Guide to Reading and Writing

Instruction and Assessment in

Grades K-2

English Office

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Dr. Richard Bentley

Superintendent of Schools

Dr. Christine Harris,

Associate Superintendent of Academics

Dr. Lisa Corbin,

Senior Director,

Curriculum and Professional Development

Monica Robinson,

Senior Coordinator,

English

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Table of Contents

Reading in Norfolk Public Schools ……..…………………………………….………………………. 5Review of Balanced Literacy Instruction……………………………………………..……………… 6Required Daily Segments……………...…………………………………………………………………. 8The Building Blocks of Literacy Development………………………………………………………. 11 Phonemic Awareness ………………………………………………………..…………………….. 11 Concepts About Print (CAP)……………………………………………………………………….. 12 Word Recognition …………………………………………………………………………………. 13 Phonics/Word Study………………………………………………………………………………… 14 Fluency………………………………………………………………………………………………. 19 Vocabulary ………………………………………………………………………………………….. 20 Comprehension …………………………………………………………………………………….. 21An Introduction to Assessment and Evaluation……………………………………………………. 24 Literacy Portfolios ………………………………………………………………….……………….. 25 Literacy Portfolio Transfers………………………………………………........................…….. 25 Literacy Proficiency Rating ………………….…………………………………………………….. 26 eSembler…………………………………………………………………………………………… 27 Components of Literacy Portfolios……………………………………………………………….. 28Literacy Assessments …………………………….…………………………………………..………….. 29 Phonological Awareness and Literacy Screening (PALS)…………………..………………….. 29 PALS Quick Checks for Letter Sounds and Letter Recognition ……………………………….. 30 CAP …………………………………..……………………………………………………...………. 35 Dolch Word Lists ………………………………………………………………..………………….. 46 Developmental Spelling Assessment (DSA), Grades 1 - 2…………………………..……….... 54 Oral Reading Fluency Assessment (DRA2)………………………………………………………. 65 Developmental Reading Assessment (DRA2) ……………………………………………………. 65Writing in Norfolk Public Schools ……………………………………………………………………… 69Components of Writing Instruction……………………………………………………………………. 70 Daily Focus Lessons………………………………………………………………………………… 70 Independent Writing Time ……………………………………………………………………….. 71 The Primary Writing Process……………………………………………………………………… 72 Writing Conferences……………………………………………………………………………….. 73Stages of Writing Development ……………………………………………………………………….. 74Writing Assessments………………………………………………………………………………………. 79 Composition Evaluation Sheets ………………………………………………………………….. 79End of the Year Literacy Portfolio Contents…………………………………………………………. 82ePortfolio Information for IEP Students……………………………………………………………. 83Literacy Assessments Chart……………………….…………………………………………………….. 84Suggested Assessment Pacing Guide ....................................…………………………………… 85Planning Small Group Instruction…………………………………………………………………….. 87PALS Book Level Equivalencies…………………………………………………………………………. 88Lesson Plan Requirements................................................................................................. 89Small Group Lesson Plan Formats…………………………………………………………………….. 90ePortfolio Accounts………………..…………………………………………………………………….. 93Progress Reports…………………………………………………………………………………………… 94Frequently Asked Questions and Answers…………………………………………………………… 95References……………………………………………………………………………………………………. 97

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READING IN NORFOLK PUBLIC SCHOOLS

Balanced Literacy Instruction Balanced literacy instruction respects and addresses the needs of all learners, views teachers as informed decision makers, is flexible, and is researched based. A balanced literacy approach to instruction provides students with daily opportunities to engage in a variety of reading and writing instructional approaches that help them communicate more effectively.

In Norfolk Public Schools, students receive 2 ½ hours of daily Balanced Literacy Instruction in oral language development, reading, word study, and writing. This instruction is provided through direct whole group instruction, small group guided practice, and independent application of skills and strategies. This quality instruction integrates direct teaching and opportunities for practice within the context of quality literature, both fiction and nonfiction, and authentic reading and writing activities. All reading instruction is guided by the Virginia English Standards of Learning as reflected in the Norfolk Public Schools Elementary English Curriculum Guide. However, the development of children’s interest and pleasure in reading and writing is just as important as student achievement. This guide serves as a resource for defining each of the critical building blocks of literacy development and the assessments required to track student progress. The following is a chart that summarizes Balanced Literacy instruction by providing the definition, purpose, and role of the teacher for each major component. Many of the components provide opportunities for student assessment. Norfolk Public Schools believes in using assessment to drive instruction. Teachers must accurately administer all required NPS assessments in a timely fashion to maximize opportunities for student achievement.

In a balanced literacy framework, students receive daily instruction that integrates: phonemic awareness phonics and word study fluency vocabulary text comprehension writing

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A Review of Balanced Literacy Instruction (K-2) Component Purpose Role of the Teacher

Read-Aloud: The teacher reads aloud materials that are at students’ listening level, but above their reading level.

To model fluent , expressive reading To model comprehension strategy instruction, i.e. making connections, imagery, etc. To build vocabulary To improve listening skills To analyze author’s craft in writing To provide extension activities for writing instruction

• To establish a literacy rich environment

• To select interesting and engaging fiction and nonfiction texts that lend themselves to meaningful discussion

• To model appropriate reading behaviors

• To read a variety of genres, authors, illustrators, styles of writing, and content

• Assessment Opportunity: Oral and written retellings, graphic organizers, and comprehension questions

Shared Reading: A blend of modeled, shared, and interactive reading that is appropriate for all elementary grades. Each child has an individual copy of the text or is able to independently view the text on a chart, overhead or Smartboard.

To directly and explicitly teach students how to read by modeling effective reading skills, strategies, and behaviors while making meaning the goal To provide students with a model of fluent reading

• To model reading by reading and thinking aloud using an enlarged text, text on an overhead, or each student having a copy of the text

• To discuss and practice the use of comprehension strategies to make and extend meaning

• To model how to approach different genres and text types

• To demonstrate and reinforce skills for vocabulary and word study

• Assessment Opportunity: Oral and written retellings, graphic organizers, and comprehension questions

Small Group Reading Instruction Includes:

• Phonemic Awareness • Phonics Instruction • Word Recognition (Sight Words) • Concepts of Print • Fluency • Vocabulary • Comprehension

In Guided Reading, books are at the child’s instructional level (94% accuracy) and the children do the reading independently with scaffolded teacher support.

To support, prompt, and scaffold the development of strategies and skills for independent reading To develop and monitor the student’s use of before, during, and after reading strategies To provide the students with opportunities to engage with text at their instructional level To provide appropriate levels of support in the development of phonemic awareness, word recognition, phonics, and concepts about print To assist in vocabulary development

• To help students talk, think, and question their way through the reading process

• To model strategies and provide practice for meaning of text

• To read and discuss a range of genre and text types

• To support the development of students’ vocabularies

• To listen to students read orally and analyze miscues

• Assessment Opportunity: Anecdotal notes, running records, PALS, spelling inventories, and DRA

Independent Reading: (Uninterrupted, time in text) Students read texts with 95-100% accuracy, choose their own books, and take responsibility for working through the challenges of the text.

Good sustained silent reading with • Appropriate books • Adequate time • Accountability • Choice

• To observe, acknowledge, respond, and hold conferences

• To match text to students’ independent level

• To practice reading for enjoyment • Assessment Opportunity: Written

responses, anecdotal notes

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Literacy Work Stations (Centers): A literacy work station is an area within the classroom where students work alone or interact with one another, using instructional materials to explore and expand their literacy.

To reinforce and/or extend student learning through a variety of activities

• To plan open-ended extension activities that support instruction from the other components of balanced literacy instruction

• To provide scaffolded activities to meet individual needs

• Assessment Opportunity: Samples of student products such as written retellings, graphic organizers, and comprehension questions

Systematic Word Study: Instruction used by the teacher to introduce, teach, and provide students with opportunities to practice using their knowledge of phonemic awareness, letter recognition, letter-sound relationships, phonics, spelling patterns, and words.

To help students achieve the automatic word recognition and decoding skills necessary for fluency and proficient comprehension

• To help students progress through the various features within each stage of spelling development

• To use activities such as creating word walls, word sorts, and making words to promote students’ word recognition and spelling development

• Assessment Opportunity: Word sorts, dictated sentences, anecdotal notes, PALS, and DSA

Writer’s Workshop: Instruction that supports student development through all stages of the writing process including planning, drafting, revising, editing and publishing.

To provide structured opportunities for students to write and receive feedback in order to learn about the writing process To scaffold and support student writing with structured mini-lessons on written expression, organization, and mechanics and usage

• To use mini-lessons to teach students different aspects of the writing process

• To use literature to model and stimulate students to think creatively about the author’s craft

• To circulate and assist students in their writing efforts

• To model the entire writing process • To hold conferences with students

about their writing • To provide students with vehicles to

share their writing • Assessment Opportunity: Writing

samples, student-teacher conferences, and peer conferences

Interactive Writing: Interactive writing involves a sharing of the pen between teacher and children. Children actively plan and construct the text. For the most part, children also control the writing of the text. The teacher guides this process and provides appropriate pacing, assistance and instruction when needed.

To provide focused writing instruction to students in order to lead them to independent writing To focus on concepts and conventions of print, the sounds in words and the connection between sounds and letters To produce longer pieces of writing that include dialogue, beginnings, endings, and multiple episodes

• To support and scaffold students’ writing

• To provide direct and explicit instruction in phonology and word analysis

• To teach children how written text works

• To teach children to make connections between what they read and write

• Assessment Opportunity: Writing samples and teacher observations

Other important components of a Balanced Literacy Classroom include:

• Quick Writes • Poetry Reading • Guided Writing • Paired/ Partner Reading

• Modeled Writing • Choral Reading • Independent Writing • Repeated Reading

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REQUIRED DAILY SEGMENTS IN KINDERGARTEN

WHOLE GROUP SHARED READING/READ-ALOUD INSTRUCTION (30- 45 minutes)

Shared reading and Read-alouds include teacher led instruction in the following components:

· Building background knowledge · Oral language development · Phonological awareness · Concepts of print · Alphabet recognition/principles · Letter-sound knowledge · Comprehension strategies and skills · Retelling · Sight vocabulary (word recognition skills) · Story elements

SMALL GROUP INSTRUCTION/LITERACY WORK STATIONS (60 minutes)

During 3 small groups of 20 minutes each, all students will receive explicit literacy instruction using materials that reflect their instructional reading level and needs as determined from the VA Standards of Learning, NPS assessments, and teacher observations. When reading the text, each student should be able to see a shared text or hold their own copy of the text.

Small group instruction in which the teacher facilitates the student’s use of the following components: · Concepts of print · Phonemic awareness · Letter recognition · Sound recognition · Comprehension skills · Decoding strategies · Word recognition While the teacher is working with small groups, the remainder of the class is working on: · Independent, uninterrupted time in text (sustained silent reading) · Independent or collaborative reading & writing extension activities · Cooperative groups, work station activities, and/or peer conferences

WRITING INSTRUCTION (45- 60 minutes)

Daily writing instruction includes the following components:

· Shared/Interactive writing (whole group) · Daily focused mini-lessons (10-15 min.) by the teacher in composing and mechanics and usage · Independent time (20 - 30 min.) for writing, conducting research, and conferring with teacher · Sharing opportunities (5 – 10 min.) including author’s chair, publishing parties, peer or group readings

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REQUIRED DAILY SEGMENTS IN FIRST GRADE

WHOLE GROUP SHARED READING/READ-ALOUD INSTRUCTION (30- 45 minutes)

Shared reading/Read-aloud includes teacher led instruction in the following components:

· Building background knowledge · Phonological awareness and letter/sound knowledge · Concepts of print and text structure · Comprehension strategies and skills · Retelling · Story elements · Word study · Word Recognition Skills

SMALL GROUP INSTRUCTION (60 minutes)

During 3 small groups of 20 minutes each, all students will receive explicit literacy instruction using materials that reflect their instructional reading level and needs as determined from the VA Standards of Learning, NPS assessments, and teacher observations. When reading the text, each student should be able to see a shared text or hold their own copy of the text.

Small group instruction in which the teacher facilitates the student’s use of the following components:

· Phonemic awareness · Concepts of print and text structure · Comprehension strategy development · Retelling · Word Study · Vocabulary development · Word Recognition Skills

While the teacher is working with small groups the remainder of the class is working on: · Independent, uninterrupted time in text (sustained silent reading) · Independent or collaborative reading & writing extension activities · Cooperative groups, work station activities, and/or peer conferences

WRITING INSTRUCTION (45- 60 minutes)

Daily writing instruction includes the following components:

· Shared/Interactive writing (whole group) · Daily focused mini-lessons (10 – 15 min.) by the teacher in the three domains of composing, written

expression, and mechanics and usage · Independent time (20 - 30 min.) for writing, conducting research, and conferring with teacher · Sharing opportunities (5 – 10 min.) including author’s chair, publishing parties, peer or group readings

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REQUIRED DAILY SEGMENTS IN SECOND GRADE

WHOLE GROUP SHARED READING/READ-ALOUD INSTRUCTION (30-45 minutes)

Shared reading/Read-aloud includes teacher led instruction in the following components:

· Building background knowledge · Phonological awareness and letter/sound knowledge · Concepts of print and text structure · Comprehension strategies and skills · Retelling/Summarizing · Story elements · Word study · Word Recognition Skills

SMALL GROUP INSTRUCTION (60 minutes)

During 3 small groups of 20 minutes each, all students will receive explicit literacy instruction using materials that reflect their instructional reading level and needs as determined from the VA Standards of Learning, NPS assessments, and teacher observations. When reading the text, each student should be able to see a shared text or hold their own copy of the text.

