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Penfield Central School DistrictEarly Literacy ProfileKindergarten 2012-13

TABLE OF CONTENTS

Calendar………………………………………………………………………………………………………………………….2

Student Profile Sheet…………………………………………………………………………………………………3

Alphabet and Letter-Sound Knowledge……………………………………………………….…..4 - 7

Words in Text and Concepts about Print….…………………………………………………..8 - 10

Writing First and Last Name…………………………………………………………………………….…..…11

Phonological Awareness/Phonics Assessment………………………………………………12 - 18

Emergent Spelling Inventory……………………………………………………………………...….19 - 22

Sight Word Assessment…………………………………………………….……………………………23 - 27

Sentence Dictation……………………………………………………………………………………..……28 - 30

Writing Sample……………………………………………………………………………………….….……..31 - 33

K-5 Assessment – Developmental Reading Assessment…………………………….……..34

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Questions and Answers………………………………………………………………………………….…………35

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Penfield Central School DistrictEarly Literacy Profile

Grade K Calendar 2012-13Sept/Oct. Nov./

Dec.Jan./Feb. March/April May/June

Common Required Assessments

Writing first and last name Alphabet Knowledge Letter-Sound Knowledge Phonological Awareness –

Subtests #1-4o Syllableso Rhyming Recognitiono Rhyming Productiono Beginning Isolation

Locating words in text Concepts about Print

None Writing first and last name Alphabet Knowledge Letter-Sound Knowledge Phonological Awareness – Subtests

#1-7o Syllableso Rhyming Recognitiono Rhyming Productiono Beginning Isolationo Ending Isolationo Onset/Rime Blendingo Phoneme Blending

Locating words in text Concepts about Print Sight Words Sentence Dictation Emergent Spelling Inventory

(optional) DRA2 for readers

Writing Sample – teacher selected

Alphabet Knowledge Letter-Sound Knowledge Phonological Awareness – Subtests

#1-9o Syllableso Rhyming Recognitiono Rhyming Productiono Beginning Isolationo Ending Isolationo Onset/Rime Blendingo Phoneme Blendingo Phoneme Segmentationo Decodable Words

Locating words in text Concepts about Print Sight Words Sentence Dictation Emergent Spelling Inventory (optional) Writing Sample – non-fiction DRA2

Benchmark ExpectationsThese components give you a sense of how well a student would typically perform at that point in the year. It provides a reference point and helps the teacher determine next instructional steps. Failure to meet the benchmark does not automatically qualify a student for AIS services, nor does it determine the report card grade.

Writing first and last name: first name

Alphabet Knowledge: o Upper case 18/26o Lower case 13/26

Letter-Sound Knowledge: 13/21 (for consonants only)

Syllables 2/5 Rhyming Recognition:

7/10 Rhyming Production: 2/5 Beginning Isolation: 2/5 Locating words in text: 2/5 Concepts About Print: 2/5

Writing first and last name: first name and/or last name


Letter-Sound Knowledge: o 21/21 consonantso 3/5 short vowel soundso No long vowel sounds

Syllables: 3/5 Rhyming Recognition: 9/10 Rhyming Production: 3/5 Beginning Isolation: 3/5 Ending Isolation: 3/5 Onset/Rime Blending: 3/5 Phoneme Blending: 3/5 Locating words in text: 4/5 Concepts about Print: 4/5 Sight Words: 10/25 Sentence Dictation: 7/14 Emergent Spelling Inventory: 5/20


Letter-Sound Knowledge: o 21/21 consonantso 5/5 short vowel soundso 3/5 long vowel sounds

Syllables: 5/5 Rhyming Recognition: 10/10 Rhyming Production: 5/5 Beginning Isolation: 5/5 Ending Isolation: 5/5 Onset/Rime Blending: 5/5 Phoneme Blending: 5/5 Phoneme Segmentation: 5/5 Decodable Words: 5/5 Locating words in text: 5/5 Concepts about Print: 5/5 Sight Words: 25/25 Sentence Dictation: 12/14 Emergent Spelling Inventory: 10/20 Writing sample: 3/5 DRA2 level 4 (instructional)

Recording Results Record results in Infinite Campus

Record results in Infinite Campus Record results in Infinite Campus

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Kindergarten Student ProfileName: _____________________ Teacher: ___________________

Components Sept-Dec Jan-March April-JuneAlphabet Knowledge

Upper Case /26 /26 /26

Lower Case /26 /26 /26

Letter-Sound Knowledge /26 /26 /31Locating Words In Text /5 /5 /5Concepts about Print /5 /5 /5Writing First and Last Name

