The Assessment Toolkit for K-3 Teachers

The Assessment Toolkit for K-3 Teachers

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The Assessment Toolkit for K-3 Teachers

Corresponding to the Assessing Our Students course, we created the Assessment Toolkit below to help you to better know where each student is, so you can more effectively address the literacy needs of each child. After exploring the various types of assessments at your disposal, you’ll then find a flow chart that can be used to "drill down" on assessing reading skills in order to identify a student's instructional level.

Next, you’ll find individual assessments related to the National Reading Panel’s Big 5 Components of Reading , allowing you to quickly identify which students have mastered certain skills and focus your planning for those who could benefit from additional reading support. Finally, we provided a template that you can use to create a comprehensive reading data profile for each of your students.

Take the Assessing Our Students course today and check out the interactive resources below that will help you better understand each of your students’ individual needs.

For more courses designed for K-3 teachers, visit: https://app.coxcampus.org/courses/categories

ASSESSMENT RESOURCES IN THIS BUNDLE:

Assessment Flow Chart - This assessment flowchart can be used to "drill down" on assessing reading skills in order to identify a student's instructional level.

Component Skills Areas for Universal Screeners - Administer a universal screener to all children in order to identify or predict students at risk for poor learning outcomes and provide a general picture of a child’s knowledge and skills in certain domains.

Fluency Assessment - Assess ORF (Oral Reading Fluency) using this Fluency Assessment tool to document reading rate and accuracy.

Retell Rubric - Use this Retell Rubric to assess reading comprehension for both fiction and non-fiction texts.

Phonics Survey - Use this Phonics Survey to assess beginning and advanced phonics skills using real and nonsense words.

Letter Sounds - You can use this Letter Sounds Survey to assess letter sounds and letter sounds with digraphs.

Phonological Awareness Survey - Use this Phonological Awareness Survey to assess segmenting sentences into words, segmenting syllables, blending syllables, and more.

Letter Names Survey - This Letter Names Survey assesses alphabet knowledge: identifying upper and lower case letter names.

Student Data Profile Template - We can use assessment data to construct a student data profile. Use this template to create a comprehensive reading data profile for each of your students.

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Assessment Drill Down Flowchart (Kindergarten) Drilling Down with Diagnostic Assessments

ASSESS – START HERE SKILLS ASSESSED

Low score? Assess…


And assess…

How to Use Flow Chart

After universal screening is conducted, use this chart as a guide to identify specific areas of strengths and weaknesses of at-risk students.

Use this assessment data to inform your instruction.

If a universal screener identifies a student as “at risk”:

1. Give the firstassessment(s) listed.

If the student scores low on the assessment:

2. Keep drilling back toidentify skills studentshave mastered as well astheir areas for growth.This will help guideinstruction.

Phonics Survey

Letter Sound Assessment

Phonological Awareness Survey

Letter Names Assessment

Phonics – Decoding Words

Phonics – Letter Sound Correspondence

Phonological Awareness

Alphabet Knowledge

Assessment Drill Down Flowchart (1st - 5th Grade) Drilling Down with Diagnostic Assessments

ASSESS – START HERE SKILLS ASSESSED

If ORF is below grade level give…



And assess…

Oral Reading Fluency and Retelling Rubric

How to Use Flow Chart

After universal screening is conducted, use this chart as a guide to identify specific areas of strengths and weaknesses of at-risk students.

Use this assessment data to inform your instruction.

If a universal screener identifies a student as “at risk”:

1. Give the firstassessment(s) listed.

If the student scores low on the assessment:

2. Keep drilling back toidentify skills studentshave mastered as well astheir areas for growth.This will help guideinstruction.