Small group instruction in which the teacher facilitates the student’s use of the following components:

· Phonemic awareness · Concepts of print and text structure · Comprehension strategy development · Retelling/Summarizing · Word Study · Vocabulary development · Word Recognition Skills

While the teacher is working with small groups the remainder of the class is working on: · Independent, uninterrupted time in text (sustained silent reading) · Independent or collaborative reading & writing extension activities · Cooperative groups, work station activities, and/or peer conferences

WRITING INSTRUCTION (45- 60 minutes) Daily writing instruction includes the following components:

· Shared/Interactive writing (whole group) · Daily focused mini-lessons (10 – 15 min.) by the teacher in the three domains of composing, written

expression, and mechanics and usage · Independent time (30 min.) for writing, conducting research, and conferring with teacher · Sharing opportunities (5 – 10 min.) including author’s chair, publishing parties, peer or group readings

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The Building Blocks of Literacy Development

DRA Stage of Spelling

Development

Vocabulary and Comprehension 24 + Derivational Constancy

Syllable Juncture

Fluency and Comprehension 14-24 Syllable Juncture

Within Word Pattern

Phonics, Word Recognition, and Fluency 3-12 Within Word Pattern

Letter Name

Phonemic Awareness, Concepts about Print, and Word Recognition

A-2 Letter Name

Emergent

Adapted from Walpole,S. & McKenna, J.

DEFINING THE BUILDING BLOCKS PHONEMIC AWARENESS: Phonemic awareness is the ability to identify, hear, and manipulate the individual phonemes or sounds in spoken words. Manipulating the sounds in words includes blending, stretching, or otherwise changing words.

Before children learn to read print, they need to become aware of how the sounds in words work. They must understand that words are made up of speech sounds, or phonemes.

Phonemes are the smallest parts of sound in spoken words that make a difference in the word's meaning. For example, changing the first phoneme in the word hat from /h/ to /p/ changes the word from hat to pat, and so changes the meaning. (A letter between slash marks shows the phoneme, or sound, that the letter represents, and not the name of the letter. For example, the letter h represents the sound /h/.)

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Phonemic awareness is assessed primarily in kindergarten through the PALS K Rhyme and Beginning Sound Awareness items, and later in first grade and second grade for students who have not yet mastered the concepts through the PALS Level C tasks. PRINT AWARENESS TASKS (CAP & COW)

Print awareness is a child's earliest understanding that written language carries meaning. It can be described as the foundation of all other literacy learning. Print awareness tasks have two specific categories, print concepts and book concepts. These tasks are enhanced as children participate in teacher read-alouds and other literacy related activities.

Print Concepts Book Concepts

Students should know:

Print is read from left to right

What a letter is

What a syllable is

What a word is

What a sentence is

There are spaces between words

The function of capital letters and punctuation marks

Oral language can be written and then read

Students should know:

A book is for reading

The function and location of a book’s front, back, top, and bottom

How to turn the pages properly

Where to begin reading

Return sweep to continue reading

The functions of print and pictures

Title, author, and illustrator

Children can show us that they have phonemic awareness in several ways:

• isolate individual sounds in words (“The first sound in van is /v/.”)

• identify which words in a set of words begin with the same sound ("Bell, bike, and boy all have /b/ at the beginning.")

• categorize words with the same sounds (“Rug doesn’t belong with bun and bus”.)

• blend the separate sounds in a word to say the word ("/m/, /a/, /p/ – map.")

• segment a word into its separate sounds ("up – /u/, /p/.")

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The Concepts About Print Test (CAP) enables the teacher to discover what children already know about print, and what must be learned. Many NPS students come to school with limited experiences using concepts about print and require repeated explicit instruction in these concepts. Administration of the Concepts About Print Test will identify students in need of these intensive opportunities. This assessment is administered to all students in kindergarten, beginning with the first quarter. Once an individual concept has been mastered, further administration of that individual concept is not necessary.

Concepts of Words (COW) are assessed during each PALS administration. It specifically measures a student’s ability to match voice to print when finger pointing, identify words in context of a familiar text, and identify words previously seen in a text when shown in isolation. The National Reading Panel has ranked print awareness among the best predictors of early reading achievement. WORD RECOGNITION: Word Recognition is the process of identifying words in print. Children who are ready to begin reading words have developed the following prerequisite skills: They understand that

1. words can be spoken or written. 2. print corresponds to speech. 3. words are composed of phonemes (sounds), called phonological awareness.

In kindergarten, first and second grades, acquisition of a growing and grade level appropriate sight vocabulary will be measured through use of the PALS Word Recognition in Isolation assessment and Dolch Word Lists assessment. Assessment of the PALS word list in kindergarten is required in the spring administration.

Children can increase their word recognition in several ways:

• apply an understanding of the alphabetic principle by isolating and then blending individual phonemes (“/p/-/i/-/n/. Pin is spelled p-i-n.”)

• use their knowledge of known words to help them solve unknown words (“This word must be book because it reminds me of look.”)

• expand the number of words they can identify automatically, called their sight vocabulary (“Oh, I know that word – the.”)

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PHONICS (WORD STUDY): Word Study is an active and developmental way to teach phonics, vocabulary, and spelling (Ganske, 2000). Through word sorting activities, children use a process of comparing and contrasting categories of word features to independently discover the similarities and differences within and between each category. Word study provides instruction that is explicit, systematic, and repetitive. It is a conceptual process that goes beyond simple rote drill and memorization relationships. A child's reading development is dependent on his/her understanding of the alphabetic principle – the idea that letters and letter patterns represent the sounds of spoken language. Learning that there are predictable relationships between sounds and letters allows children to apply these relationships to both familiar and unfamiliar words, and to begin to read with fluency. The goal of word study instruction is to help children to learn and be able to use the alphabetic principle in both reading and writing (Bear, 2004).

The Principles of Word Study 1. Look for what students “use but confuse.” To group students for instruction use a feature score of 4.

2. A step backward is a step forward. In order to form groups, move students to the previous “known” feature rather than forward to an unknown feature.

3. Use words that students can read and understand. Use words that students can read immediately.

4. Compare words “that do” with words “that don’t.” Define what something is by also defining what it is not. Understanding contrasts are essential to students as they sort.

5. Begin with obvious contrasts. Do not use two syllable words for students in Letter Name and Within Word stages, even when picture cards are used.

6. Do not teach students the phonics rules. Allow them to discover patterns and make generalizations for themselves. Teach students to form the habit of looking at words and asking questions.

7. Don’t hide exceptions.

8. Sort by sight and sound. Encourage students to tell what they notice with their eyes and with their ears. Have students tell what patterns they see and what generalizations they can make. Have students read aloud either the anchor word (or picture) and the new word (or picture) each time a new example is categorized. If pictures are included in the sorting sequence prior to the word sorts, don’t skip them. The pictures are provided to help students learn the sounds before studying the visual word patterns.

9. Work for automaticity. Work to help students acquire fluency in sorting and examining patterns. This fluency should extend to decoding and encoding. Engage students in daily games and activities to increase repeated practice.

10. Return to meaningful text to read and write in context. Record all related independent and buddy practice activities in the word study notebook. Refer to the chart of weekly word study practice for examples.

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How is word study taught?

Word study is based on the notion that where a student is in his or her spelling development can serve as a guide for instruction. At the start of a word study program, teachers use a spelling inventory to determine which stage of spelling development each student is in and then groups students for instruction (Bear, et al., 2000). Once groups are created, teachers develop "differentiated instruction" based on the stage of development each group of students has achieved.

Instruction has to be deliberately sequenced by the teacher so students will get instruction that will propel their development. Teachers select a group of words that demonstrate a particular spelling pattern and sequence these patterns to match children's development. Because the pace of children's progression through the stages varies, rarely would all the students in a class be studying the same list of words.

To implement word study effectively, teachers and students alike must become word detectives, engaged in an ongoing attempt to make sense of word patterns and their relationships to one another. Spelling "rules" are not dictated by the teacher for students to memorize. Rather, spelling patterns and generalizations are discovered by students.

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Observations and informal assessments such as the Developmental Spelling Assessment (DSA) enable teachers to identify which students are in which stage of spelling development. Using this data, the teachers are able to identify word features that children already understand; and those that they are ready to learn (Ganske, 2006). To determine where to begin instruction, a teacher should consider the student’s spelling stage as identified by their use of individual features such as:

STA

GES

OF

SPEL

LIN

G D

EVEL

OP

MEN

T

Layer Spelling Stage

Features within each Stage

Characteristics Examples in Writing

Alphabet

Emergent • Beginning and ending

sounds

• Initial blends and digraphs

• Short vowels

• No concept of word

• Use of random marks

• Representation prominent sounds in words

• Learning the alphabet

MKB9 = dog

S = house

Letter Name A. Beginning and ending

sounds

B. Initial blends and digraphs

C. Short vowels

D. Affricates

E. Final blends and digraphs

• “Rudimentary” concept of word

• Representation of initial and final consonants

• Use of medial vowels inconsistently

• Acquisition of basic letter-sound relationships (word families, blends, digraphs, short vowels)

dg = dog

jriv = drive

brach = branch

Pattern

Within Word Pattern

F. Long vowels CVCe

G. R-Controlled vowels

H. Other common long vowels

I. Complex Consonants

J. Abstract Vowels

• Mastery of basic letter-sound relationships

• Attention to pattern features of spelling (long vowel patterns, dipthongs, complex consonant clusters)

feat = feet

strayt = straight

burd = bird

Syllable Juncture

K. Doubling & e-drop with ed & ing

L. Other syllable juncture doubling

M. Long vowel patterns with a stress syllable

N. R-Controlled with a stressed syllable

O. Unstressed syllable vowel patterns

• Mastery of phonics in single syllable words

• Attention to patterns in multisyllabic words (stressed and unstressed syllables, consonant doubling, and e-dropping)

snaping = snapping

smileing = smiling

duble = double

Meaning Derivational Constancy P. Silent and sounded

consonants

Q. Consonant changes

R. Vowel changes

S. Latin-Derived suffixes

T. Assimilated prefixes

• Attention to meaning based changes in spelling (prefixes, suffixes, vowel changes, Greek and Latin roots.)

dependant = dependent

incredable = incredible

inquisishun= inquisition

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A Week of Word Study Instruction Includes:

After reviewing the DSA results, each class will be divided into three groups. Some students may not fit neatly into these groupings. However, maintaining more than three groups per teacher becomes very difficult. It may be necessary to provide supplemental support to students who do not fit into one of these groups. When forming groups, it is better to move a student to a previous feature than force the student forward.

A teacher directed introductory lesson is required for each of the three small groups on the first day of a new sort. Students need to be explicitly taught to make generalizations about their sorts. Teachers should encourage students to make these generalizations during their guided, independent, and buddy practice.

The rationale for the following sequence of weekly practice activities is to allow students enough time to become familiar with the features before requiring them to complete the most challenging activities for independent practice. Teachers should incorporate opportunities for students to apply their sorting feature within continuous text.

Recommended Weekly Routine:

Monday Tuesday Wednesday Thursday Friday

• Guided sorting practice in small group with the teacher

• Independent sorting practice & recording sort in the word study notebook

• Blind sorting with a “Study Buddy”

• Reading feature related texts independently

• Partner word building

• Independent games

• Buddy speed sorting practice

• Word hunt & record in word study notebook

• Partner word study

• Independent games for repeated practice

• Buddy “Blind” written sorting practice in word study notebook

• Feature writing activities completed in the word study notebook

• Partner word study

• Games for repeated practice

• Assessment (if appropriate)

• Teacher evaluates students’ ability to move to the next feature.

• Teacher identifies students’ next lesson sequence

If a student/group has not shown progress with a specific feature, it may be necessary for the student/group to stay in the same sorting feature for more than one week. This will allow the teacher more opportunities to have the students practice the feature in continuous text.

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Recommended Weekly Word Study Assessment Procedures

The assessment should include no more than five words or pictures per feature being studied. One or more of the words in each feature can be novel (not practiced during the week). The assessment is scored just as it would be for the DSA. For example, one point is given for accurate use of the spelling feature and one point for correct spelling. In addition, the assessment will include a dictated sentence that is inclusive of some features previously studied and the features currently being studied.

Students provide proof of feature mastery through their consistent, accurate use of the features in their independent writing. Mastery can also be demonstrated through their ability to decode novel words when reading. The Different Types of Word Sorts

1. Open Sort – categorizing words or pictures according to a student’s according to a student’s own judgment.

2. Closed Sort – word sorts or picture sorts that rely on predetermined categories for classifying words.

3. Blind Sort – A word sort that is completed “blindly” – namely without looking at the words. Words are placed in front of the student as key words. As someone calls out the words to be sorted, the student points to the appropriate category. Blind sorts encourage students to use sound clues and their memory for particular spelling patterns.

4. Concept Sort – Categorizing words or pictures by meaning rather than by spelling feature (such as farm animals, zoo animals, ocean animals)

5. Writing Sort – words are written down under appropriate categories, headed by key words. (sometimes combined with a blind sort) – could be used as an assessment procedure.

6. Speed Sort – After students are able to accurately categorize their words, the added focus on speed allows students work towards automaticity with the features being studied. (Varied version: “Beat the Teacher.”)

Web Resources to Support Word Study

• http://jc-schools.net/PPTs-la.html Game boards and game playing pieces • http://www.readwritethink.org/materials/wordfamily/ (IRA) Interactive game for word family sorting • http://www.readwritethink.org/materials/construct/ (IRA) Construct a word…create other word family lists • http://www.bbc.co.uk/schools/wordsandpictures/longvow/poems/fpoem.shtml

Online phonics poetry activities & print-outs

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FLUENCY: Fluency entails word recognition that is, except in rare instances, unconscious and automatic. Until a reader achieves fluency, comprehension is apt to suffer because too much conscious attention must be directed at word identification and too little attention can be paid to comprehending what is read (Walpole and McKenna, 2004).

Fluency develops as a result of direct and explicit instruction. Fluency instruction should occur during shared and guided reading. Teachers can help students develop reading fluency through modeling, demonstrations, think-alouds and discussions about what makes a reader fluent (Johns and Berglund, 2002). Students who read and reread passages orally as they receive guidance and/or feedback become better readers. Repeated oral reading substantially improves word recognition, speed, and accuracy as well as fluency. Researchers have found several effective techniques related to repeated oral reading:

• students read and reread a text a certain number of times or until a certain level of fluency is reached. Four rereadings are sufficient for most students; and

• oral reading practice is increased through the use of audiotapes, tutors, peer guidance, or other means.

To develop fluency, children need to:

1. develop a high level of accuracy in word recognition.

2. maintain a rate of reading brisk enough to facilitate comprehension.