F LYes/No

F LYes/No

F LYes/No

Syllables /5 /5 /5Rhyming Recognition /10 /10 /10

Production /5 /5 /5Beginning Isolation /5 /5 /5Ending Isolation XX /5 /5Onset/Rime Blending XX /5 /5Phoneme Blending XX /5 /5Phoneme Segmentation XX XX /5Decodable Words XX XX /5Emergent Spelling Inventory(OPTIONAL)

XX /20 /20

Sight Word Assessment XX /25 /25DRA2 Level XX

(for readers) (for all students)Sentence Dictation XX /14 /14Since ELP scores are entered into Infinite Campus, this sheet is for your reference only. It does not need to be completed for each student.

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K-1 Assessment – Alphabet and Letter-Sound Knowledge

Purpose of this component: Students making adequate progress in writing, according to the New York State Common Core ELA Standards are able to recognize and name automatically all upper case and lower case manuscript letters. They are also able to recognize that individual letters have associated sounds. This assessment will help the teacher learn about the student’s ability to recognize letters and the sounds letters make.

When this component should be administered: September/October January/February – lower case letters and upper case if not mastered May/June – lower case and upper case if not mastered

Materials needed: Alphabet and Letter-Sound Knowledge Individual Record Sheet Alphabet Student Sheet Paper to cover up letters on the Alphabet Student Sheet

Administration directions: Teacher administers this assessment with each student individually. 1. Teacher assesses upper case letter identification. Teacher presents each letter moving

horizontally across the Alphabet Student Sheet (covering up all other letters on the alphabet sheet) and asks child to name the letter. Check (√) accurate responses and note substitutions.

2. Teacher repeats the process above for lower case letter identification. Check (√) accurate responses and note substitutions.

3. Teacher assesses sound knowledge using the uppercase letters. Teacher presents each letter moving horizontally across the Alphabet Student Sheet (covering up all other letters on the alphabet sheet) and asks child to state the sound the letter makes. In June students need to give both the long and short sound for the vowels. Check (√) accurate responses and note substitutions. If student produces long vowel sound, ask student to provide the short sound for that vowel or the other sound the vowel letter can make.

Scoring Guidelines/Interpreting results: Student receives 1 point for each correct response. Student errors can be recorded by teacher on the scoring sheet. If student provides soft sound for c and/or g, prompt for another sound the letter can make. Credit is given for the hard sounds for c and g only. Credit is given for the short vowel sound in the fall and winter. In the spring, credit is given for both the short and the long vowel sounds.

What to do with the results: Teacher adds up the total score for each section and records the totals in Infinite Campus (IC) and on the Student Profile Sheet if desired. When a student masters a subtest (i.e. 26/26 on Uppercase Alphabet Knowledge), he/she does not need to be re-assessed. The perfect score is then recorded each successive assessment period.

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K-1 Assessment – Alphabet and Letter-Sound KnowledgeName: Date: 5/6/2023 7

Capital Letter Lowercase Letter SoundSept Dec June Sept Dec June Sept Dec June

A short long

F

K

P

W

Z

H

B

O short long

J

U short long

C

Y

L

Q

M

D

N

S

X

I short long

E short long

G

R

V

TTotal /26 /26 /26 /26 /26 /26 /26 /26 /31

(31231

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Kindergarten Assessment - Words in Text

Purpose: This assessment will help teachers learn about a student’s ability to recognize a word quickly and to use multiple strategies to find words that are embedded in lines of text. Part 2 of this assessment will help teachers learn about a student’s ability to identify a letter, word, and sentence with a given set of text.

When this component should be administered: September/October January/February May/June

Materials Needed: Locating Words in Text sentence sheet Words in Text Assessment Sheet

Administration Directions: Teacher administers this assessment with each student individually. Teacher reads the directions to the student; then records student response on the scoring sheet. If this student has mastered the assessment in September/October, then there is no need to reassess.

Scoring Guidelines/Interpreting Results: Student receives one point for each correct response; student receives zero for an incorrect response. The student’s first response is scored to discourage guessing.

What to do with the results: Teacher records the score in Infinite Campus (and on the Student Profile Sheet, if desired.) Results should inform instruction; providing the teacher with goals for each student.

Example: I love my family. (point to love)

Screen: It is sunny today. (point to is)

I want to go home. (point to go)

Let’s go to the store. (point to store)

I want to play ball. (point to play)

We like to eat apples. (point to we)

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Locating Words in Text Sentences

I love my family.

