the word. If the student gives the incorrect sound for a letter within a word, tell him/her the correct sound and ask the student to try the word again. If the student makes errors indicating that he/she is guessing based on partial letter cues (e.g., last for lot), ask the student to sound out the word and then blend the sounds. ilent-e pattern words (e.g., cub for If the student makes vowel errors on the s cube), AFTER the items have been completed, ask the student to look at the list and figure out what is alike about all of the words. They should tell you that the words all end in the letter e. Ask the student what they have been taught about the letter e at the end of a word. Many students have some idea about the silent-e pattern but either don’t have a correct understanding of fail to apply the pattern consistently. If the student does understand the rule, ask them to go back and re-read the words missed.

47. Decoding:Phonetically Regular Real Words List 1: Words with short vowels List 2: Words with silent-e pattern pat ____________________ 1. shake____________________ 1. cup ____________________ 2. slime____________________ 2. bed ____________________ 3. cube ____________________ 3. dig _____________________ 4. grade ___________________ 4. lot _____________________ 5. home ___________________ 5. Notes:

48. Video: Real Word Decoding • Please click on the video below to play.

49. Decoding:Phonetically Regular Real Words J.J.’s Answers List 1: Words with short vowels List 2: Words with silent-e pattern - sick - some sl - clip - gas + + - clip ++ -let lut pat ____________________ 1. shake____________________ 1. cup ____________________ 2. slime____________________ 2. bed ____________________ 3. cube ____________________ 3. dig _____________________ 4. grade ___________________ 4. lot _____________________ 5. home ___________________ 5. Notes:

50. Decoding: Nonsense Words DIRECTIONS: Say to the student “I am now going to show you some words that are not real words. You can read these words by sounding them out. Be sure to look at each word carefully; give the sound for each letter and then blend the sounds into a word.” Show the student the Nonsense word list (# 2) and note the student’s errors as he/she reads. If the student is able to read some of the words correctly, select two or three such words and ask them to explain how they read that word. Also ask the students to look at the nonsense word lists and tell you if any of the words remind them of real words. If so, ask them to tell you which real word and record this. You are trying to determine whether or not the students have specific strategies for reading unknown words (e.g., reading by analogy to known words ; using onset and rime).