3. use phrasing and expression so that oral reading sounds like speech.

4. transform deliberate strategies for word recognition and comprehension into automatic skills.

Students develop fluency through activities for repeated oral reading practice:

1. Student-adult reading--reading one-on-one with an adult, who provides a model of fluent reading, helps with word recognition, and provides feedback.

2. Choral reading--reading aloud simultaneously in a group.

3. Tape-assisted reading--reading aloud simultaneously or as an echo with an audio-taped model.

4. Partner reading--reading aloud with a more fluent partner (or with a partner of equal ability) who provides a model of fluent reading, helps with word recognition, and provides feedback.

5. Readers' theatre--the rehearsing and performing before an audience of a dialogue-rich script derived from a book.

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In addition, students need many opportunities to practice reading with a high degree of success. Students should practice orally reading texts at their independent levels. Text at the independent level will be reasonably easy for them to read and contain mostly words that they know or can decode easily. Monitoring student progress in reading fluency is useful in evaluating instruction, setting instructional goals, and motivating students to read effortlessly. Fluency development is measured in kindergarten through the PALS Concept of Word task and Breakthrough to Literacy Speak Time report. In first and second grade, oral reading fluency is determined through the DRA2 (level 14 +) and PALS. VOCABULARY: Vocabulary refers to the words we must understand to communicate effectively. Vocabulary plays an essential role in the reading process, and contributes greatly to a reader's comprehension. NPS teachers must consider the four types of vocabulary: listening, speaking, reading, and writing. A reader cannot understand a text without knowing what most of the words mean. Students learn the meanings of most words indirectly, through everyday experiences with oral and written language.

Direct instruction helps students learn difficult words and concepts that are not part of their everyday experiences. Direct instruction of vocabulary relevant to a given text leads to better reading comprehension.

Children learn word meanings indirectly in three ways: • engaging daily in oral language.

• listening to adults read to them.

• reading extensively on their own.

Children learn word meanings directly by: • learning specific words before reading.

• repeated exposure to new words in different contexts.

• learning word learning strategies such as:

1. how to use dictionaries and other reference materials.

2. how to use information about word parts (common prefixes and suffixes) to figure out the meaning of words in texts.

3. how to use context clues to determine word meanings.

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Another way you can help students develop vocabulary is to foster word consciousness- an awareness of and interest in words, their meanings, and their power. Word- conscious students know many words and use them well.

In Norfolk Public Schools, many of our students are inherently at a disadvantage in vocabulary development. Continuous and repeated exposure to enriched literature and great conversation will increase student achievement and foster a love of words.

COMPREHENSION: Comprehension is the reason for reading. If readers can read the words but do not understand what they are reading, they are not really reading. Beginning readers, as well as more advanced readers, must understand that the ultimate goal of reading is comprehension. Teachers should emphasize text comprehension from the beginning, rather than waiting until students have mastered “the basics” of reading. The direct and explicit teaching of reading comprehension strategies begins in kindergarten and builds throughout the elementary years. Good readers are active. Good readers think actively as they read. They know when they have problems with understanding and how to resolve these problems as they occur. Comprehension strategies are conscious plans or sets of steps that good readers use to make sense of text. Comprehension strategy instruction helps students become purposeful, active readers who are in control of their own reading comprehension.

The following strategies have a firm scientific basis for improving text comprehension:

1. Retelling 2. Using Schema / Making Connections 3. Visualizing 4. Wondering and Questioning 5. Drawing Conclusions 6. Determining Important Ideas 7. Understanding Text Structure 8. Fix Up Strategies

Students develop word consciousness by:

• appreciating how authors use words to convey particular meanings. • exploring words by engaging in word play. • searching for examples of a word’s usage in their everyday lives.

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*Full sized versions of these comprehension posters are available on our 123 Curriculum website.

How to Teach Comprehension Strategies

Effective comprehension strategy instruction is explicit, or direct. Research shows that explicit teaching techniques are particularly effective for comprehension strategy instruction. In explicit instruction, teachers tell readers why and when they should use strategies, what strategies to use, and how to apply them.

The steps of explicit instruction are

• Direct explanation. The teacher explains to students why the strategy helps comprehension and when to apply the strategy.

• Modeling. During shared reading, the teacher models or demonstrates how to apply the strategy, usually by "thinking aloud" while reading the text that the students are using.

• Guided practice. During small group instruction, the teacher guides and assists students as they learn how and when to apply the strategy. TPS (think/pair/share) and TPW (think/pair/write) are effective opportunities for students to practice and share their thinking and understanding of text.

• Application. The teacher helps students practice the strategy until they can apply it independently.

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Strategy Purpose Retelling Instruction in retelling helps students to:

• remember what they have read. • recall the sequence of events. • identify the characters, setting, problem, and solution.

Using Schema (Background Knowledge) / Making Connections

Activating prior knowledge helps the reader to: • make accurate predictions. • make connections. • set a purpose for reading. • build upon a child’s schema.

Visualizing Visualizing helps the reader to: • become involved in the text. • make the words in the text into pictures, sounds, sensory

images, and feelings. • make connections among the ideas in the text, world, and

their own experiences.

Wondering / Questioning Wondering / Questioning helps the reader to: • set a purpose for reading. • focus attention on what they are to learn. • think actively as they read. • monitor their comprehension. • review content and relate what they have learned to what

they already know.

Inferring/Drawing Conclusions

Inferring helps the reader to: • combine what is read with relevant prior knowledge. • make reasonable predictions. • make connections. • draw conclusions. • apply a critical analysis about the text.

Determine the Most Important Ideas

Identifying key points helps the reader to: • distinguish between main ideas and supporting details. • organize essential information into story maps, semantic

maps, and other graphic organizers.

Understand Text Structure Identifying text structure helps the reader to: • identify the genre of the text. • know how to approach reading the text for understanding. • identify non-fiction text features to unlock text meaning. • identify common story elements (settings, characters, plot )

in fictional text.

Use Fix Up Strategies

Comprehension monitoring instruction teaches students to: • recognize when meaning breaks down. • be aware of what they do and do not understand. • apply appropriate behaviors to solve the problem.

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AN INTRODUCTION TO ASSESSMENT AND EVALUATION

Assessment is the collection of data about a student's performance in order to guide instruction. Evaluation is the interpretation of the data collected. Outcomes of assessment and evaluation procedures allow teachers to plan instruction that reflects their students’ current learning and capitalize on their strengths in order to develop other areas of growth. The portfolio allows teachers to document, analyze, and communicate growth over time. The terms assessment and evaluation are frequently viewed as one and the same, but there is a difference. Assessment is the process of observing and accumulating objective evidence of an individual’s performance. Data is collected through teacher observation or “kid watching”, anecdotal note-taking, informal screenings of phonological awareness and concepts about print, word recognition lists, conferences, reading and writing checklists, writing samples and products, running records, informal reading inventories, oral and written retellings, and comprehension questions. Evaluation is the process of making judgments about the student’s progress. Assessment and evaluation inform instruction by revealing what the student has learned and is ready to learn. Within the evaluation process, there are four clearly defined phases. Each phase is different from the others, yet interdependent:

• Set learning goals – specify learning goals based on knowledge of the students and the curriculum.

• Plan program – plan specific instruction that will enable learners to progress toward the specific goals.

• Assess – Observe and collect information in a variety of ways and contexts that will show the learner’s progress toward the learning goals.

• Evaluate – Make judgments about the effectiveness of teaching for learning on the basis of the assessment information. This phase guides and shapes the formation of new instructional goals.

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Literacy Portfolios Portfolios are a source of organized information that can be used in a variety of ways:

• To make instructional decisions • To form small groups • To analyze the strengths and needs of particular students • To prepare for parent conferences • To serve as a basis for assigning grades • To help in determining intervention • To track student progress over time

Portfolio assessment benefits teachers by providing a more meaningful view of students’ progress using “real life” reading and writing tasks in various settings. Through viewing student work, teachers can come to a clearer understanding of what constitutes quality work in a particular area at a certain period of time. As teachers assess students’ work, the line between assessment and instruction becomes more closely linked.

Portfolios provide parents with concrete examples of their children’s knowledge and growth. As opposed to more traditional tests, portfolios show parents exactly how their children are performing on a daily basis and throughout the year. At the close of each quarter, all portfolio assessment documentation should be organized in their individual portfolio folders and filed so that it is available for review at all times.

Portfolio assessment in Norfolk Public Schools was first implemented in the fall of 1989. Since then, Norfolk Public School’s portfolio assessment process has evolved into an electronic portfolio system, “ePortfolio.” This database provides the teachers and administrators with an up-to-date summary of student and class progress that can be evaluated throughout the year. Each of the ePortfolio assessments is vital for assessing student progress in reading and writing.

This guide provides direction and recommendations for completing and using the assessment and evaluation tools effectively. Assessment forms may be downloaded from the Norfolk Public Schools’ intranet website or by accessing Norfolk Public Schools’ homepage on the internet.

Literacy Portfolio Transfers Completed portfolios are part of a student’s permanent school record and must be transferred to the next grade level or school in the district. If a student transfers out of the district, a printed copy of the Student Summary Sheet should be forwarded with the cumulative school records. The portfolio folders with this summary sheet should be stored with the cumulative folder. Data entered into ePortfolio will transfer to the new teacher. Please be considerate of the new Norfolk teacher, adhere to the assessment schedule and forward any and all assessment documentation that you have collected on your departing student.

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Literacy Proficiency Rating ePortfolio serves to establish a permanent record of the results of entry and quarterly assessments in reading and writing for every student. To summarize the student’s overall literacy proficiency, a rating is calculated electronically. This rating identifies students who are exceeding and meeting NPS benchmarks as well as those who are identified as needing strategic and intensive interventions. In addition, teachers are expected to identify intervention services that are provided to these students (Interventionist, Communication Skills Specialist, Special Education Teacher, tutor, and/or ESL Teacher).

Once all assessments have been entered into ePortfolio, the program will calculate a “Literacy Proficiency Rating (LPR)”. This rating is based on the administered assessments with identified benchmarks. Benchmarks are identified with the administration information of each assessment. The definitions for use of the rating scale are as follows:

EXCEEDS BENCHMARKS A student receiving a 4 on the literacy proficiency rating MUST exceed all benchmarks set for the quarter or meet the maximum level/stage.

MEETS BENCHMARKS Students receiving a 3 as a literacy proficiency rating, meet all benchmarks set for the quarter. The students may exceed benchmarks in some areas, but not all.

REQUIRES STRATEGIC INTERVENTION A student receiving a literacy proficiency rating of 2 meets some or most of the benchmarks set for the quarter. However, some of the student’s results are below the benchmarks. Teachers with students identified as strategic should take a closer look at his/her performance on each assessment to determine if intervention is required or if some targeted review lessons will help close the gap. Though it is not an automatic indicator that this child needs intervention services, a careful review of scores is warranted.

REQUIRES INTENSIVE INTERVENTION Students receiving a 1 as a literacy proficiency rating, do not meet any benchmarks set for the quarter. Students identified as “Intensive” should receive intervention services.

All assessments should be housed in the Literacy Portfolio in the classroom during the school year. Since the record can be accessed electronically, it is not necessary to include a hard copy of the student summary each quarter. However, a hard copy must be placed in the Literacy Portfolio at the end of the school year. The Literacy Portfolio and its contents should be kept organized and available for inspection at all times. In addition, teachers are strongly encouraged to share the contents of these portfolios with parents during conferences.

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eSembler (Grades 1 & 2)

All ePortfolio assessments should be completed by the classroom teacher BEFORE completing report cards. Upon completion of data entry, ePortfolio will calculate an eSembler grade that should be recorded in the student’s grade book. This grade carries an overall weight of 60% of the student’s academic success in reading (based on the benchmarks identified on the Dolch Word Assessment, DSA, and DRA). Writing is not part of this grade. Writing grades should be entered into the eSembler gradebook separately. The following is breakdown of the assessments and the weight they carry in ePortfolio that make up the eSembler grade. Grade 1

Assessment Weight Qtr 1

Weight Qtr 2

Weight Qtr 3

Weight Qtr 4

DRA2 50 60 60 70 DSA 30 25 25 20

DOLCH 20 15 15 10 Grade 2

Assessment Weight Qtr 1

Weight Qtr 2

Weight Qtr 3

Weight Qtr 4

DRA2 60 60 70 70 DSA 30 30 25 25

DOLCH 10 10 5 5

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Components of Literacy Portfolios

KINDERGARTEN: • PALS Student Summary Sheets (fall and spring)

• Breakthrough to Literacy Time Management Report

• BTL Explore Words Objective (2nd, 3rd, and 4th quarters)

• Concepts About Print Test (all quarters until mastery)

• Quick Checks: Letter Recognition and Letter Sounds (2nd and 3rd Quarters)

• Baseline Writing Sample (**upon entry – scoring optional)

• Three Scored Writing Samples per quarter

• DRA2 (should occur once a student recognizes 10 sight words

in the 2nd, 3rd, 4th quarters.)

• Dolch Word Lists (2nd, 3rd and 4th quarters) • ePortfolio Student Summary Report (print 4th quarter)

FIRST GRADE:

• PALS Student Summary Sheets (*fall and spring)

• DRA2 (all quarters)

• Dolch Word Lists (all quarters)

• PALS Spelling Inventory (*fall and spring)

• Developmental Spelling Inventory (DSA) (all quarters)

• Scored Baseline Writing Sample (**upon entry)

• Three Scored Writing Samples per quarter

• ePortfolio Student Summary Report (print 4th quarter)

SECOND GRADE:

• PALS Student Summary Sheets (*fall and spring)

• DRA2 (all quarters)

• Dolch Word Lists (all quarters)

• PALS Spelling Inventory (*fall and spring)

• Developmental Spelling Inventory (DSA) (all quarters)

• Scored Baseline Writing Sample (**upon entry)

• Three Scored Writing Samples per quarter

• ePortfolio Student Summary Report (print 4th quarter) *The fall administration is for students new to Norfolk Public Schools and students who did not meet the spring benchmark.

**All students should complete an unedited, unrevised baseline writing sample, as soon after enrollment as possible. This includes all out-of-district transfers, regardless of entry date.