It is sunny today.

I want to go home.

Let’s go to the store.

I want to play ball.

We like to eat apples.

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Kindergarten Assessment – Words in Text

Locating Words in a TextDirections: Teacher covers sentences so the example sentence is showing. Teacher reads example sentence, modeling appropriate one-to-one match when reading. Teacher asks the student to point to the word “love”. Teacher then reads the first sentence and proceeds with remaining sentences without pointing to each word.

Sept/Oct Jan/Feb May/Juneisgo

storeplaywe

Total:

Letter/Word/Sentence (Concepts about Print)Directions: Using the Locating Words in a Text sentences, ask the student to point to each of the following:

Sept/Oct Jan/Feb May/Juneuppercase letterlowercase letter

wordbeginning and end of

a sentence 2 words

Total:


Kindergarten Assessment – Writing First and Last Name

Purpose of this component: Students making adequate progress in writing, according to the New York State Common Core ELA Standards, are able to write correctly their first and last names as well as names of some friends and families.

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This assessment will help the teacher learn about the student’s ability to write his/her name.

When this component should be administered: September/October January/February May/June Materials needed: Blank sheet of paper

Administration directions: Teacher administers this assessment with each student individually. Teacher asks student to write his/her first and last name on a blank sheet of paper.

Scoring Guidelines/Interpreting results: Teacher can record results, if desired, on Student Profile Sheet by circling if student writes first name and/or circling if student writes last name. In September/October and January/February, the student may use upper and/or lowercase letters. In May/June the student is expected to be able to write his/her first and last name using upper and lowercase letters correctly. If the student is called by a nickname, the student can receive credit for the nickname or full name.

What to do with the results: Teacher records results into Infinite Campus. Results should be shared with RTI Coordinator in order to determine student needs. Results should also inform instruction; providing the teacher with goals for each student in between assessment periods.


Kindergarten Assessment - Phonological Awareness

Purpose of this component: Students making adequate progress in reading, according to the New York State Common Core ELA Standards, are able to notice, think about, and work with the individual sounds in spoken words. Phonological awareness refers to the ability to distinguish sounds in the everyday environment. The phonological awareness sub-tests will help the teacher learn about a student’s ability to hear, say, and manipulate (blend, segment, etc.) the sounds letters make. In addition, the decodable words sub-test will help the teacher learn about a student’s application of letter-sound correspondence to blend sounds when reading regularly spelled words.

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Words Their Way Appendix © 2004 by Prentice-Hall, Inc.

12

When this component should be administered: Subtests 1-4: September/October Subtests 5-7: January/February (and 1-4 if not mastered) Subtests 8-9: May/June (and 1-7 if not mastered) Materials needed: Student Scoring Sheet Decodable Word Cards (May/June only) Picture cards for subtest #2 (Rhyming Recognition) – located in appendix

Administration directions: Teacher administers this assessment with each student individually. Teacher reads the directions to the student; then records student response on the scoring sheet. For sub-test #2 (Rhyming Recognition), picture cards have been included and can be used at the teacher’s discretion. If a student has mastered a subtest (i.e. 10/10 on subtest #2 Rhyming Recognition), he/she does not need to be re-assessed. Teacher may administer the subtests in any order.

Scoring Guidelines/Interpreting results: Student receives 1 point for each correct response. Student errors can be recorded by the classroom teacher on the scoring sheet. When a student masters a subtest (i.e. 10/10 on subtest #2 Rhyming Recognition), he/she does not need to be re-assessed. The perfect score is then recorded each successive assessment period.

What to do with the results: Teacher adds up the total score for each subtest and records the totals in Infinite Campus (and on the Student Profile Sheet, if desired.) Results should be shared with RTI Coordinator in order to determine student needs. Results should also inform instruction; providing the teacher with goals for each student between assessment periods.



Student Name ______________________________

Subtest #1: SyllablesDirections: “I am going to say a word. I want you to listen and tell me how many syllables or parts are in the word. Here’s an example: “candy” has 2 syllables or parts.”

Sept/Oct Jan/Feb May/Junecake (1)

cookie (2)marshmallow (3)

pepperoni (4)eat (1)

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Total:

Subtest #2: Rhyming RecognitionDirections: “I am going to say 2 words. I want you to tell me if they rhyme. Here’s an example: these words rhyme (pig-dig); these words do not rhyme (fun-back).”