Fluency and Comprehension

Phonics Survey

Letter Sound Assessment

Phonological Awareness Survey

Letter Names Assessment

Phonics – Decoding Words

Phonics – Letter Sound Correspondence


Alphabet Knowledge

COMPONENT SKILLS AREAS FOR UNIVERSAL SCREENERS

Administering a universal screener to all children is critical in order to identify or predict students at risk for poor learning outcomes. Results from a universal screener will provide a general picture of a child’s knowledge and skills in certain domains (e.g., phonological awareness) usually in the form of pass/fail. A passing score means the student likely possesses the target skills and is on grade-level. A score that is not passing indicates the student likely does not possess the target skills and is not on grade-level.

A screener does not provide in-depth data about a student’s strengths and weaknesses. Thus, screeners cannot be used to determine an intervention plan. A more comprehensive assessment should be considered for all children who do not pass a universal screener (See Assessment Drill Down Flowchart).

The tables below include a list of skills areas that should be addressed on a screener. By following the recommendations below, we can identify who is at risk for language and reading disabilities including dyslexia.

Skill Areas for Assessment

Language and Early Reading Screener Components for Pre-K

Pre-K

Skill Area Example of subtest skills

Receptive Language Listening Comprehension Answering Wh-questions

Story comprehension

Vocabulary Receptive vocabulary

Expressive Language Vocabulary Naming vocabulary

Grammar & Syntax Formulating sentences

Story retell

Pre-Decoding Phonological Awareness (including phonemic awareness)

Sentence & syllablesegmentation

Onset-rime blending

Phoneme identification

Phoneme isolation

Phoneme blending

Alphabet Knowledge Letter identification

Letter naming

Phonics Letter-sound correspondence

Rapid Automated Naming

Timed naming of letters, objects or symbols

Non-Word Repetition Repetition of nonsense words

Language and Early Reading Screener Components for Kindergarten

Kindergarten

Skill Area Example of subtest skills

Receptive Language

Listening Comprehension Answering Wh-questions

Story comprehension

Vocabulary Receptive vocabulary

Expressive Language Vocabulary Naming Vocabulary

Grammar & Syntax Formulating sentences

Story retell

Pre-Decoding & Decoding Phonological Awareness (including phonemic awareness)

Sentence & syllable segmentation

Onset-rime blending

Phoneme identification

Phoneme isolation

Phoneme blending

Alphabet Knowledge Letter identification

Letter naming

Phonics Letter-sound correspondence

Reading nonsense words

Rapid Automated Naming

Timed naming of letters, objects or symbols

Non-Word Repetition Repetition of nonsense words

Word Recognition Sight Word Recognition Reading real words

Fluency Assessment What is ORF? ORF (Oral Reading Fluency) is the combination of reading rate and accuracy.

How to Calculate an ORF Score It can be quickly assessed by listening to a child who is reading aloud from a new grade level passage for one minute. The teacher follows along, records errors and marks the last word that the student read when the minute is up. The teacher then calculates the score using the equation below:

Words read in one minute – errors = Words correct per minute or WCPM Example: David is a 2nd grade student. He read 84 words in one minute. He made 7 mistakes. His ORF score is 77 WCPM. 84 – 7 = 77 WCPM If a student reads an entire passage in less than a minute use this equation:

60 seconds x Words read correctly / Seconds read = WCPM

What Happens After Calculating the ORF Score? Compare a student’s ORF score or WCPM to national norms* to get a picture of his or her performance by grade level. Example: Looking at the Oral Reading Fluency Norms from Hasbrouk and Tindal, if David was assessed at the beginning of the school year, he is within the normal and expected grade level range for the that time of year.