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LITERACY ASSESSMENTS

Phonological Awareness and Literacy Screening (PALS) The PALS assessments will be administered twice a year in kindergarten, first grade, and second grade according to the instructions provided in the manuals. The district’s testing calendar will outline specific dates for the fall and spring administrations.

Mid-year administration of K PALS or 1-3 PALS is not required by the district; however, it may be administered at the request of the building administrator to students who are receiving intervention services. Each teacher should have a PALS testing kit. The Form A, Form B, and Downloaded Form C Teacher Materials should be housed in these kits at all times. In September, you will receive the student consumable materials for fall and spring administrations from the PALS office. Midyear consumable materials are downloaded from the PALS website

When Who is tested How Fall -All Kindergarten students

-Students new to VA Public Schools -Students who didn’t meet Spring benchmark.

Online Assessment Wizard (Recommended)

Mid-Year -Administration may be required by building administrator (optional)

Online Assessment Wizard

Spring -All K-2 students, except those who have earned “High Benchmark” designations by PALS.

Online Assessment Wizard (Recommended)

The PALS office will not replace lost teacher manuals every year so these materials should be inventoried. If additional copies are needed, photocopies should be made within each building.

Utilizing the PALS Online Assessment Wizard speeds up the PALS process. It also provides the teacher with valuable grouping and instructional information. For diagnostic purposes, NPS highly recommends that all teachers utilize this powerful tool.

High Benchmark Designations

Spring of 1st Grade Fall of 2nd Grade

• Read 18 or more words from the 2nd grade word list AND

• Read the 2nd grade passage with 98% accuracy AND

• Read the 2nd grade passage with a fluency rating of 3

• Read 18 or more words from the 3rd grade word list AND

• Read the 3rd grade passage with 98% or greater accuracy AND

• Read the 3rd grade passage with a fluency rating of 3

The 3rd grade passage or higher will also be accepted for the high benchmark designation, if the passages are read with both 98% accuracy and a fluency rating of 3.

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PALS Services and Designation Codes

When entering student data into the PALS website, teachers are asked to enter a “Service and Designation Code.” It is important that this code accurately and consistently reflect the additional services our district provides. Please review the following chart for each code and the district interpretation of the services that correlate with each code. PALS CODE N No additional remediation services are

provided. TI These students receive services by an

Interventionist and/or Communication Skills Specialist.

SP – Speech and Language LD – Learning Disabilities DD – Developmental Delay ED – Emotional Disturbance MR – Mental Retardation ESL – English as Second Language LEP – Limited English Proficient

These students have an IEP with this exact identification. These students are serviced by a special education teacher.

TUTOR These students receive ONE TO ONE remediation from a tutor, volunteer, etc.

O – Other (Specify)

PALS Quick Checks for Letter Sounds and Letter Recognition

PALS Quick Checks may be used to monitor student progress on targeted literacy skill acquisition throughout the year. The following PALS Quick Checks (Letter Sounds and Letter Recognition) should be used at the end of quarters 2 and 3. Lowercase Letter Recognition Benchmark Quarter 1 (PALS) 12 Quarter 2 (QC) 16 Quarter 3 (QC) 20 Quarter 4 (PALS) 24 Letter Sounds Benchmark Quarter 1 (PALS) 4 Quarter 2 (QC) 10 Quarter 3 (QC) 15 Quarter 4 (PALS) 20

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Q2

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Q3

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Q2

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Q3

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Kindergarten Concepts about Print (CAP): The Concepts about Print test will be administered to all kindergarten students beginning with the first quarter. This 10-item test is administered individually according to the directions on the assessment. Mastery of this assessment is essential before the end of the second quarter to ensure that the students are on track to meeting end of year benchmarks.

“Get In” is a sample product downloaded from the reading a-z.com website. Individual or school-wide subscriptions can be purchased from their website. NPS does not support the use of Reading A-Z titles as the only text used in small group instruction. They should only be considered a supplement when all NPS resources have been exhausted. Concepts about Print Rubric Benchmark Quarter 1 10 Quarter 2 15 Quarter 3 18 Quarter 4 23

Materials Required for CAP assessment:

1. One copy of the Concepts about Print test per student 2. Book, Get in

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Student’s Name__________________________ Date_____________

CONCEPTS ABOUT PRINT TEST DIRECTIONS: Use the attached book to administer the following assessment. Administration of this assessment should continue until the student has mastered all tasks. Before beginning the assessment, the teacher should read the entire book to the student. Shaded areas indicate that the component is not required for the assessment period.

Q 1 Q2 Q3 Q4 1.

Does the student know the concept of front of the book? Hand the book to the student in a vertical position, spine towards the child. Say, “Show me the front of this book.” Check the box if the response if correct.

(1 point)

2. Does the student know that the print, not the picture, is the part to be read? Open to the first page of text. There should be a picture on this page. Say, “I will read this book to you. Show me where to read.” Check the box if the student points to print somewhere on the page. (1 point)

3. Does the student know which way to read? Turn to page 4 of the book. Say, “Point to where I start reading.” Check the box if the student points to the first word of the top left of the page.

(1 point)

4. Does the student know that print is read from left to right? Say, “Which way do I go when I read?” Check the box if the student moves finger from left to right.

(1 point)5.

Does the student know at the end of the line to return to the next line? Say, “Where do I go after that?” Check the box if the student “return sweeps” to the left.

(1 point)

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6. Does the student have one-to-one match with voice to print? Turn to page 6. Read the sentence to the student pointing to each word. Say, “Now it is your turn to point to the words as we read this sentence together.” Can the woman get in? Yes, she can. ( each word) Check the box if the student matches your voice to print as you read.

(1 point)

7. Does the student understand the concept of first and last? Close the book and hand it to the child.

o Say, “Show me the first part of this story.” o Say, “Show me the last part of this story.” o Say, “Show me the first word in the book.” o Say, “Show me the last word in the book.”

Turn to page 10. Read the first sentence to the student pointing to each word.

o Say, “Show me the first word in this sentence.” o Say, “Show me the last word in this sentence.”

(6 points)

8. Does the student have letter concepts? Turn to page 3. Can the boy get in? Yes, he can.

o Say, “Show me 1 word.” (Circle the word above the child has selected.) o Say, “Show me the first letter in your word. o Say, “Show me the last letter in your word. o Say, “Show me a capital letter.” o Say, “Show me a lower case letter.”

(5 points)9.

Does the student have concepts of words? Turn to page 5. Can the man get in? Yes, he can. Read the sentence to the student. Ask the child to echo read it with you pointing to each word as he/she reads.

o Say, “How many words are on this page?” o Point to the word the, say, “What is this word?” o Point to the word he, say, “What is this word?

Turn to page 6. Can the woman get in? Yes, she can. Read the sentence to the student. Ask the student to echo read it with you, pointing to each word as he/she reads.

o Point to the word woman, say, “What is this word?” o Point to the word in, say, “What is this word?” o Point to the word she, say, “What is this word?”

(6 points)

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10. Does the student know the meaning of a period? Turn to page 4 and point to the period in the text. Say, “What is this for?” Check the box if the student says “period” or “at the end of the sentence.”

(1 point)11.

Does the student know the meaning of a question mark? Turn to page 7 and point to the question mark in the text. Say, “What is this for?” Check the box if student says “question mark” or “when you ask something.”

(1 point) Total Score

Benchmarks: Q1 – 10, Q2 – 15, Q3 – 18, Q4 – 23

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Dolch Word Lists The Dolch word lists are used to measure automatic word recognition by reading level, from pre-primer to third grade level. The lists are to be administered in sequential order, beginning with preprimer. A set of word lists should be maintained in the portfolio for each student. The teacher may keep a record of the quarter in which the word was mastered by noting the results for each quarter in a different color of ink. Considerations:

1. A student should not be given credit for a word that is not recognized within one second. 2. After a student masters the words on a list, it is not necessary to reassess those lists each

quarter. 3. Only reassess missed words. 4. Once a student misses any 10 words on a list, do not go on to the next list. 5. After a student masters all lists, further assessment is not required. 6. Recording of the scores on the assessment record will be cumulative.

Kindergarten Dolch Word Rubric* *(Based upon total words recognized)

Qtr. List Goals Exceeds Benchmark Strategic Intensive

2 Preprimer (40 words) 10 - 40 5 - 9 3 - 4 2 or fewer 3 Preprimer (40 words) 16 - 40 15 10 5 or fewer 4 Preprimer (40 words) 31 - 40 30 16 – 29 15 or fewer

First Grade Dolch Word Rubric* *(Based upon total words recognized)

Qtr. List Administered

Exceeds + Exceeds Benchmark Strategic Intensive

1 Preprimer & Primer (92 words)

83- 92 74 - 82 63 - 73 54 - 62 53 or fewer

2 Preprimer, Primer, and ½ of First Grade (113 words)

105 - 113 97 - 104 87- 96 79- 86

78 or fewer

3 Preprimer, Primer, and First Grade (133 words)

123- 133 114- 122 102- 113 92- 101

91 or fewer

4 Preprimer, Primer, First Grade and ½ of Second Grade (156 words)

145- 156 134- 144 119- 133 108- 118

107 or fewer

Second Grade Dolch Word Rubric* *(Based upon total words recognized) Qtr. Lists

Administered Exceeds+ Exceeds Benchmark

Strategic

Intensive

1 Preprimer, Primer, First, & ¾ of Second (168 words)

156 – 168 144 – 155 129 – 143 117 – 128 116 or fewer

2 Preprimer, Primer, First & Second (179 words)

166- 179 153- 165 137- 152 124- 136 123 or fewer

3 Preprimer, Primer, First, Second, & ½ of Third (200 words)

185- 200 171- 184 153- 170 139- 152 139 or fewer

4 Preprimer, Primer, First, Second, & Third (220 words)

204- 220 189- 203 169- 188 153- 168 152 or fewer

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Student’s Name_____________________________________________________

DOLCH WORD LISTS

Directions: Check the words that the student recognizes automatically (within one second).

Preprimer Primer First a to all she after take

and two am so again thank away up are soon an them big we at that any then blue where ate there as think can yellow be they ask walk

come you black this by were down brown too could when find but under every for came want fly

funny did was from go do well give

help eat went going here four what had

I get white has in good who her is have will him it he with his

jump into yes how little like just look must know make new let me no live my now may not on of one our old play out once red please open run pretty over said ran put see ride round the saw some

three say stop 1st Qtr ____/40

2nd Qtr ____/40

3rd Qtr ____/40

4th Qtr ____/40

1st Qtr ____/52

2nd Qtr ____/52

3rd Qtr ____/52

4th Qtr ____/52

1st Qtr ____/41

2nd Qtr ____/41

3rd Qtr ____/41

4th Qtr ____/41

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Second Third always wish about around work better because would bring

been write carry before your clean best cut both done buy draw call drink cold eight does fall don’t far fast full first got five grow

found hold gave hot goes hurt green if

its keep made kind many laugh off light or long

pull much read myself right never sing only sit own

sleep pick tell seven

their shall these show those six upon small us start use ten very today wash together which try Why warm

1st Qtr ____/46

2nd Qtr ____/46

3rd Qtr ____/46

4th Qtr ____/46

1st Qtr ____/41

2nd Qtr ____/41

3rd Qtr ____/41

4th Qtr ____/41

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a it two

and jump up

away little we

big look where

blue make yellow

can me you

come my

down not

find one

for play

funny red

go run

help said

here see

I the

in three

is to

Preprimer

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all he so yes am into soon are like that at must there ate new they be no this black now too brown on under but our want came out was did please well do pretty went eat ran what four ride white get saw who good say will have she with

Primer

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after him stop

again his take

an how thank

any just them

as know then

ask let think

by live walk

could may were

every of when

fly old

from once

give open

going over

had put

has round

her some

First

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always goes upon around green us

because its use

been made very

before many wash

best off which

both or why

buy pull wish

call read work

cold right would

does sing write

don’t sit your

fast sleep

first tell

five their

found these

gave those

Second

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about hurt small

better if start

bring keep ten

carry kind today

clean laugh together

cut light try

done long warm

draw much drink myself

eight never

fall only

far own

full pick

got seven

grow shall

hold show hot six Third

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Developmental Spelling Assessment (DSA), Grades 1 & 2

The DSA Feature Inventories are administered as an Entry assessment and then are reassessed at the end of the first, third, and fourth quarters. When analyzing a student’s spelling development, instructional decisions are based on the student’s mastery of individual features within a stage.

At the beginning of the first quarter, all first grade students are assessed on the Letter Name Stage Form A (whole group). If a student is “Independent” at this stage, teachers should then administer the Within Word Stage Form A assessment (small group). If during administration, the teacher notices a particular student is struggling, the assessment should stop for that student.

At the beginning of the first quarter, second grade teachers should administer the Letter Name Stage Form A to all students. If a student is “Independent” at this stage, teachers should then administer the Within Word Stage Form A assessment. The following chart should be used when analyzing the results of the feature score. Level of Success Observations Action by Teacher

Exceeds

Feature Score of 5

Secure Understandings: The student is competent at this stage and demonstrates firmly developed understandings.

If the student has scored a 5 in each feature, administer the feature list for the next stage.

Benchmark

Feature score of 4

Stage of Development: The student has been confronted with new spelling issues that challenge existing understandings. As the student is presented with targeted instruction, features are likely to be used correctly at times but still sometimes confused.

Analyze to determine the last known feature with a solid score and begin instruction here. Once the review has been established, instruction should move gradually into the first “unknown” feature.

Strategic

Feature Score of 3

Early Stage of Development: Although there is much at this stage that the speller hasn’t yet figured out, the student has a solid base of understandings from which to progress.

Back up to the last known feature in the previous stage/feature and build upon that instruction before beginning with the first feature in the new stage.

Intensive

Feature score <3

Too Much is Unknown: Without a firm understanding at the previous stage, scores below 12 reflect an overload of new issues. The logic behind the child’s spelling is likely to deteriorate; even random spelling may occur.

Back up to the last known stage and/or feature and give a thorough review before cautiously moving forward.

Chart adapted from Word Journeys, Ganske 2000

The Developmental Spelling Assessment (DSA) words should not be “studied” prior to the assessment. The words should be called out and used in a sentence to be sure that students know the exact word. Scoring the test: Use the answer sheet to score each student’s assessment. These inventories are scored qualitatively so that children’s knowledge of specific spelling features can be determined as well as their ability to correctly spell entire words.