Sept/Oct Jan/Feb May/Junehouse mouse

rake cakebed rugdog fogman fan

clock moondoor flagdish fishcat bat

spoon boatTotal:

Subtest #3: Rhyming ProductionDirections: “Now I’m going to tell you a word and I want you to say a word that rhymes with it. Here’s an example: If I say bake, you would say make. Now it’s your turn.”

Sept/Oct Jan/Feb May/Junesathopbikeranstar

Total:

Subtest #4: Beginning IsolationDirections: “I’m going to say a word. I want you to tell me what letter or sound you hear in the beginning of the word. Here’s an example: when I say sun, you hear the sound /s/ or the letter s. Now it’s your turn.”

Sept/Oct Jan/Feb May/Junebutterfly

toothgoose

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pizzadinosaur

Total:



Student Name ______________________________

Subtest #5: Ending IsolationDirections: “I’m going to say a word. I want you to tell me what letter or sound you hear at the end of the word. Here’s an example: when I say cup, you hear the sound /p/ or the letter p at the end. Now it’s your turn.”

Jan/Feb May/Junebatbugpoolbusfur

Total:

Subtest #6: Onset/Rime BlendingDirections: “I’m going to say parts of a word. I want you to listen to these word parts and blend the sounds together to say a word. Here’s an example: When I say sh-ip, you would blend the sounds together to make ship. Now it’s your turn.”

Jan/Feb May/Junech-inr-akef-eet

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st-ickb-ell

Total:

Subtest #7: Phoneme BlendingDirections: I’m going to say a series of sounds. Listen to these sounds and tell me the word you hear. Here’s an example: /h/ /a/ /t/ is hat. Now it’s your turn.

Jan/Feb May/June/s/ /i/ /t/

/p/ /e/ /n//r/ /u/ /g//p/ /o/ /t//n/ /a/ /p/

Total:

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Student Name ______________________________

Subtest #8: Phoneme SegmentationDirections: I’m going to say a word. I want you to stretch out the word to say the letter sounds. Here’s an example: You would stretch out the word hat into its sounds /h/ /a/ /t/. Now it’s your turn.

May/Junekissnetvan

gamenest

Total:

Subtest #9: Decodable Words/PhonicsDirections: I’m going to show you a card. I want you to stretch out the sounds in the word on the card.

May/Junesatwig

maskstephop

Total:

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Decodable Word CardsDirections: Use the cards below to administer the Decodable Words assessment

sat wigmas

kstep

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hop

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Kindergarten Assessment – Emergent Spelling Inventory OPTIONAL

Purpose of this component: This assessment will help the teacher learn about the student’s ability to hear and record the sounds in 5 consonant-vowel-consonant (CVC) words.

When this component should be administered: January/February May/June Materials needed: Student Spelling Inventory Sheet Words Their Way Appendix 2004 Edition by Prentice-Hall, pgs. 298-299

Administration directions: Teacher can administer this assessment with each student individually or in small groups. Teacher reads and follows directions in Words Their Way, page 298. Teacher folds the paper to cover the scoring guide. Students record their attempts on the student spelling inventory sheet.

Scoring Guidelines/Interpreting results: Follow the Scoring Notes in Words Their Way on pg 298 and refer to pg 299 for scoring examples. If a student scores 18-20 points, then administer the Developmental Spelling Analysis from Word Journeys by Ganske – Letter Name form A Feature List.

What to do with the results: Teacher records the score in Infinite Campus (and on the Student Profile Sheet, if desired.) Results should also inform instruction; providing the teacher with goals for each student between assessment periods. For example, if the student scores less than 18 points on the spelling inventory, he/she is an emergent speller so the teacher can refer to the section on Emergent spellers in Words Their Way. If student scores between 12-21 on the Letter Name feature list, he/she is a Letter Name speller. Refer to the Letter Name speller section found in Words Their Way.

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Kindergarten Assessment – Emergent Spelling Inventory

Name: Date:

1. 1.

top t o p

d i b # Checked

Bonus Point

2. 2.

lid l i d

e t # Checked

Bonus Point

3. 3.

wag w a g

r k # Checked

Bonus Point

y c

4. 4.

bet b e t

p a d # Checked

Bonus Point

i

5. 5.

run r u n

w o # Checked

Bonus Point

y

Total PointsPenfield Central School District

Early Literacy ProfileKindergarten Assessment – Emergent Spelling Inventory

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DirectionsFrom the Phonological Awareness Literacy Screening (PALS), Fall 2002 (Invernizzi & Meier).