*See Oral Reading Fluency Norms from Hasbrouck and Tindal 2006, 2017

What If a Students Scores Below the 50th Percentile? If a student scores significantly below the 50th percentile they need to be further assessed using diagnostic assessments that measure decoding and phonological awareness skills. HASBROUCK & TINDAL WORDS CORRECT PER MINUTE ORAL READING FLUENCY NORMS** WORDS PER MINUTE (WPM) GRADE PERCENTILE FALL WINTER SPRING 1 90 - 97 116 1 75 - 59 91 1 50 - 29 60 1 25 - 16 34 1 10 - 9 18 2 90 111 131 148 2 75 84 109 124 2 50 50 84 100 2 25 36 59 72 2 10 23 35 43 3 90 134 161 166 3 75 104 137 139 3 50 83 97 112 3 25 59 79 91 3 10 40 62 63 4 90 153 168 184 4 75 125 143 160 4 50 94 120 133 4 25 75 95 105 4 10 60 71 83 5 90 179 183 195 5 75 153 160 169 5 50 121 133 146 5 25 87 109 119 5 10 64 84 102 6 90 185 195 204 6 75 159 166 173 6 50 132 145 146 6 25 112 116 122 6 10 89 91 91 **Hasbrouck, J. & Tindal, G. (2017). An update to compiled ORF norms (Technical Report No. 1702). Eugene, OR: Behavioral Research and Teaching, University of Oregon.

Retell Rubric FictionDirections: After a student reads a fiction text ask them to retell what he or she read. After they retell use the rubric below to give them a score and inform your instruction.

Name_______________________________ Text Title __________________________________ Date ____________________

Name: _______________ Text Title: __________________ Date: ________

Directions: After a student reads a fiction text ask them to retell what he or she read. After they retell use the rubric below to give them a score and inform your instruction.

Fiction Retell Rubric Skill Intervention (0) Instructional (1) Independent (2) Advanced (3)

Sequence of Events No response or tells random ideas that are not in the text.

Student tells some story events that are out of order.

Student tells most of the important events in order from beginning to end.

Student tells all important events in order with a clear beginning, middle and end.

Story Elements No response or includes information that is not in the text.

Student includes some important story elements (characters, setting, etc.)

Student includes most important story elements (characters, setting, etc.)

Student includes all important story elements (characters, setting, etc.)

Vocabulary No response Student uses generic vocabulary in retell.

Student uses some key vocabulary from in retell.

Student uses key vocabulary from the text in retell.

Total Score:

Notes or Comments:

Total Points Overall Level 9 Advanced 6 - 8 Independent 3 - 5 Instructional 0 - 2 Intervention

Retell RubricDirections: After a student reads a fiction text ask them to retell what he or she read. After they retell use the rubric below to give them a score and inform your instruction.

Name_______________________________ Text Title __________________________________ Date ____________________

Name: _______________ Text Title: __________________ Date: ________

Directions: After a student reads a fiction text ask them to retell what he or she read. After they retell use the rubric below to give them a score and inform your instruction.

Non-Fiction Retell Rubric Skill Intervention (0) Instructional (1) Independent (2) Advanced (3)

Coherence No response or tells random ideas that are not in the text.

Student tells random ideas from the text.

Student tells important ideas or facts form the text in a somewhat logical order.

Student tells important ideas or facts from the text in a logical order.

Key Details and Facts No response or include information that is not in the text.

Student includes at least 2 details from the text.

Student includes some important details from the text.

Student includes most or all important details form the text.

Vocabulary No response Student uses generic vocabulary in retell.

Student uses some key vocabulary from in retell.

Student uses key vocabulary from the text in retell.

Total Score:

Notes or Comments:

Total Points Overall Level 9 Advanced 6 - 8 Independent 3 - 5 Instructional 0 - 2 Intervention

Non-Fiction

Phonics Survey

Assessment Directions

Materials: Student Word List, Student Assessment Scoring Sheet

Teacher:

“Today you are going to read some words to me. (Give student the Student Word List). When I say begin, you will start reading across the row of words. Use your finger to keep track. Once you finish with one row, start reading the next one. Keep reading until I say stop.”

“If you come across a difficult word that you can’t read say ‘Skip’ and move on to the next word.”

“Try your best!”

“Put your finger on the first word. Begin.”