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Assigning the points and analyzing the results: The total point score will give the teacher a number that can be compared over time, but the most useful information is the feature analysis. By determining which features a student uses correctly and incorrectly, the teacher can design instruction to meet the needs of students and groups. Their control of these features will increase the number of words students spelled correctly, therefore; instructional decisions rely heavily on a student’s mastery of a feature.

Use this chart when making instructional decisions. It will guide you in determining which feature to begin your instruction.

• A feature score of a 5 is considered mastery. • A feature score of a 4 is considered “using but confusing” and

additional instruction may be needed. • A feature score of 3 and below is insecure and additional instruction is needed.

First Grade DSA Assessment Rubric *Based on total inventory score. Qtr. Stage Goal

(Features) Exceeds

+ Exceeds Benchmark Strategic Intensive

1 Letter Name (A,B,C) 28 – 30 26 – 27 24 – 25 21 – 23 20 or below 2 Letter Name (A,B,C,D) 34 - 40 31 - 33 28 - 30 24 – 27 23 or below 3 Letter Name (A,B,C,D) 38 – 40 35 – 37 31 – 34 28 - 30 27 or below 4 Letter Name (A,B,C,D,E) 47 – 50 43 – 46 39 – 42 35 – 38 34 or below

Second Grade DSA Assessment Rubric *Based on total inventory score. Qtr. Stage Goals Exceeds

+ Exceeds Benchmark Strategic Intensive

1 Letter Name (all) & Within Word (F)

56 – 60 52 – 55 47 – 51 42 – 46 41 or below

2 Letter Name (all) & Within Word (F,G)

61 – 65 57 – 60 52 – 56 47 – 51 46 or below

3 Letter Name (all) & Within Word (F,G)

65 – 70 60 – 64 54 – 59 49 - 53 48 or below

4 Letter Name (all) & Within Word (F,G,H)

75 – 80 69 – 74 62 – 68 56 – 61 55 or below

The Class Record: Teachers may find it helpful to view the results of an entire class list at a glance. We recommend organizing the list from the student with the highest score to the student with the lowest score

Considerations: • The Stage Score indicates the words that are spelled correctly. • Stage Scores can not exceed 25, since there are only 25 words. • The Feature Score is used to make instructional decisions • The Inventory Score is based upon the feature score plus the Correct Word Score. • The Total Inventory Score is the number entered into ePortfolio.

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DSA Form A: Letter Name Answer Sheet Name__________________________ Grade_____ Date________

Feature FS CW Feature Results

1. j et D A

2. sh ip B B

3. b e t C C

4. g ot A D

5. c a p C E

6. dr um D Feature Score

7. bu mp E *Instruction begins in the first feature in which a student

scores below a 4. 8. mu ch D

9. wi th E

10. ma p A

11. h o p C

12. pl an B

13. th at B

14. sl id B

15. m u d C

16. gr ab B

17. ch op D

18. fa st E

19. di sh E

20. we nt E

21. wi n A

22. f ed A

23. tr ip D

24. r ub A Key

25. f i t C Feature Score FS

Totals Correct Words CW

Inventory Score (Recorded in EPortfolio)

FS + CW = Inventory score

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DSA Form A: Letter Name Feature List

1. jet The jet mad e a safe landing. jet

2. ship The ship sailed across the water. ship

3. bet I bet you will finish the book today. bet

4. got The boy got a new dog. got

5. cap The new baseball cap was red. cap

6. drum We could hear the drum beat. drum

7. bump The bump on his head hurt. bump

8. much The boy didn’t have much homework. much

9. with My brother will come with us. with

10. map The woman looked at the map of the city map

11. hop A rabbit can hop. hop

12. plan The class will plan a party. plan

13. that What is making that noise? that

14. slid The player slid into second base. slid

15. mud There was mud on the floor. mud

16. grab She had to grab her hat in the wind. grab

17. chop Please chop the carrots into pieces. chop

18. fast The girl is a fast runner. fast

19. dish The dish fell and broke. dish

20. went The car went past our house. went

21. win Let’s try to win the game. win

22. fed The farmer fed the cow hay. fed

23. trip The family took a trip to the beach. trip

24. rub I will rub the penny to make it shine. rub

25. fit The dress did not fit the girl. fit

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DSA Form B: Letter Name Answer Sheet

Name__________________________ Grade_____ Date________

Feature FS CW

Feature Analysis

1. pa th E A

2. ca mp E B

3. l a p C C

4. dr op D D

5. t op A E

6. r i p C Feature Score

7. c u t A *Instruction begins in the first feature in which a

student scores below a 4. 8. sh op B

9. ch in D

10. va n A

11. w e t C

12. ne st E

13. gl ad B

14. h o t C

15. di g A

16. ri ch D

17. t u b C

18. hu nt E

19. th is B

20. y es A

21. sp ot B

22. tr ot D

23. fi sh E

24. cr ib B Key

25. j ob D Feature Score FS

Totals Toals

Correct Words CW

Inventory Score (Recorded in EPortfolio)

FS + CW = Inventory score

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DSA Form B: Letter Name Feature List

1. path We walked on the path. path

2. camp The family will camp at the park. camp

3. lap They ran one lap on the track. lap

4. drop She tried not to drop the vase. drop

5. top A top can spin round and round. top

6. rip Try not to rip the paper. rip

7. cut Scissors can cut paper. cut

8. shop The toy shop was closed. shop

9. chin Your chin is below your mouth. chin

10. van Dad drives us to school in his van. van

11. wet The grass is wet after a rain. wet

12. nest There were three eggs in the nest. nest

13. glad I am glad the work is done. glad

14. hot Summertime can be very hot. hot

15. dig Dogs like to dig holes. dig

16. rich The rich man lived in a castle rich

17. tub The tub has water in it. tub

18. hunt The Indians used to hunt buffalo. hunt

19. this What is this thing? this

20. yes The teacher answered “Yes,” to my question. yes

21. spot The girl has a spot on her new dress. spot

22. trot Horses sometimes trot. trot

23. fish There are many fish in the ocean. fish

24. crib The baby was sleeping in a crib. crib

25. job He drives 10 miles to his job. job

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DSA Form A: Within Word Pattern Answer Sheet

Name__________________________ Grade_____ Date________

Feature FS CW

Feature Results

1. pa tch I F

2. c ou ch J G

3. st ee p H H

4. c u t e F I

5. bri dge I J

6. gl are G Feature Score

7. scr ap I *Instruction begins in the first feature in which a student

scores below a 4. 8. m igh t H

9. g ir l G

10. fr ow n J

11. sm o k e F

12. flo ck I

13. st oo d J

14. l ea st H

15. sh or t G

16. qu ite I

17. gr a p e F

18. y aw n J

19. dr i v e F

20. c oa st H

21. h ur t G

22. p oi nt J

23. r i p e F

24. f ear G Key

25. p ai nt H Feature Score FS

Totals Correct Words CW

Inventory Score (Recorded in EPortfolio)

FS + CW = Inventory score

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DSA Form A: Within Word Pattern Feature List

1. patch The pirate had a patch on his eye. patch

2. couch His grandmother sat on the couch reading. couch

3. steep The hill was very steep. steep

4. cute Everyone thought the baby was cute. cute

5. bridge The bridge had to be fixed. bridge

6. glare The glare of the sun made it hard to see. glare

7. scrap A scrap of paper was found on the floor. scrap

8. might It might rain tomorrow. might

9. girl The girl opened the envelope. girl

10. frown You could tell by her frown that the woman was upset. frown

11. smoke Smoke came out of the chimney. smoke

12. flock A flock of geese flew overhead. flock

13. stood The boy stood on his tiptoes to reach the box. stood

14. least The opposite of most is least. least

15. short The girl has short hair. short

16. quite It is quite sunny outside today. quite

17. grape The grape juice tasted good. grape

18. yawn When you’re tired, you sometimes yawn. yawn

19. drive They will drive to the grocery store. drive

20. coast It’s fun to coast downhill on a bicycle. coast

21. hurt The old man fell and hurt his back. hurt

22. point The teacher asked the child to point to the letter b. point

23. ripe A banana is ripe when it is yellow. ripe

24. fear He has a fear of the dark. fear

25. paint The men were going to paint the house. paint

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DSA Form B: Within Word Pattern Answer Sheet Name__________________________ Grade_____ Date________

Feature FS CW Feature Results

1. br o k e F F

2. b ur n G G

3. p i n e F H

4. sp oi l J I

5. sc are G J

6. qu een I Feature Score

7. c u b e F *Instruction begins in the first feature in which a student

scores below a 4. 8. scr ub I

9. sl i d e F

10. st or m G

11. tr ai n H

12. bri ck I

13. gr ow l J

14. p ea ch H

15. dawn J

16. t igh t H

17. ca tch I

18. m ou nd J

19. sh ee t H

20. sh oo k J

21. r oa st H

22. d ir t G

23. ri dge I

24. fr a m e F

25. cl ear G Key

Feature Score FS

Totals Correct Words CW

Inventory Score (Recorded in EPortfolio)

FS + CW = Inventory score

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DSA Form B: Within Word Pattern Feature List

1. broke The glass broke when it fell. broke

2. burn Be careful, so you don’t burn your finger. burn

3. pine The pine tree was very tall. pine

4. spoil Put the meat in the refrigerator, so it won’t spoil. spoil

5. scare Some people scare easily. scare

6. queen The queen waved goodbye from the castle door. queen

7. cube Each side of a cube is shaped like a square. cube

8. scrub Cinderella had to scrub the floor. scrub

9. slide It’s fun to go down the slide. slide

10. storm The storm blew down a tree. storm

11. train The train arrived on time. train

12. brick The brick building is a school. brick

13. growl We heard the dog growl at the stranger. growl

14. peach The peach was very juicy. peach

15. dawn It begins to get light at dawn. dawn

16. tight His jacket was too tight. tight

17. catch The little boy tried to catch the ball. catch

18. mound The baseball pitcher stepped onto the mound. mound

19. sheet The sheet of paper was covered with lines. sheet

20. shook She shook the grass off her coat. shook

21. roast You can roast marshmallows over a fire. roast

22. dirt There was a lot of dirt on the dirt. dirt

23. ridge The house is on top of the ridge. ridge

24. frame The picture has a wooden frame. frame

25. clear The water is very clear. clear

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Oral Reading Fluency Assessment The DRA2 Oral Reading Fluency Assessment assesses students on the following components of expressive reading: expression, phrasing, rate (DRA2 14 +), and accuracy. Scores range from 4 to 16. Generally, scores below 11 indicate that fluency may be a concern. Scores of 11 or above indicate that the student is making good progress in fluency. This score should be indicated in ePortfolio for grades 1 and 2. Fluency rates are required for all students reading at the primer level and above (DRA2 Levels 14 and above). The fluency rating is determined by timing the student’s oral reading of a graded passage. The rate is indicated by words read per minute (WPM). The words read per minute can be calculated by multiplying the total number of words in the passage by sixty and dividing that number by the number of seconds it took the student to read the passage.

WPM = Number of Words x 60

Number of Seconds to Read 2010 VA SOL Fluency Guidelines

First Grade Reading On Level Texts Second Grade Reading On Level Texts Percentile Midyear WCPM Spring WCPM Percentile Fall WCPM Midyear WCPM Spring WCPM 90 81 111 90 106 125 142 75 47 82 75 79 100 117 50 23 53 50 51 72 89

Developmental Reading Assessment (DRA2) The Developmental Reading Assessment (DRA2) is used to determine a student’s independent and instructional reading levels. Use of an oral reading record is the most effective means of placing students at an appropriate instructional level and monitoring students’ reading to ensure that they are reading at an adequate independent level. This assessment also allows the teacher to assess the students’ use of reading strategies and skills as they interact with text and check comprehension levels in appropriate text through oral retellings and questioning strategy usage. The Developmental Reading Assessment is administered at the end of the 2nd, 3rd, and 4th quarters to every student beginning in kindergarten when a student can read at least 10 words on the Dolch Pre-primer word list. The DRA2 is administered at the end of all quarters to all 1st and 2nd grade students unless the student has already achieved the “Exceeds +” benchmark set for that quarter. Administration of the DRA can stop if the student has reached the ceiling identified for his/her grade level. Teachers should follow the directions provided on the assessment/record sheets that accompany each book. These sheets are used to record the oral reading and the student’s responses. The directions for introducing the book, recording the reading, and assessing the retelling change by level. Teachers should only use the prompts provided when assessing the student’s retelling.

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Kindergarten DRA Rubric *Instructional Levels with comprehension Qtr. Exceeds Benchmark

Strategic

Intensive

2 No benchmarks are set this quarter, but the assessment should be administered if the

student can read at least 10 words. 3 Level 4+ Level 3 Level 2 Level A and below 4 Level 6+ Level 4 (Instructional) Level 3 Level 2 and below

First Grade DRA Rubric *Independent Level w/comprehension Qtr. Exceeds

+ Exceeds Benchmark

Strategic

Intensive

1 Level 10+ Level 8 Levels 6 Level 4 Level 3 and below 2 Level 14+ Level 12 Levels 10 Level 8 Level 6 and below 3 Level 18+ Level 16 Levels 12 - 14 Level 10 Level 8 and below 4 Level 20+ Level 18 Level 16 Level 14 Level 12 and below

Second Grade DRA Rubric Independent Level w/comprehension Qtr. Exceeds

+ Exceeds

Benchmark

Strategic

Intensive

1 Level 24+ Level 20 Level 18 Levels 16 Level 14 and below 2 Level 28+ Level 24 Level 20 Level 18 Level 16 and below 3 Level 30+ Level 28 Level 24 Level 20 Level 18 and below 4 Level 34+ Level 30 Level 28 Level 24 Level 20 and below

To maintain the integrity of the texts the following DRA2 Levels are the ceiling for each grade level. A student can only reach the ceiling if his or her reading is accompanied by SOLID comprehension.