Instructions1. Tell the student that you want him or her to spell some words. First, demonstrate the procedure by “spelling” a word

aloud, on a blackboard, or on chart paper. Say, “We’re going to spell some words. I’ll go first. The word I want to spell is mat. I am going to begin by saying the word slowly. MMM-AAA-TTT. Now I’m going to think about each sound I hear. Listen. MMM. I hear a/m/ sound so I will write down the letter m. MMM-AAA. After the /m/, I hear an /a/ sound so I will write down the letter a. MMM-AAA-TTT. At the end of the word, I hear a /t/ sound, so I will write down the letter t.

2. Say, “Now I want you to spell some words. Put down a letter for each sound you hear. You can use the alphabet strip at the top of your sheet if you forget how to make a letter. Ready?” (Note: Children should not have studied these before tests and they should not be posted in the room.)

3. Ask the student to spell the following words in this order: If it helps your students, use the word in a simple sentence (i.e., I ran to the top of the hill). Do not demonstrate the sounding and process except for the example word mat. You may prompt the student by saying “What else do you hear?”

4. Look over the students’ writing as they work to be sure you can determine what letters they are using. Probe letter formation by asking each student what letter he or she intended to use by naming it or pointing to it on an alphabet strip.

1. top2. lid3. wag4. bet5. run

ScoringPlease note that spelling is scored based on phonetically acceptable letter-sound matches. Therefore, you may see more than one possible phonetic representation for each sound.

1. Compare students’ spelling to the boxes on the Student Summary Sheet.

2. Reading the grid for each word vertically, column, left to right, place one check per column in the box that matches the student’s spelling. Each check is worth one point. Only one check per column is possible.

3. Leave each box blank if there are no matches and proceed to the next column.

4. Count the number of boxes checked and record on the line marked “# Checked.”

5. One bonus point per word is awarded for perfect spelling. If the word is spelled correctly, record a 1 on the line marked “Bonus Point.”

6. Add all points (# Checked and Bonus Points). Record this total on the the line marked “Score.”

Scoring Notes Static reversals, where the student writes a mirror image of a single letter (e.g., Я for R) and self-corrections are not counted as errors. Spellings that contain static reversals are still eligible for the bonus point.

Kinetic reversals are errors of order, as in writing net for ten. These may be scored for the presence or absence of

phonemic letter-sound matches by reading and scoring the sample from right to left. Spellings that contain kinetic reversals are not eligible for the bonus point.

Note: Scoring examples may be found on the following page. You can find more

Words Their Way Appendix © 2004 by Prentice-Hall, Inc.

21


Kindergarten Assessment – Emergent Spelling Inventory

Penfield Central School District

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Early Literacy ProfileK-2 Assessment – Sight Word Assessment

Purpose of this component: Students making adequate progress in reading, according to the New York State Common Core ELA Standards, are able to read automatically a set of high frequency words. This assessment will help the teacher learn about the student’s sight word knowledge. The kindergarten word list includes the words most frequently seen in DRA levels 1-4 based on Marie Clay’s reading research. Building sight word knowledge supports students in their fluency, word attack, and confidence in reading.

When this component should be administered: Kindergarten - January/February and May/June Grade 1 – September/October, January/February, May/June Grade 2 – September (only for students with less than 200 sight words in spring

of grade 1)

Materials needed: Student copy of the sight words (see word cards provided) Record sheet used by the teacher

Administration Directions: Teacher administers this assessment with each student individually. Teacher asks student to read the sight words one at a time from word cards provided. As always, teachers should use professional judgment to determine when it would be appropriate to stop or move on. However, as a general guideline, if a student misses five words in a row, teacher should stop the assessment. If a student gets all words correct, move on to the next list.

Scoring Guidelines/Interpreting results: Student receives one point for each correctly identified sight word read automatically, not sounded out (example, “cat” not “c-a-t”). Teacher notes self corrections on the record sheet.

What to do with the results: Teacher records the score in Infinite Campus (and on the Student Profile Sheet, if desired.) Results should be shared with RTI Coordinator and in order to determine student needs. Results should also inform instruction; providing the teacher with goals for each student in between assessment periods. The student recording sheet should be passed on to next year’s grade level teacher.

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Name: ______________________________

K-J/F K-M/J 1-S 1-J/F 1-M/J 2-S K-J/F K-M/J 1-S 1-J/F 1-M/J 2-S

a up and an come can he go is in me like see the to no we you am it at said do here I she my look so your

Administration Directions: Teacher administers this assessment with each student individually. Teacher asks student to read the sight words one at a time from top to bottom of the list of words. As always, teachers should use professional judgment to determine when it would be appropriate to stop or move on. However, as a general guideline, if a student misses five words in a row, teacher should stop the assessment. If a student gets all the words correct, move on to the next level list.