(Listen and watch student as you mark responses on the Student Scoring Sheet. If the student says the word correctly, put a check in the box underneath the word. If the student reads the word incorrectly, write down what the student said in the box underneath the word).

Scoring Procedures:

Stop the assessment if the student has 5 consecutive errors.

Phonics Survey: Student Word Reading List BEGINNING PHONICS SURVEY

Section I

hot lab sun pig pen chip wish that shut kick frog mask slip test glad

Section II

laz vup dob yim sep choz vash mish dith chep stot hist flup zimp drob

Section III

sale wide zone cute lake feet coat sail toe meat loud toy lawn new boil corn term bird park fur

ADVANCED PHONICS SURVEY

Section IV

nole wame bope vime gake zaip peet joad zeat loe foy vawk voot mue zout

lerm tark gorf marp fird

Section V

vambist panventic prestope loyfoom tirper

contest fantastic relocate foresaw further

Phonics Survey: Student Scoring Sheet

Student Name: __________________ Date: __________________

BEGINNING PHONICS SURVEY

SECTION I: REAL WORDS (SHORT VOWELS)

CVC hot lab sun pig pen

Notes: Total Score (Out of 5):

Diagraphs chip wish that shut kick


Blends frog mask slip test glad


SECTION II: NONSENSE WORDS (SHORT VOWELS)

CVC laz vup dob yim sep


Diagraphs choz vash mish dith chep


Blends stot hist flup zimp drob


ADVANCED PHONICS SURVEY

SECTION III: REAL WORDS (Long, Variant and R-Controlled Vowels)

Long Vowels (v_e) sale wide zone cute lake


Long Vowel Teams feet coat sail toe meat


Variant Vowels and Diphthongs loud toy lawn new boil


R-Controlled Vowels corn term bird park fur


SECTION IV: NONSENSE WORDS (Long, Variant and R-Controlled Vowels)

Long Vowels (v_e) nole wame bope vime gake


Long Vowel Teams zaip peet joad zeat loe


Variant Vowels and Diphthongs foy vawk voot mue zout


R-Controlled Vowels lerm tark gorf marp fird


SECTION V: MULTISYLLABIC WORDS

Real Multisyllabic Words contest fantastic relocate foresaw further


Nonsense Multisyllabic Words vambist panventic prestope loyfoom tirper


TOTAL Score: (Out of 80)

SKILL LEVEL FOR EACH INDIVIUAL SKILL Beginning Emerging Mastery

0 – 2 3 - 4 5

Letter Sounds


Materials: Letter Sounds Assessment Student Sheet, Scoring Sheet

Teacher:

“Today you are going tell me the sounds that these letters make. (Give student the Letter Sounds Assessment Student Sheet). When I say begin, you will start telling me the sound that the each letter makes as you go across the row. Use your finger to keep track. Once you finish with one row, start reading the next one. Keep going until I say stop.”

“If you come across something that you don’t know say ‘Skip’ and move on to the next one.”


“Put your finger on the first letter. Begin.”

(Listen and watch the student as you mark responses on the Scoring Sheet. If the student says the correct sound, put a check above the letter. If the student says the sound incorrectly, write down what the student said above the letter. Write a NT above the letter if the student skips it. ).

Note: If the student has 5 consecutive errors, ask them to point and tell you the sound of any letters they do know on the Letter Sounds Assessment Student Sheet. Record correct responses.

Letter Sounds Assessment

Student Sheet

m n b v c x z l k j h g s a p o i u y t r e w q d f

Student Name: ____________________ Date: _________________

Letter Sounds Assessment Scoring Sheet

/m/ /n/ /b/ /v/ /c/ /ks/ /z/ /l/ /k/ /j/ /h/ /g/ /s/ /a/ /p/ /o/ /i/ /u/ /y/ /t/ /r/ /e/ /w/ /kw/ /d/ /f/ TOTAL CORRECT: /26

NOTES:

Letter Sounds with Digraphs


Materials: Letter Sound Assessment Student Sheet, Scoring Sheet

Teacher:

“Today you are going to tell me the sounds that these letters make. (Give student the Letter Sound Assessment with Digraphs Student Sheet). When I say begin, you will start telling me the sound that each letter or digraph makes as you go across the row. Use your finger to keep track. Once you finish with one row, start reading the next one. Keep going until I say stop.”