• Kindergarten – Level 14 • Grade One – Level 20 • Grade Two – Level 34 • Grade Three – Level 40

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Complete directions for administering the DRA2 are included in the DRA2 Teacher Resource Guide. The components of this assessment include:

1. Reading Engagement (Optional) 2. Previewing/Prediction 3. Oral Reading Fluency (using the DRA2 Continuum for DRA 4 and above) 4. Comprehension (using the DRA2 Continuum)

The required data for portfolio entry include an independent level: 1. Accuracy Rating (WPM) 2. Oral Reading Fluency (using the DRA2 Continuum for DRA4 and above) 3. Comprehension (using the DRA2 Continuum).

In grades 1-2, teachers will need to determine an independent reading level on the DRA2 to complete the NPS ePortfolio. In Kindergarten, an instructional reading level should be entered into ePortfolio. Use the following chart as a guide:

Level of Success

Observations Accuracy Rate

DRA2 Retelling Rating

DRA2 Fluency

Independent The text is easy when the reader has less than 1 error for every 20 words read (0-5 errors in 100 words).

95% and above

19 - 28

11 - 16

Instructional

*Small group instruction takes place

at this level.

The text is challenging, but manageable for the reader with no more than approximately 1 in 10 words difficult for the reader (6-10 errors in 100 words).

94%

14 - 18

7 - 10

Frustrational

The text is too challenging for the reader with more than 1 in 10 words difficult for the reader (10+ errors in 100 words).

93% and below

7-13

4 - 6

Please note, a DRA2 level is only considered to be independent when the accuracy rating, retelling rating, and fluency rating are all at independent levels. Rationale for identifying both the instructional and independent levels: Knowledge of both independent and instructional reading levels for a student is important as these levels determine the instructional path for guided and independent reading. In guided reading, it is important for the teacher to select carefully leveled books at the instructional level of the student. Providing support at each student’s instructional level is referred to as working within the “zone of proximal development” by Vygotsky (1962).

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This scaffolding helps transition students between what they know and can use and what they still need to know. Text in the instructional range allows students to practice strategies in both decoding and comprehension with the support and prompting of the teacher. At that level, the student can read enough words to provide a context within which to solve reading problems, learn new words, and understand the ideas. Text that is too difficult does not allow students to focus on meaning. At the frustration level, a student is not able to employ enough reading strategies to experience success and too much energy is expended at the word level. Text that is too easy does not provide enough challenges to allow opportunity for students to apply strategies.

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WRITING IN NORFOLK PUBLIC SCHOOLS A balanced writing program compliments a balanced reading program by scaffolding student instruction and including these three components:

1. Writing to/ for children: Modeling writing on large charts, overhead or Smartboards provides models of actual writing in context that have authentic purposes.

2. Writing with children: Utilizing interactive writing (sharing the pen) and guided writing to help children learn directionality, letter formations, and sounding out words; understanding the process of writing and eventually moving toward independence.

3. Writing by children: Allow students to develop their own voice as writers. Giving students the opportunity to write for a variety of purposes provides teachers with insight into areas in which students need assistance.

Examples of Writing Instruction

Modeled Writing Modeled Writing is the demonstration of the act of writing by thinking aloud as he/she composes a text in front of students. Modeled Writing allows students to hear the thinking that accompanies the process of writing, such as choosing a topic, starting the piece, looking for a better word, revising, and editing.

Shared Writing

Shared Writing is an activity that is either whole class or small-group in which the teacher and students share the composing process. The key is the composition. By recording in front of the students, the teacher reinforces concepts of print, directionality, and print conventions. Shared Writing helps students to learn about the writing process through structured conversations during the sessions. The focus is on the content of the message. The content can be daily message, response to literature, innovation of a previously read book, a group story, or a model of a new type of writing.

Interactive Writing

Interactive Writing takes place when the teacher and students interact to compose a text. The students “share the pen” with the teacher at strategic points in the writing process. Teachers and students collaborate on text development.

Guided Writing

Guided Writing occurs when the teacher works with individual students or a small group of students who have similar needs and he/she coaches them as they write a composition. Guided Writing provides focused instruction to students in order to lead them to Independent Writing.

Writer’s Workshop

Writer’s Workshop is a formal strategy to teach the writing process from planning to drafting to editing to the final copy. The use of literature as a model of the writer’s craft is an important part of writer’s workshop. The teacher provides formal instruction through the use of mini-lessons that emphasize both content and form and by conferring with small groups and individual students. Mini-lessons are short and address specific topics, and are the vehicles for teacher demonstrations of the stages of the writing process. Writer’s Workshop provides structured opportunities for students to write and receive feedback in order to learn about the writing process.

Independent Writing

Independent Writing is initiated by students through daily journals, writing assignments, or notes to classmates, teachers, and/or parents. Independent writing is the result of good instruction and provides students with the opportunity to practice their writing skills. Students are encouraged to experiment and explore the uses of written language.

Adapted from the “Principal’s Flip Chart in Reading” in the NPS Guide, “Best Practices in Balanced Literacy Instruction, 2002.”

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Components of Writing Instruction

• Daily focus lesson (mini-lesson) – direct instruction provided by the teacher • Independent writing time – writing or conducting research for their writing • Sharing opportunities - author’s chair, publishing parties, peer or group readings • Conferences- with teacher or peers

“Writing is something you do, not something you know. Students need time just to write so they can gain experiences as writers (Peterson, R., 2000).”

Daily Focus Lessons (Mini- lessons) Mini-lessons can be categorized in four broad areas: organization, strategies, skills, and author’s craft. This chart contains suggested mini-lessons. Refer to your curriculum guide to obtain the applicable standards.

Organization (What to do)

Strategies (Composing)

Author’s Craft (Written Expression)

Skills (Mechanics and Usage)

• Rules and guidelines • How to locate your

materials • How to help yourself

when no one is available

• How to request a teacher conference

• How to repond to peers when they share

• How to use writing checklists

• How to set up your writer’s notebook/ journal

• How to match your words with your pictures

• How to use details to describe

• How to stick to a topic • How to organize

writing with a beginning, middle and end

• How to use illustrations to convey information

• How to use time order words

• How to create “mind pictures”

• How to use sensory writing

• How to extend a sentence with elaboration.

• How to use talk bubbles

• How to describe the setting

• How to describe the character

• How to create a good lead

• How to create a catchy ending

• How to use strong action verbs

• How to revise for word choice

• How to eliminate unnecessary or redundant information

• How to demonstrate directionality

• How to write in complete sentences

• How to use space between your words

• How to use capitalization

• How to use closing punctuation

• Subject and verb agreement

• How to use pronouns correctly

• How to edit for spelling

• How to use your resources to self-correct

• How to use editing marks

In addition to providing daily opportunities to write, teachers should: • provide a consistent scheduled writing time • provide a structured management system for supplies • support high expectations • value student attempts at writing • kid watch • provide choices about content • talk about student writing • confer with students • have publication rituals • provide opportunities for students to share their writing

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Independent Writing Time

During this time, students work as writers (which may include time to write and time to investigate what they will write) while the teacher confers with individuals or small groups. It is important to establish the routines, expectations, and procedures to which students must adhere during this time of independent practice. While students are building the skills they need to advance through the stages of writing such as letter formation, spelling, and sentence creation, students also need to be taught the stages of writing development: generating and organizing ideas, producing a rough draft, sharing ideas with others for the purpose of gaining feedback, and revising, editing, proofreading, and publishing. It is important to note that writers move back and forth between the different processes of writing. They learn that their first attempts at writing may not be their best and need to be refined. Suggestions for specific classroom activities include the following:

1. Use diaries or journals to promote fluency in writing and to help students see writing as one means of self-expression (Kreeft et al., 1984).

2. Utilize personal narratives, interactive writing, and writing workshop techniques to help learners become comfortable with the craft of drafting, sharing, revising, and editing their pieces (Samway, 1987; Urzua, 1987).

3. Make the reading-writing connection by exposing learners to a wide variety of literary forms in reading and then provide opportunities for learners to construct their own forms to share with others (Allen, 1986; Flores et al., 1985).

4. Incorporate various writing assignments in cross-curricula study.

NPS views writing as an ongoing process in which the students follow a given set of procedures for planning, drafting, revising, editing, and publishing. It is a time during which the classroom teacher offers students the opportunity to go back and revisit their writing over and over again to make their message as clear as developmentally possible. In kindergarten through second grade, students are provided numerous opportunities to draw, tell their stories, and see modeled and interactive writing. Students receive the basic skills they need to communicate in writing. By first grade, students are introduced to the writing process by planning, drafting and revising their writing by adding details. In the second grade, students are introduced to all components of the writing process, but are not expected to independently control the components.

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The following is an outline of the writing process as viewed by NPS. The Primary Writing Process

Brainstorm or Plan Students generate ideas for writing by gathering ideas on a topic, reading literature, creating webs, and/or story mapping. Draft

Students compose to get their ideas on paper without concern for rules. As the student becomes more independent, this writing should reflect their planning more and more. Written work does not have to be neat.

Revise

Revising is considered a composing tool that improves the content and message in a piece of writing. Students revise a piece of writing by rereading and adding or deleting details, improving word choice, and reconsidering the organization or flow of a piece.

Edit

Students reread the text and correct errors according to the standard convention of language: spelling, punctuation, and grammar. Students should be provided with an editing checklist that identifies a particular set of skills that increases with student proficiency.

Final Copy

Students produce their final copy to discuss with the teacher and/or peers, then write a final draft.

Publish

Students publish their written pieces. Authors convert their finished product into a final format to share with an audience. A piece is considered published as soon as it is shared with others. Formats may include creating stories into books or typing them on a computer. Celebrate the authors in your class!

Until the student has entered the phonetic stage of writing, he/she shouldn’t be expected to independently edit a piece of writing. Revising should be considered on a scale of control that begins with adding, then deleting, and finally rearranging. Individual conferences should be used to promote and encourage independence. Second grade students should work with all steps throughout the school year, in addition to modeled, shared, interactive and guided writing sessions.

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Writing Conferences The writing conference is the opportunity for the teacher to have one-on- one or small group interaction with the students. During this time, the teacher reaffirms the student as a writer with praise before an area for redirection is offered. Considerations for conducting conferences:

1. Listen to the student. Leaning forward, eyes alert, and attentive reinforces that you have come to hear this young author.

2. Be present as a reader. Respond to the student’s writing as you would any other piece of literature.

3. Understand the writer’s stage of development, strengths and weaknesses. 4. Assist the student in determining if the topic is of interest or should be abandoned. Follow

their energy. 5. Build on the students strengths and give them concrete praise at the start of the

conference. 6. Teach just one thing. Teach the writer not the writing. Minimize your instruction in order

to maximize the writer’s control of the writing.

Common writing conference suggestions for the primary grades:

• Add more details to the picture. • Add words to the drawing. • Sound out words. • Add space between words (Two-Finger Rule). • Add more details to the story. • Add another page. • Organize the story with a beginning, middle and end. • Focus on the important part. • Focus on one topic when more than one story is apparent.

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Stages of Writing Development Just as children advance through stages of reading development, they also advance through stages of writing development. Children develop as writers when they are motivated to write through activities that are meaningful to them.

Children come to us with different literacy needs and word levels and develop at different rates. They may skip a stage altogether. The effectiveness of teacher observation, intervention, and encouragement will impact the rate of student progress. Monitoring how the student is progressing and documenting that growth throughout the year is an important task. Research has identified five developmental stages of writing. In NPS, we should be mindful that within each stage, students may demonstrate a continuum of writing control. However, we are able to identify specific benchmark behaviors along this continuum that determine the stage of writing development. When analyzing samples of children’s writing, knowing what to look for and how to interpret it will assist the teacher in monitoring the student’s progress effectively. These factors will also aid in making appropriate instructional decisions. The following descriptions will help the teacher assess the development and progress of each student:

A. Random Letters Writing at this stage contains scribbles, circles, scrawls, and lines with a few letters thrown in at random. These letters are usually “just there” and connections between letters and words are coincidental. At this stage, a student:

• begins with scribbling and then develops towards knowledge of alphabet, evident by use of some letter forms.

• strings random letters and numbers. • shows preference for uppercase letters when writing. • probably not showing left to right directionality. • uses a lot of drawing to convey their meaning. • demonstrates little/no knowledge of sound-symbol relationships. • repeats use of a few known alphabet symbols resulting in long lists of

alphabet letters. • progresses towards an understanding that their writing has meaning.

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B. Semi-phonetic Stage

The second stage can be seen when words begin to be represented by a letter or two. Some beginning and ending sounds will start to appear. Type might be written with a “t” or “tp.” This stage indicates that the child is beginning to understand letter-sound relationships. At this stage, a student:

• produces drawings that often hold meaning and can be read back over time by the writer.

• develops alphabet knowledge and letter formation (may reverse some letters). • uses one beginning letter or prominent sound to write a word, e.g. m =

mom, t = not. • uses resources around the room to record letters and familiar words • represents words, sounds, or syllables with the letters that match their letter

names, e.g. c = s, y = w. • begins to use spaces between words/letters although not consistently. • progresses towards demonstrating left to right sequential arrangements of

letters in words • shows developing ability to hear sounds in sequence in words. • rarely uses punctuation. • begins to read back their own writing

My mom blew out my candles.

I have a goldfish named Alfred.

I love my sister because she loves me.

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C. Phonetic Stage In the third stage, vowels will begin to appear. The vowels are not necessarily the correct vowels but they are used. Most sounds are represented by at least one letter. Ex. type will probably be written “tip.” When children are in this stage you can read most of what they write. At this stage a student:

• consistently controls consonant sounds. • includes some vowels but often not the correct ones. • shows consistent left to right direction, letter orientation, and word spacing. • frequently assigns letters strictly on the basis of sound, e.g. confusing c/k, s/c,

and t/ed. • confuses letter sequence with words, e.g., nad = and. • spells some high frequency words correctly in a sentence. • produces drawings and one or two sentences that can be read back over time. • begins to use punctuation. • uses but confuses capitalization.

Once upon a time, there was four butterflies. They went on an adventure in the woods.

