Connecting Assessment, Language, and Learning

1. Connecting Assessment, Language, and Learning Online Jill Morgan CTB/McGraw-Hill Trainer Shelby Gallagher Indiana LAS Links Program Manager

2. Today’s Agenda LAS Links Placement Test Writing Grade 1 • Scoring of Writing using 0-3 rubric Note: This one-hour course is Part 2 of the grades 1-5 LAS Links Placement Test training. This session is for examiners of students entering grade 1. PreLAS is used for entering Kindergarten students.

3. Materials covered • LAS Links Placement Test grades K-1 • LAS Links Placement Test Examiner’s Guide grades K-5

4. Review of test

5. Placement Test Summary

6. Administer the Writing Test • Administered by a fluent English speaker reading from the manual • Students mark their own answers in Use Conventions • Students do their own writing in Write About • Pages 12-14 Examiner’s Guide

7. Use Conventions • Page 16-17 Placement Test Grades K-1

8. writing scoring

9. Write About Description: Write one sentence about the picture. • Page 18-19 Placement Test grades K-1

10. Writing Rubric 0-3 for grade 1 0 Minimal or no communication 1 Rudimentary Communication - Limited words 2 Basic communication - Sentence structure 3 Effective communication

11. 0 Minimal or no communication No English word Repetition of an earlier response “I don’t know”

12. 1 Rudimentary Communication Limited words Minimal sentence structure (subject/verb or missing subject and/or verb) One correctly spelled English word; copied ok, part of the alphabet ok Serious errors in vocabulary, spelling, language usage that interferes with communication Apparent content may or may not relate to prompt

13. Write About Sample Response Grades K-1 • He cag ball.

14. Write About • He cag ball. Score 1 Rationale: • Minimal sentence structure with serious spelling error (‘cag’). • Gender of child could be a boy or girl.

15. Write About • Sed dos the bol to the dog.

16. Write About • Sed dos the bol to the dog. Score 1 Rationale: • Minimal sentence structure with serious spelling errors (‘sed’ and ‘dos’). • Serious spelling errors interfere with communication.

17. 2 Basic communication Sentence structure • One response with meaning relevant to the prompt • Write About: Description of picture with subject/predicate • Errors in one or more categories without interfering with meaning: • Word choice, word order, spelling (phonetic ok if meaning clear) • Errors in verb tense or agreement, articles, possession, prepositions, pronouns, plural, adjectives, adverbs, gender

18. Write About • The gro thros the ball.

19. Write About • The gro thros the ball.

20. Write About • The gro thros the ball. Score 2 Rationale: • Relates to the prompt • Spelling errors can be interpreted within two readings

21. Write About • The grol is toring the ball.

22. Write About • The grol is toring the ball. Score 2 Rationale: • Basic communication with fluently constructed verb form • Spelling errors do not interfere with communication.

23. 3 Effective communication • One response with meaning relevant to the prompt • Write About: Description of picture with complete sentence, no grammar or sentence structure errors • Up to 3 total errors in: • Punctuation: Missing period in abbreviation, extra or missing commas and apostrophes if meaning still clear • Spelling: Minor errors if meaning clear. Repeated error is counted once. • Handwriting: Incorrect or missing capitals. Note student’s style if certain letters always capitalized. • Run-on: Overuse of ‘and,’ comma splices and missing period ok. • Grammar: Formation of past tense or participle in irregular verbs

24. Write About • The girl tros the ball to the dog.

25. Write About • The girl tros the ball to the dog. Score 3 Rationale: • Effective communication • Grammatically correct • One error in spelling that does not confuse meaning

26. Write About • I see the girl playing catch with her dog.

27. Write About • I see the girl playing catch with her dog. Score 3 Rationale: • Complete sentence without error in grammar or sentence structure

28. Quiz #1 Scoring Answer the 3 questions in the Polling pane.

29. Scoring Practice Speak in Sentences Your turn to score

30. Write About Scoring Sample #1Sample Response Grades K-1

31. Write About Scoring Sample #1 Score 2 Rationale: • Meaningful to the prompt • Minimal sentence structure with grammatical errors • Article ‘The’ or ‘A’ missing, ‘is hv’ for ‘are having’

32. Write About Scoring Sample #2

33. Write About Scoring Sample #2 Score 1 Rationale: • One correctly spelled English word. • No sentence structure

34. Write About Scoring Sample #3

35. Write About Scoring Sample #3 Score 2 Rationale: • Meaningful to the prompt • Minimal sentence structure with grammar errors • Article ‘The’ or ‘A’ missing, ‘is a play’ for ‘are playing’

36. Write About Scoring Sample #4

37. Write About Scoring Sample #4 Score 3 Rationale: • Effective communication in complete sentence • Grammatically correct • One error in spelling that does not confuse meaning

38. Write About Scoring Sample #5

39. Write About Scoring Sample #5 Score 1 Rationale: • One correctly spelled English word (‘on’) • Minimal sentence structure but errors interfere with communication (? Kid go on slide)

40. Quiz #2 Scoring Answer the 3 questions in the Polling pane.

41. Write About Scoring Sample #6Sample Response Grades K-1

42. Write About Scoring Sample #6 Score 2 Rationale: • Meaningful to the prompt • Minimal sentence structure with grammar errors • Pronoun, verb formation, verb choice (‘having’ for throwing, or is it ‘heaving’?), syntax (‘dog for the ball’ instead of ‘the ball for the dog’)

43. Write About Scoring Sample #7

44. Write About Scoring Sample #7 Score 1 Rationale: • One correctly spelled English word (‘The’) • No sentence structure

45. Write About Scoring Sample #8

46. Write About Scoring Sample #8 Score 3 Rationale: • Effective communication in complete sentence • Grammatically correct • One error in spelling that does not confuse meaning

47. Write About Scoring Sample #9

48. Write About Scoring Sample #9 Score 3 Rationale: • Effective communication in complete sentence • One error in spelling that does not confuse meaning

49. Write About Scoring Sample #10

50. Write About Scoring Sample #10 Score 2 Rationale: • Minimal sentence structure with grammar errors • Pronoun, verb choice (‘has’ for ‘throws’), preposition (‘to’ for ‘for’)