NC K-2 Literacy Assessment 2009

1. NC K-2 Literacy Assessment2009 K-5 English Language Arts NC DPI

2. Housekeeping • Restrooms • Materials • Lunch and Breaks • Cell phones • Sidebars

3. Objectives • To understand the components of the 2009 North Carolina K-2 Literacy Assessment.

4. 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.

5. Intended Purposes • 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.

6. Formative Assessment • Is process used by teachers and students during instruction. • Provides feedback to adjust ongoing teaching and learning • Helps students improve their achievement of intended instructional outcomes. • Happens minute-to-minute or in short cycles.

7. Interim/Benchmark Assessment • An assessment given to students periodically throughout the year. • Determines how much learning has taken place up to a particular point in time.

8. Summative Assessment • Is a measure of achievement providing evidence of student competence or program effectiveness. • Is evaluative and is used to categorize students so performance among students can be compared.

9. Frequency of Assessments • Formative assessments should be on-going, daily, weekly, as needed. • Interim/benchmark assessments should be completed at the beginning and middle of the school year. • A summative assessment must be completed at the end of the school year.

10. Suggested Timelines • Timelines should serve as a guide for interim/benchmark and summative assessments. • Timelines can be adjusted to fit the needs of the student and LEA/district policies.

11. Components • Letter and Sound Identification • Book and Print Awareness • Phonemic Awareness • Running Record • Fluency • Oral Retell • Writing about Reading (optional) • Spelling Inventory • Writing

12. Letter and Sound Identification • This assesses children’s 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!

13. 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.

14. Letter and Sound Identification • Materials • Letter cards (1 uppercase, 1 lowercase) • Recording form • Blank sheet of paper (if needed)

15. 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?”

16. Letter and Sound Identification • Considerations for ELLs • Different alphabet • 你好 здравствулте! • Different order of learning sound letter concepts • Different letter sound associations • Additional letters/sounds

17. Give it a Go! • Role play with someone at your table. • Take turns being the teacher.

18. 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.

19. 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!

20. Book and Print Awareness • Materials • A copy of the book, No Sandwich • Book and Print Awareness Administration Guide • Book and Print Awareness Individual Checklist • Masking cards

21. Book and Print Awareness • Procedures • Sit beside the child. • Follow the Book and Print Awareness Administration Guide. • Record the student’s responses. • Record comments. • Tally the number of items correct. • Plan for instruction.

22. Book and Print Awareness Considerations for ELLs Directionality Additional symbols Writing Conventions Punctuation Capitalization Grammar Paragraphing

23. Give it a Go! • Role play with someone at your table. • Take turns being the teacher.

24. Phonemic Awareness • Assesses student’s 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.

25. 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!

26. 1. Orally recognizes rhyme. 2. Orally generates rhyme. 3. Orally identifies beginning sounds. 4. Orally identifies words that begin the same. Phonemic Awareness Subsets 1-4

27. Phonemic Awareness Subsets 5-11 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.

28. Phonemic AwarenessSubsets 12-15 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.

29. Materials Phonemic Awareness Inventory recording forms Picture cards (if needed) Phonemic Awareness

30. Phonemic Awareness • Procedures • Sit beside the child. • Follow the script on the recording forms. • Record the student’s responses. • Tally the number of items correct. • Plan for instruction.

31. Phonemic Awareness Considerations for ELLs In general, similar Correspondence mismatch of sound to letter, sound combinations Phonological: Rhyming – consonant rhyming vs– vowels rhyming Spanish: azul, canesu

32. Give it a Go! • Role play with someone at your table. • Take turns being the teacher.

33. A Running Record • To assess the child’s ability to read continuous text (decode print and construct meaning) at specific levels of difficulty. • To record the child’s oral reading for analysis of skills/strategies and for documentation of growth over time.

34. Formative Running Records • Teachers should be doing informal running records often during guided reading groups.

35. Interim/benchmark and Summative Running Records • Interim/benchmark and summative running records 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.

36. A Running Record • Materials • Leveled book • Running Record recording form • Fluency rubric • Retelling form

37. A Running Record • Procedures: Before reading • Find a quiet place. • Sit beside the child. • Read the introductory statement. • Ask the child to preview the story.

38. A Running Record • Procedures: During reading • Ask the child to read the book orally. • Record the oral reading on the Running Record response form.

39. A Running Record • Procedures: After reading • Compute the error rate, accuracy rate, and self-correction rate. • 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.

40. A Running Record Considerations for ELLs “Does it make sense? Does it sound right?” Don’t have background knowledge Miscue analysis- check for semantic errors 1st – can decode farther than understand. Comprehension before decoding

41. Fluency • Assesses the ability to read a text accurately, quickly, and with expression. • Assesses all students using the Qualitative Fluency Rubric. • Assesses students reading a level G or above using both the Qualitative and Quantitative Fluency Rubrics.

42. Fluency • Materials • Qualitative Fluency Rubric • Quantitative Fluency Rubric (if level G or above) • Stopwatch (if level G or above)

43. 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.

44. 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.

45. 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

46. 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.

47. Quantitative Fluency Rubric • Calculate the words read correctly: Total words read – errors = words read correctly • Calculate the number of words per minute: Total # of words read correctly ÷ # of seconds X 60 = WCPM

48. 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!

49. Fluency • Considerations for ELLs • Cadence differs – may develop after understanding – word and sentence.

50. Oral Retell • Assesses how well a student approaches a text that they have read. • Assesses a student’s 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 (90%-94%).