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D. Transitional Stage

In this stage all sounds are represented and the spelling is usually an English spelling even though it may not be the correct spelling. Vowels will appear in each syllable. Ex. type might be spelled “tipe.” At this stage, a student:

• shows evidence of transition from reliance on sound. • uses learned words in great abundance. • correctly spells several high frequency words in sentences. • begins to insert vowels in every syllable, e.g. tayol = tal= tail. • writes more than one sentence that can be read back. • uses punctuation most of the time. • uses capitalization correctly most of the time.

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E. Conventional Stage Finally, the child reaches the conventional stage. Children at this stage are composing freely and independently using both invented and conventional spelling. At this stage, a student:

• uses both invented and conventional spelling. • correctly spells most high frequency words. • uses more complex and varied sentence structures. • uses capitalization and punctuation correctly. • writes freely, creatively, and independently. • demonstrates voice and tone. • writes a 4 or 5 sentence paragraph on a related topic. • displays growing accuracy in use of consonants and an “s” doubling

consonants. • utilizes knowledge of some word structures, prefixes, contractions, and

compound words. • shows understanding of irregular spellings. • reads their written message back over time.

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WRITING ASSESSMENTS

Children progress through developmental stages in the acquisition of writing and spelling skills. These skills are developed in synchrony with reading skills. Monitoring this progression in conjunction with the development of reading level will enable the teacher to record a literacy profile for each student that combines all of the components of literacy development. Each quarter, the teacher will use the outline of writing stages in this guide to determine a writing stage for the student based on the assessed writing samples included in the literacy portfolio. Developmental Stage Benchmarks

The average stage for the scored samples should be recorded for the quarter in ePortfolio. Grade Level Quarter 1 Quarter 2 Quarter 3 Quarter 4

Kindergarten Random Letter Semiphonetic Semiphonetic Phonetic First Grade Phonetic Phonetic Phonetic Transitional Second Grade Transitional Transitional Transitional Conventional Composition Evaluation Sheets Students are required to have 3 scored writing samples in their portfolios per quarter. K-2 writing samples are to be collected, evaluated, and used to drive instruction throughout the grading period. Using the composition evaluation sheets when conferencing with students is an excellent way to help the student stay focused on specific aspects of his/her writing. Waiting to collect and assess three pieces of writing at the end of a grading period will not drive instruction. During the third and fourth quarters, second grade students are to begin to learn and use the writing domains of composing and written expression to evaluate their own writing. Student writing will be assessed during each quarter, including a scored baseline sample for first and second grade. Scoring of the kindergarten baseline sample is optional. The composition evaluation sheet for each grade level will be used to assess writing. Copies of these forms are available in this guide. The teacher will select three of the student’s best writings from this collection to score and include in the portfolio. Conferencing with students on a regular basis and completing the composition evaluation sheet during that time is a highly recommended time-management tool. The average score of the writing samples should be recorded for the quarter in ePortfolio.

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Completing Composition Evaluation Sheets (Kindergarten): In kindergarten, scores from the two assessed domains (composing and mechanics/usage) are added to obtain a numerical score. The conversion scale for this grade level is listed below: 7-8 Exceeds standards for the quarter

5-6 Meets standards for the quarter 3-4 Partially meets standards for the quarter 2 Inadequate understanding of the standards

Brief notes on strengths and goals for each composition evaluation sheet are required. Notes do not have to be written in complete sentences. Each student should have 1-2 goals per quarter. Completing Composition Evaluation Sheets (Grades 1 and 2) Each grade level has a composition evaluation sheet designed specifically to reflect the grade level standards in writing. The standards are organized developmentally by quarter. Each quarter builds on the standards from the previous quarter. The standards are organized by writing domain: composing, written expression, and mechanics/usage. The NPS composition evaluation sheets must be used for all assessed writing. Stickers and altered forms are not SOL aligned and do not promote consistency in district-wide grading practices. If a composition evaluation sheet indicates a standard that hasn’t been taught and is therefore not ready to be assessed, the teacher can put an N/A next to the objective/domain. On the composition evaluation sheet, the teacher assigns a score from 1-4 for each domain using the scoring scale listed below:

4= Consistent control (although not perfect) of the grade level features of the domain.

3= Reasonable control of the grade level features of the domain. An occasional error may be present, but the correct usage outweighs the errors.

2= Inconsistent control of the grade level features of the domain. Errors may be frequent and/or dense, covering many of the features.

1= Little or no control of the grade level features of the domain. The writing may be difficult to read or the student may produce little text in which to show use of the features.

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The scores from the domains are added together and converted to a letter grade using the conversion scale that follows. This grade is then converted to a numerical grade for entry into the eSembler writing gradebook. All students (1-2) should have three scored writing products in the eSembler Writing gradebook

Composition Score

Domain Scores

Letter Grade

eSembler Grade

12 3(4’s) A 100-93 11 2(4’s) and 1(3) A- 92-90 10 1(4) and 2(3’s) B+ 89-87 10 2(4’s) and 1(2) B 86-83 9 Any combination

that totals 9 points B- 82-80

8 2(3’s) and 1(2) C+ 79-77 8 1(4) and 2(2’s) C 76-73 7 Any combination

that totals 7 points C- 72-70

6 Any combination that totals 6 points

D+ 69-67

5 Any combination that totals 5 points

D 66-65

4 1(2) and 2(1’s) D 64 3 3(1’s) E 63 and

below Recommended Routine for Collecting Writing Samples During the designated collection weeks, teachers should conference with students on selected pieces. The students should then be allowed to revisit the piece with teacher suggestions/feedback before it is collected for evaluation. Sharing Writing Samples with Parents K-2 teachers must place three analytically scored writing samples into portfolio folders each quarter. Two writing samples should go home for parents to review and return prior to the close of the quarter. We recommend that teachers establish a clear “Review & Return” policy with parents/guardians to ensure that at end of each quarter, 3 samples are left in each portfolio.

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END OF THE YEAR LITERACY PORTFOLIO CONTENTS Literacy folder contents must be purged at the end of the fourth quarter each school year. A final ePortfolio Student Summary Report should be printed and placed into each student’s folder. Kindergarten

Purge Keep

-Teacher-made tests

-Quizzes

-Reading logs

-Second and/or third quarter DRAs

-ePortfolio Student Summary Report

-PALS Student Summary sheets

-Fourth quarter DRA

-Dolch word lists

-Concepts About Print test

-Baseline writing sample

-One writing sample per quarter

First Grade & Second Grade Purge Keep

-Teacher-made tests

-Quizzes

-Reading logs

-First, second, and third quarter DRAs

-ePortfolio Student Summary Report

-PALS Student Summary sheets

-Fourth quarter DRAs

-Dolch word lists

-Development Spelling Assessments

-Baseline writing sample

-One writing sample per quarter

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ePortfolio Information for Students with Individual Education Plans (IEPs)

Special Education teachers may have a few instances in which ePortfolio data does not dictate the student’s reading grade. In these cases, the teachers must provide alternate forms of assessment as dictated by the student’s IEP. In the event that a particular assessment is inappropriate for a student, the teacher should select N/A from the ePortfolio assessment drop down menu. The N/A designation should only occur in extreme cases and the use of this coding will be monitored closely by school administrators.

PLEASE NOTE: When a teacher has selected N/A for a required assessment, ePortfolio will not be able to calculate a portfolio grade for that student.

Special Education teachers should do their best to find ways to adjust administration methods to meet the needs of a particular student.

Assessment Accommodations to consider: • If the student is overwhelmed by the list of words on the Dolch Word Assessment, the

teacher should put the words on index cards and administer the assessment in smaller increments.

• The Developmental Spelling Inventories and PALS Spelling Inventories should be administered one-on-one in shorter sessions (if possible).

• Particular care should be taken to identify the student’s independent and instructional reading level using the DRA2. Without this information, a teacher cannot target the students zone of proximal development or ZPD.

• Special Education students may require more teacher or peer conferences when working on writing assignments.

• Composition Evaluation forms from alternate grade levels can be used.

A student’s IEP is the ultimate indicator of the student’s expected benchmarks and goals.

• If the student’s IEP indicates “None Required” under the section titled Program Modifications, the student should be able to participate in all ePortfolio Assessments required for that student’s grade level and that student will be graded according to content standards in all content areas.

• If the student’s IEP indicates “Alternative grading” under the section titled Program Modifications, the General Education and Special Education teacher need to collaboratively determine grading for the student in the specified area(s) in which the student’s identified disability affects learning.

• If the student’s IEP indicates “Content standards have been modified” under the section titles Program Modifications, then this student will be participating in the Virginia Alternative Assessment Program (VAAP) and administration of the ePortfolio Assessments may not be appropriate.

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Norfolk Public Schools Kindergarten – Second Grade

Literacy Assessments Grade Level Entry First Quarter Second Quarter Third Quarter Fourth Quarter

Kindergarten • Baseline Writing Sample

• PALS – all students

• Concepts About Print Test

• 3 Scored Writing Samples

• Letter Identification Quick Check

• Letter Sounds Quick Check

• Concepts About Print Test (if not mastered)

• 3 Scored Writing Samples

• Dolch Preprimer (if appropriate)

• DRA2- if score of 10+ on PP word list

• Letter Identification Quick Check

• Letter Sounds Quick Check

• Dolch Preprimer Word List

• Concepts About Print Test (if not mastered)

• DRA2- if score of 10+ on PP word list

• 3 Scored Writing Samples

• PALS – all students

• Dolch Preprimer Word List

• Concepts About Print Test (if not mastered)

• DRA2

• 3 Scored Writing Samples

First Grade • Scored Baseline Writing Sample

• DSA Form A

• PALS*

• DRA2

• Dolch Word Lists

• DSA Form B

• 3 Scored Writing Samples

• DRA2

• Dolch Word Lists

• DSA Form A

• 3 Scored Writing Samples

• DRA2

• Dolch Word Lists

• DSA Form B

• 3 Scored Writing Samples

• PALS- all students

• DRA2

• Dolch Word Lists

• DSA Form A

• 3 Scored Writing Samples

Second Grade • Scored Baseline Writing Sample

• DSA Form A

• PALS*

• DRA2

• Dolch Word Lists

• DSA Form B

• 3 Scored Writing Samples

• DRA2

• Dolch Word Lists

• DSA Form A

• 3 Scored Writing Samples

• DRA2

• Dolch Word Lists

• DSA Form B

• GATES

• 3 Scored Writing Samples

• PALS- all students

• DRA2

• Dolch Word Lists

• DSA Form A

• 3 Scored Writing Samples

*Only 1st and 2nd grade students who are new to NPS or who did not make Spring benchmark are tested in the Fall.

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Kindergarten Suggested Assessment Pacing Guide 2011-2012 Entering data as assessments are completed is an excellent time management strategy.

Week 1 9/6 – 9/9

Week 2 9/12 – 9/16

Week 3 9/26 – 9/30

Week 4 10/3 – 10/7

Week 5 10/10 – 10/14

Week 6 10/17 – 10/21

Week 7 10/24 – 10/28

Week 8 10/31 – 11/4

1st Qtr.

Collect Baseline Writing Sample

Begin 1st Writing Sample

Begin 2nd Writing Sample *Begin CAP

Begin PALs Begin 3rd Writing Sample

Complete CAP ePortfolio data entry complete

FALL PALS MUST BE COMPLETE BY THE END OF Q1.

Week 1 11/7 – 11/11

Week 2 11/14 – 11/18

Week 3 11/21 – 11/23

Week 4 11/28 – 12/2

Week 5 12/5-12/9

Week 6 12/12 – 12/16

Weeks 7 & 8 12/19 – 12/21 1/3 – 1/6

Week 9 & 10 1/9- 1/13 1/16 – 1/20

Week 11 1/23 - 1/26

2nd Qtr.

Begin 1st Writing Sample

PALS Data Due 11/23

Begin 2nd Writing Sample

Dolch Word List *Begin CAP if not mastered

Begin 3rd Writing Sample

Quick Check Letter Rec.

ePortfolio data entry complete Quick Check Letter Sounds

Week 1 1/30 – 2/3

Week 2 2/6 – 2/10

Week 3 2/13 – 2/17

Week 4 2/20 – 2/24

Week 5 2/27 – 3/2

Week 6 3/5 – 3/9

Week 7 3/12 – 3/16

Week 8 3/19 – 3/23

Weeks 9 & 10 3/26 – 4/6

3rd Qtr.

Begin 1st Writing Sample

Dolch Word List

Begin 2nd Writing Sample

*Begin CAP if not mastered

**Begin 3rd Quarter DRAs

Begin 3rd Writing Sample Quick Check Letter Rec.

Complete 3rd Quarter DRAs Quick Check Letter Sounds

ePortfolio data entry complete

Week 1 4/16 – 4/20

Week 2 4/23 – 4/27

Week 3 4/30 – 5/4

Week 4 5/7 – 5/11

Week 5 5/14 – 5/18

Week 6 5/21 – 5/25

Week 7 5/29 – 6/1

Week 8 6/4 – 6/8

Week 9 6/11 – 6/15

4th Qtr.

Begin 1st Writing Sample

Dolch Word List

+Begin PALs Begin 2nd Writing Sample

*Begin CAP if not mastered

**Begin 4th Quarter DRAs

Begin 3rd Writing Sample

Complete 4th Quarter DRAs PALS Data Due 6/8

ePortfolio data entry complete by 6/11

*Once a student masters the CAP assessment, it is complete for the year. Students who do not master need to be reassessed each quarter until reaching mastery. **Start with high students +Follow NPS testing schedule.

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First and Second Grade Suggested Assessment Pacing Guide 2011-2012

Entering data as assessments are completed is an excellent time management strategy. Week 1

9/6 – 9/9 Week 2 9/12 – 9/16

Week 3 9/26 – 9/30

Week 4 10/3 – 10/7

Week 5 10/10 – 10/14

Week 6 10/17 – 10/21

Week 7 10/24 – 10/28

Week 8 10/31 – 11/4

1st

Qtr.

Collect and score baseline writing sample DSA Form A

*Begin 1st Writing Sample ♠Begin PALs

Begin 2nd Writing Sample

**Begin 1st Qtr. DRAs ♠Complete PALs

Dolch Word List

Begin 3rd Writing Sample ♠PALS Data Due 10/28

Complete 1st Qtr. DRAs DSA Form B

ePortfolio data entry complete by 10/30

Week 1 11/7 – 11/11

Week 2 11/14 – 11/18

Week 3 11/21 – 11/23

Week 4 11/28 – 12/2

Week 5 12/5-12/9

Week 6 12/12 – 12/16

Weeks 7 & 8 12/19 – 12/21 1/3 – 1/6

Week 9 & 10 1/9- 1/13 1/16 – 1/20

Week 11 1/23 - 1/26

2nd

Qtr.