Penfield Central School District

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Early Literacy ProfileK-2 Assessment – Sight Word Assessment

Name ______________________________

K- Jan/Feb K- May/June Gr1- Sept Gr1- Jan/Feb Gr1- May/June

Gr2- Sept

Kindergarten /25 /25 /25 /25 /25 /25

Pre Primer /23 /23 /23 /23 /23 /23

Primer /45 /45 /45 /45 /45 /45

List 1 /35 /35 /35 /35 /35 /35

List 2 /48 /48 /48 /48 /48 /48

List 3 /44 /44 /44 /44 /44 /44

Total /220 /220 /220 /220 /220 /220

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Sight Word Cards – Kindergarten

a and come

he

is me see towe am at doI my so up

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an can go inlike the no youit NOTE CAREFULLY – the next five words are

not from the Kindergarten list, but sight words that show up in the Level 4 DRA2. Teach these sight words as appropriate. Do not include these five words in the score you put into Infinite Campus.

saidhere

she look your

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Kindergarten Assessment – Sentence Dictation

Name:

_______________________________________________________________________________________________

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Purpose of this component: This assessment will help the teacher learn about the student’s ability to hear and record sounds within words. Being able to hear sounds in the words you want to write is an authentic task – one you would encounter in everyday life. This task also directs the attention of teacher and student to phonemic awareness (the ability to notice, think about, and work with individual sounds in spoken words – New York State Common Core ELA Standards).

When this component should be administered: January/February May/June

Materials needed: Student Recording Sheet

Administration directions: Teacher administers this assessment with each student individually. Teacher says “I am going to read you a sentence. When I have read it through once, I will read it again very slowly so that you can write the words of the sentence. Some of the words are hard. Say them slowly and think how you can write them.”Teacher reads the following sentence two times, while student records the sentence on the Student Recording Sheet: My cat is on the bed.

Scoring Guidelines/Interpreting results: Student receives 1 point for each letter they’ve written to represent that letter’s sound.

The January/February sentence is:M y c a t i s o n t h e b e d1 2 3 4 5 6 7 8 9 10 11 12 13 14

Please note acceptable letters include: i for y, k for c, z for s

The May/June sentence is:I l i k e t o p e t m y d o g 1 2 3 4 5 6 7 8 9 10 11 12 13 14

Please note acceptable letters include: i for y, c for k

What to do with the results: Teacher records the score in Infinite Campus (and on the Student Profile Sheet, if desired.) Results should be shared with RTI Coordinator in order to determine student needs. Results should also inform instruction; providing the teacher with goals for each student between assessment periods. The student recording sheet should be passed on to next year’s grade level teacher.

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Name:

_______________________________________________________________________________________________

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Kindergarten Assessment – Writing Sample

Purpose of this component: Students making adequate progress in writing, according to the New York State Common Core ELA Standards, are able to write compositions that include letters or words and drawings to communicate for different purposes. This assessment will help the teacher learn about the student’s ability to write effectively by comparing it to selected 6+1 Writing Traits.

When this component should be administered: March/April – teacher selected writing task May/June – teacher selected non-fiction writing task Materials needed: Writing paper for students Six Trait Assessment for Beginning Writers (rubric) for each student

Administration directions: In March/April, teacher collects a writing sample from each child. In May/June, teacher collects a non-fiction writing sample from each child. For all writing samples, teacher can brainstorm ideas with the class, but should not provide specific guidance on how to organize the writing or give students sentence starters. The collected sample should be a first draft writing piece. Teacher should tell students to read over their writing to revise for clarity and completeness and edit for spelling and punctuation.

Scoring Guidelines/Interpreting results: Teacher assesses students’ writing using the Six Trait Assessment for Beginning Writers developed by Northwest Regional Educational Laboratory (NWREL). For each writing assessment, teacher assesses specific traits listed below for instructional purposes. March/Apr – teacher selected writing sample – score the writing sample for Ideas and

Content and Conventions May/June – non-fiction writing sample – score the writing sample for Ideas and Content,

Sentence Fluency, and Conventions

What to do with the results: The writing sample from each assessment period should inform instruction and help the teacher and students set writing goals. This information does not get recorded in Infinite Campus. The May/June writing sample should be passed on to the next year’s grade level teacher.

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Kindergarten Assessment – March/April Writing SampleSix Trait Assessment for Beginning Writers

1EXPERIMENTING

2EMERGING

3DEVELOPING

4CAPABLE

5EXPERIENCED

Idea

s & C

onte

nt

(Cle

ar &

Foc

used

)

An Experimenting Writer often: Uses scribbles for writing Dictates labels of a story Makes shapes that look

like letters Uses line forms that

imitate text Writes letters randomly

An Emerging Writer often: Recognizes some words Labels pictures Uses drawings that show

detail Pictures are supported by

some words

A Developing Writer often: Attempts a story or to

make a point Illustration supports the

writing Meaning of the general

idea is recognizable/ understandable

Some ideas clear but some are still fuzzy

A Capable Writer often: Writing tells a story or

makes a point Illustration (if present)

enhances the writing Idea is generally on topic Details are present but not

developed (lists)

An Experienced Writer often: Presents a fresh/original idea Topic is narrowed and

focused Develops one clear, main

idea Uses interesting, important

details for support. Writer understands topic well

Con

vent

ions

(Sta

ndar

d W

ritin

g Su

ppor

ts R

eada

bilit

y)

An Experimenting Writer often: Writes letter strings (pre-

phonetic: dmRxzz) Attempts to create standard

letters Attempts spacing of

words, letters, symbols or pictures

Attempts to write left to right

Attempts to write top/down

Punctuation, capitalization etc. not making sense, yet

Student interpretation needed to understand text/pictures

An Emerging Writer often: Attempts semi-phonetic

spelling (MTR, UM, KD, etc.)

Uses mixed upper and lower case letters

Uses spaces between letters and words

Consistently writes left to right

Consistently makes effective use of top to bottom spacing

Random punctuation Nonstandard grammar is

common

A Developing Writer often: Uses phonetic spelling

(MOSTR, HUMN, KLOSD, etc.) on personal words

Spelling of high frequency words still spotty

Uses capitals at the beginning of sentences

Usually uses end punctuation correctly (.!?)

Experiments with other punctuation

Long paper may be written as one paragraph

Attempts standard grammar

A Capable Writer often: Transitional spelling on

less frequent words (MONSTUR, HUMUN, CLOSSED, etc.)

Spelling of high frequency words usually correct

Capitals at the beginning of sentences and variable use on proper nouns

End punctuation is correct (.!?) and other punctuation is attempted (such as commas)

Paragraphing variable but present

Noun/pronoun agreement, verb tenses, subject/verb agreement

An Experienced Writer often: High frequency words are

spelled correctly and very close on other words

Capitals used for obvious proper nouns as well as sentence beginnings

Basic punctuation is used correctly and/or creatively

Indents consistently to show paragraphs

Shows control over standard grammar

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Kindergarten Assessment – May/June Writing SampleSix Trait Assessment for Beginning Writers

1EXPERIMENTING

2EMERGING

3DEVELOPING

4CAPABLE

5EXPERIENCED

Idea

s & C

onte

nt

(Cle

ar &

Foc

used

) An Experimenting Writer often: Uses scribbles for writing Dictates labels of a story Makes shapes that look

like letters Uses line forms that

imitate text Writes letters randomly

An Emerging Writer often: Recognizes some words Labels pictures Uses drawings that show

detail Pictures are supported by

some words

A Developing Writer often: Attempts a story or to

make a point Illustration supports the

writing Meaning of the general

idea is recognizable/ understandable

Some ideas clear but some are still fuzzy

A Capable Writer often: Writing tells a story or

makes a point Illustration (if present)

enhances the writing Idea is generally on topic Details are present but not

developed (lists)

An Experienced Writer often: Presents a fresh/original idea Topic is narrowed and

focused Develops one clear, main

idea Uses interesting, important

details for support. Writer understands topic well

Sent

ence

Flu

ency

(Flo

w &

Rhy

thm

)

An Experimenting Writer often: Mimics letters and words

across the page Words stand alone Patterns for sentences not

in evidence Sentence sense not yet

present

An Emerging Writer often: Strings words together into

phrases Attempts simple sentences Short, repetitive sentences Dialogue present but not

understandable

A Developing Writer often: Uses simple sentences Sentences tend to begin the

same Experiments with other

sentence patterns Reader may have to reread

to follow the meaning Dialogue present but needs

interpretation

A Capable Writer often: Simple and compound

sentences present and effective

Attempts complex sentences

Not all sentences begin the same

Sections of writing have rhythm and flow

An Experienced Writer often: Consistently uses sentence

variety Sentence structure is correct

and creative Variety of sentence

beginnings Natural rhythm, cadence and

flow Sentences have texture which

clarify the important idea

Con

vent

ions

(Sta

ndar

d W

ritin

g Su

ppor

ts R

eada

bilit

y)

An Experimenting Writer often: Writes letter strings (pre-

phonetic: dmRxzz) Attempts to create standard

letters Attempts spacing of

words, letters, symbols or pictures

Attempts to write left to right

Attempts to write top/down

Punctuation, capitalization etc. not making sense, yet

Student interpretation needed to understand text/pictures

An Emerging Writer often: Attempts semi-phonetic

spelling (MTR, UM, KD, etc.)