*Begin 1st Writing Sample

Begin 2nd Writing Sample

Dolch Word List Begin 2nd Qtr. DRAs

Begin 3rd Writing Sample

DSA Form A Complete 2nd Qtr. DRAs ePortfolio data entry complete

Week 1 1/30 – 2/3

Week 2 2/6 – 2/10

Week 3 2/13 – 2/17

Week 4 2/20 – 2/24

Week 5 2/27 – 3/2

Week 6 3/5 – 3/9

Week 7 3/12 – 3/16

Week 8 3/19 – 3/23

Weeks 9 & 10 3/26 – 4/6

3rd Qtr.

*Begin 1st Writing Sample

Begin 2nd Writing Sample

**Begin 3rd Quarter DRAs

DSA Form B

Begin 3rd Writing Sample Dolch Word List

Complete 3rd Quarter DRAs

ePortfolio data entry complete

Week 1 4/16 – 4/20

Week 2 4/23 – 4/27

Week 3 4/30 – 5/4

Week 4 5/7 – 5/11

Week 5 5/14 – 5/18

Week 6 5/21 – 5/25

Week 7 5/29 – 6/1

Week 8 6/4 – 6/8

Week 9 6/11 – 6/15

4th

Qtr.

*Begin 1st Writing Sample

Begin PALs

Begin 2nd Writing Sample

***Begin 4th Quarter DRAs

Dolch Word List

Begin 3rd Writing Sample DSA Form A

PALS Data Due 6/11

Complete 4th Quarter DRAs

ePortfolio data entry complete by 6/11

♦ All first grade and second grade students are assessed with the DSA upon entry. * Score writing samples while you are conferencing with children. (Have Composition Evaluation Sheets available at all times.) ** Start with high students ♠ Only students who didn’t meet Spring Benchmarks and students who are new to VA are administered this assessment

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PLANNING SMALL GROUP INSTRUCTION BY UNDERSTANDING THE

STAGES OF READING DEVELOPMENT

DRA Level

Appropriate Grade Level

Beginning Student Characteristics Major Focuses

A - 2 Pre-K/K • Knows less than half the alphabet • Has no concept of word • Has little phonemic awareness • Recognizes a few sight words

• Using memory and pictures • Recognizing and reproducing letters of the alphabet • Tracking print • Distinguishing beginning consonant sounds • Recognizing ten sight words

3 - 6 Late K/ Early First Grade

• Knows three quarters or more of the alphabet • Is beginning to track print • Is able to hear some sounds • Recognizes ten sight words

• Completing alphabet recognition and production • Using beginning and ending sounds • Recognizing 50 sight words • Reading simple text • Using sentence context and pictures or word recognition cues

too decode 8 - 12 Early/ Mid First Grade • Confirms with beginning and ending consonant

sounds • Recognizes 50+ sight words • Makes word analogies (i.e. could – should, he – she) • Reads simple text

• Recognizing and using word families in reading and writing • Recognizing 100+ sight words • Reading more complex text • Developing fluency • Developing comprehension strategies • Self- correcting errors

14 - 18 Mid/ Late First Grade • Recognizes word families in isolation and in texts • Recognizes 100+ sight words • Reads developed text

• Using word patterns in reading and writing • Developing independent reading using decoding and

comprehension strategies • Developing fluency

20 - 28 Early/ Late Second Grade

• Reads and writes independently • Uses strategies to figure out new words • Reads fluently • Uses word patterns in reading and writing

• Developing diverse comprehension strategies • Using complex word patterns • Developing fluency in a variety of texts • Responding to text in a variety of ways

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Lesson Plan Requirements Daily Lesson plans should be written for all components of the Communication Skills Block. Each administrator may have his/her own preferred format for each component (whole group, small group, and writing). Lesson plans should be neatly organized and easily accessible for review throughout the school year. Lesson plans should include: • a focus SOL. • text title. • vocabulary that needs to be discussed. • a before reading activity. • during reading stopping points (if applicable). • an after reading focus for discussion. In addition, small group lesson plans should include the names of members of each group and the text level being used. Please keep in mind that lesson plans should be specific for each day of instruction. Cutting and pasting the same information from one day to the next does not reflect an appropriate focus for daily instruction. The following small group lesson plan formats are suggestions from the English Office.

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Small Group Reading Lesson Plan DRA A - 6

Not all components of this plan are required every day, but they should be covered throughout the week of instruction.

Members of the Group:

Date:

Fluent Practice: 1. Familiar rereads 2. Sight Word/Letter Identification/Sound Practice 3. Other:

Comments:

Word Bank (sight words) :

Word Study: Skill: __________________ SOL: __________ ° Alphabetics ( letter identification & formation) ° Picture sort ° Sound sort ° Word Building/Blending & Segmenting ° Other: Description:

Writing (Cut-Up Sentence):

New Read Title: _____________________________ Level: ________ Focus Skill/Strategy: ____________ SOL: ______

Description:

Students independently apply new skill or strategy. Teacher monitors and supports students while reading. Teacher takes anecdotal notes

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Small Group Reading Lesson Plan DRA 8 - 18

Not all components of this plan are required every day, but they should be covered throughout the week of instruction.

Members of the Group: Group Level:

Date:

Fluent Practice: 1. Familiar rereads 2. Sight Word Practice 3. Other

Comments:

Word Bank (sight words):

Word Study: SOL: ° Sort ° Word Building ° Sight Word Practice ° Word Analogies ° Other:

Writing (Sentence Dictation) :

New Read : Pages to be read: SOL : Focus Strategies/Skills: Vocabulary: Procedure:

Introduction Questions:

During Reading Questions/Stopping Points:

After Reading Question/Activity: Closure/Evaluation:

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Small Group Reading Lesson Plan DRA 20 +

Not all components of this plan are required every day, but they should be covered throughout the week of instruction.

Members of the Group:

Date:

Fluent Practice: o Independent sight word practice o Rereading familiar text o Speed Sort

Instructional Focus:

SOL:

Guided Instruction: Before Reading:

o Book introduction/background knowledge

o Introduce vocabulary o Story predictions o Text feature preview/discussion o Revisit prior reading o Other:

During Reading: o Students reading independently while

teacher reinforces literacy strategies o The teacher stops the students

periodically to monitor comprehension.

After Reading: o Story retelling/summarize what was

learned o Revisit predictions o Strategy discussion o Graphic organizer

Text: ________________________________________ Level: _______ Vocabulary to discuss: Before Reading Questions/Instruction: During Reading Stopping Points & Questions: After Reading Questions/Activity: Evaluation: [ ] Observation [ ] Running Record [ ] Written Response [ ] Other:

Word Study:

o Vocabulary activity o Word Building o Word Analogies o Other :

Word Study Focus: Procedure/Notes:

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CREATING YOUR ePORTFOLIO ACCOUNT

ePortfolio website: https://k5a.nps.k12.va.us/k5a/welcome.php

The Username is the front part of your email address. The Password is the same password you use for GroupWise. Registering Your ePortfolio Account Upon your first login each school year, you will be prompted to *REGISTER*. The first page of the registration dialog asks you to select the type of account you need. Select Teacher if you are a classroom teacher who will input assessment data for your students. Select School-level User if you are an Interventionist, Co. Skills Specialist, or another role who needs access to various classes in your school. Select District-level User if you are an administrator who needs access to classes in various schools throughout the district. If you are a Teacher, your account has already been reserved using information from Starbase. Your account is waiting for you to complete this registration process in order to become active. If your School Data Specialist has input your information correctly, the process should flow smoothly. If the registration process does not succeed, you should have your SDS update your Starbase record, then wait until the following day and complete the registration process after the nightly Starbase-to-ePortfolio update has had a chance to run. If you are a School-level User or District-level User, your account has already been reserved by the ePortfolio Program Coordinator (currently Charlene Feliton), and it is waiting for you to complete this registration process in order to become active. Once your account has been created, this page will send Teachers to the Pick Student screen, and will send School-level Users and District-level Users to the Pick Teacher screen. If you have problems with your ePortfolio account access, please see your Communication Skills Specialist.

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PROGRESS REPORT CONSIDERATIONS

Because ePortfolio assessments form a majority of a student’s grade in reading and most of these assessments are administered during the middle to the end of each quarter, composing a progress report grade becomes an additional consideration. In the first quarter, teachers should use their PALS data (if administered), anecdotal records, and observations to determine if the student is making steady progress towards the end of the quarter goals. Keep in mind DRA comprises a significant portion of the student’s ePortfolio grade. Therefore; if a student is at an instructional level significantly below the targeted end of quarter goal, their progress report should reflect this deficiency. These are your intensive or strategic students. Likewise, if a student is already reading at or above benchmark designations, their progress report should reflect this achievement. This means that the teachers should enter all of their common grade level assessments, let eSembler calculate the grade, and then override it if observations and notations deem appropriate. Teachers should override with caution during this quarter. If a student is not making adequate progress, you should have data to support this decision. Please remember that this override is only applicable for the first quarter Progress Report. In quarters 2, 3, and 4, teachers should use the previous quarter’s eSembler grade calculated by ePortfolio as a “place marker” until new assessment data is available and has been posted. At the end of the quarter, teachers should enter the new eSembler grade calculated by ePortfolio.

Please consult your Communication Skills Specialist if you have any questions or concerns regarding this procedure.

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FREQUENTLY ASKED QUESTIONS AND ANSWERS

Why do we use the literacy assessments, when most of us have monthly assessments?

Generally, monthly assessments are used to evaluate specific skills. The literacy assessments evaluate a student’s broader base of knowledge within each of the five dimensions of reading and writing. For example, a teacher may administer a monthly assessment on s-blends (specific skill) because based on the Primary Spelling Inventory (assessment of a broader base of knowledge in phonics), this was an area of weakness for her students.

Why do we combine reading and writing scores to give one Literacy Proficiency Rating, rather than giving a score in each area?

A reciprocal relationship exists between reading and writing. Reading contributes to writing development and writing contributes to reading development. There are many similarities between the two. Reading and writing are both recursive processes where the goal is to make meaning. Several strategies that are used to make meaning when reading text can also be used when constructing text (i.e., setting a purpose, organizing ideas, monitoring, using fix-up strategies; revising meaning, evaluating). According to Smith (1983), reading influences writing skills because readers unconsciously “read like writers.”

How can testing be completed without losing instructional time?

All buildings created a plan for using their resource staff (i.e., Communication Skills Specialist, and/or Interventionist to assist classroom teachers in the administration of the literacy assessments. See your Communication Skills Specialist to find out what assistance their plan offers.

Following the assessment pacing chart included in this guide can be helpful, as well.

Also, be creative with your time management and think outside the box. Get together with your Communication Skills Specialist and grade level team and brainstorm ways you can support each other (i.e., using split-lists to give each teacher a day of testing without an entire class of students).

Time Management Tip: Enter data on ePortfolio as each individual assessment is completed. Try not to get caught at the end of the quarter.

Why do we administer both the Dolch word lists and PALS word lists?

The Dolch word lists and the PALS word lists assess two different things. The Dolch lists are comprised of pronouns, adjectives, adverbs, prepositions, conjunctions, and verbs that cannot be learned through the use of pictures. The 220 Dolch words make-up 50-75% of all words found in school books, library books, newspapers, and magazines. The Dolch word lists are used to assess a student’s ability to recognize basic sight vocabulary with automaticity (within one second). The ability to read these words automatically frees the brain for interpretation of text or comprehension. The PALs word lists are used to determine a starting point for the administration of the PALS oral reading passages

Who can assist me in learning how to administer DRA2s?

Your DRA2 kit comes with a training DVD. If additional training is necessary, please see your Communication Skills Specialist.

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Why do we record the independent DRA level, rather than the instructional DRA level, on the literacy assessment sheet?

We record the independent DRA level, rather than the instructional DRA level, on the literacy assessment sheet because all of the literacy assessments are based on mastery or meeting benchmarks.

Something to think about: In preparing our students for the future, are we preparing them to be independent learners or instructional learners?

Why do we use independent level material, instead of instructional, to obtain a fluency rating?

Independent level material, rather than instructional level material, is used to obtain a fluency rating because all of the literacy assessments are based on mastery or meeting independent level benchmarks. Is it necessary to assess fluency for low-level readers?

Fluency is only assessed for students reading on DRA2 level 14 and higher.

Why do we collect and score three pieces of writing each quarter? Isn’t one enough?

Collecting and scoring three samples of writing per quarter gives the teacher information necessary to drive whole group and individual writing instruction that one scored writing sample would not give. Also, by looking at three samples, in addition to conferencing with students, the teacher and student are able to keep up with individual writing growth, as well as focus on personal strengths and goals.

Something to think about: After nine weeks of work, would you want to be assigned a final grade based on one sample of writing? Do I have to administer the DRA2 to students that are reading above grade level each quarter? No. Students who have already met the DRA2 Exceeds + rating for the quarter do not need to be reassessed. Should I start with my low students or my high students when administering the DRA?

Begin with your high students and assess low students last. Generally, high students will not demonstrate the amount of growth that a low student will show during the time span between assessments.

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References

Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2008). Words their way: Word study for phonics, vocabulary, and spelling instruction. Upper Sadle River: Pearson/ Prentice Hall.

Center for the Improvement of Early Reading Achievement (2001). Put reading first: The

research building blocks for teaching children to read. Washington, DC: US Department of Education.

Developmental Studies Center. (2005). Making meaning: Strategies that build

comprehension and community. Dorn, L.J. & Soffos, C. (2001). Scaffolding young writers: A writers’ workshop approach.

Portland: Stenhouse Publishers. Feldgus, E.G. & Cardonick, I. (1999). Kid writing: A systematic approach to phonics,

journals, and writing workshop, 2nd Ed. Chicago: Wright Group/ McGraw- Hill. Ganske, K. (2000). Word journeys: Assessment- guided phonics, spelling, and vocabulary

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