Uses mixed upper and lower case letters

Uses spaces between letters and words

Consistently writes left to right

Consistently makes effective use of top to bottom spacing

Random punctuation Nonstandard grammar is

common

A Developing Writer often: Uses phonetic spelling

(MOSTR, HUMN, KLOSD, etc.) on personal words

Spelling of high frequency words still spotty

Uses capitals at the beginning of sentences

Usually uses end punctuation correctly (.!?)

Experiments with other punctuation

Long paper may be written as one paragraph

Attempts standard grammar

A Capable Writer often: Transitional spelling on

less frequent words (MONSTUR, HUMUN, CLOSSED, etc.)

Spelling of high frequency words usually correct

Capitals at the beginning of sentences and variable use on proper nouns

End punctuation is correct (.!?) and other punctuation is attempted (such as commas)

Paragraphing variable but present

Noun/pronoun agreement, verb tenses, subject/verb agreement

An Experienced Writer often: High frequency words are

spelled correctly and very close on other words

Capitals used for obvious proper nouns as well as sentence beginnings

Basic punctuation is used correctly and/or creatively

Indents consistently to show paragraphs

Shows control over standard grammar

5/6/2023 33


K-5 Assessment – Developmental Reading Assessment (DRA2)

Purpose of this component: The purpose of this assessment is to determine each student’s instructional reading level. An instructional reading level is the level at which the student is able to read between 90-94% decoding accuracy, appropriate reading rate (fluency) and comprehension. The assessment is designed to inform reading instruction, to determine guided reading groups and select appropriate texts.

When this component is to be administered: Jan/Feb for readers, May/June for all students

Materials needed: Previous DRA2 data to determine the highest level student is able to read instructionally Developmental Reading Assessment Kit for the appropriate grade level

Administration Directions: Read and follow the Assessment Guidelines found in the Teacher Manual included in each kit. Review how to take and analyze a Running Reading Record Teacher should select the appropriate level text to be read based on the DRA level results

from previous assessment period or from knowledge of student’s current reading classroom performance.

Record anecdotal observations on student protocol sheet

Scoring Guidelines: Guidelines for scoring the assessment are located in the Teacher Guide under Assessment

and/or Comprehension Sections. For intermediate level text refer to the section titled, Student Written Responses to analyze

written retellings. Analyze student responses to determine instructional reading level and need in areas of oral

reading, fluency, and comprehension

What to do with the results: Results are recorded in Infinite Campus. (If desired, the results are used to complete the

class profile sheet found in the Teacher Guide and the ELP/ILP Student Profile Sheet.) The results are used to determine Guided Reading Groups. Refer to the section in the Teacher Guide titled, Moving into Instruction. Results should be shared with RTI Coordinator in order to determine student needs.

5/6/2023 34


Kindergarten Assessment Questions & Answers

Q: Phonological Awareness - When I am administering the rhyming recognition subtest and I know the student is either guessing or answering yes for all word pairs, what should I do?

A: Don’t give credit for any response when it is clear to you that the student is guessing.

Q: Writing First and Last Name - How should I score the name writing subtest when a student is able to write some but not all letters in their first name in upper and/or lower case?

A: The student can only receive full credit or no credit on the Student Profile Sheet. However, for teaching purposes, you'll want to keep their work or make your own teaching notes in order to show growth over time to parents.

Q: Writing Sample – Why aren’t we recording the results and why is there no benchmark?

A: At the primary level, it is difficult to capture the essence of a beginning writer’s skills with a single number. Although there is a large learning curve with regard to the mechanics/conventions of writing, we place an emphasis on the writing process and the students’ ability to get ideas on the page. The 6+1 writing continuum instructional will allow teachers to study student writing behavior, set writing goals, and plan instruction accordingly.

Q: What gets passed on to next year’s grade level teacher?

A: The following pieces should be passed on to next year’s teacher: DRA2 May/June writing sample Sight word student recording sheet Sentence dictation student recording sheet

5/6/2023 35

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