“If you come across something that you don’t know say ‘Skip’ and move on to the next one.”



(Listen and watch the student as you mark responses on the Scoring Sheet. If the student says the correct sound, put a check above the letter. If the student says the sound incorrectly, write down what the student said above the letter. Write a NT above the letter if the student skips it. ).

Note: If the student has 5 consecutive errors, ask them to point and tell you the sound of any letters or digraphs they do know on the Letter Sounds Assessment with Digraphs Student Sheet. Record correct responses.

Letter Sounds Assessment with Digraphs

Student Sheet

m n b v c x z l k j h g s a p o i u y t r e w q d f ch sh wh th ck


Letter Sounds Assessment with Digraphs Scoring Sheet

/m/ /n/ /b/ /v/ /c/ /ks/ /z/ /l/ /k/ /j/ /h/ /g/ /s/ /a/ /p/ /o/ /i/ /u/ /y/ /t/ /r/ /e/ /w/ /kw/ /d/ /f/ /ch/ /sh/ /w/ /th/ /ck/ TOTAL CORRECT: /31

NOTES:

Phonological Awareness Survey Assessment Directions

SECTION I: WORDS IN SENTENCES/SYLLABLES/ONSET-RIME

ACTIVITY 1: Segmenting Sentences into Words

Materials: Counters/Chips (6-8)

Teacher:

“We are going to play a game with these counters. I am going to say a sentence and then we are going to move a counter for each word we hear. Watch me first. The big fish is red. The (pause) big (pause) fish (pause) is (pause) red.” (Demonstrate moving a counter for each word in the sentence).

“Now you try. First, repeat the sentence after me and then move a counter for each word. The big fish is red. (Watch student move counters) Let’s check it together. The (pause) big (pause) fish (pause) is (pause) red.” (Use the Student Scoring Sheet for rest of the assessment. Watch student and mark answers on the Student Scoring Sheet).

ACTIVITY 2: Segmenting Syllables

Materials: Counters/Chips (4-5)

Teacher:

“We are going to play another game with these counters. I am going to say a word and then we are going to move a counter for each word part that that we hear. Watch me first. Doghouse. Dog (pause) house. ” (Demonstrate by moving a counter for each word part).

“Now you try. First, repeat the word after me and then move a counter for each word part you hear. Doghouse. (Watch student move counters) Let’s check it together. Dog (pause) house.” (Use the Student Scoring Sheet for rest of the assessment. Watch student and mark answers on the Student Scoring Sheet).

ACTIVITY 3: Blending Syllables

Materials: N/A

Teacher:

“I’m going to say a word in parts. Your job is to put the parts together and tell me the whole word. Let’s do one together. Hot (pause) dog. What’s the word? (If student answers correctly affirm the answer. If student answers incorrectly, say – When we put hot and dog together the word is hotdog.”)

“Now try these.” (Use the Student Scoring Sheet for rest of the assessment. Watch student and mark answers on the Student Scoring Sheet).

ACTIVITY 4: Blending Onset-Rime

Materials: N/A

Teacher:

“We are still working with word parts. Again, your job is to put the parts together and tell me the whole word. Let’s do one together. /s/ (pause) /un/. What’s the word? (If student answers correctly affirm the answer. If student answers incorrectly, say – “When we put /s/ and /un/ together the word is sun.”)


ACTIVITY 5: Recognizing Rhyming Words

Materials: N/A

Teacher:

“I’m going to say some rhyming words. If both words rhyme, give me a thumbs up and say yes. If they don’t rhyme, give me a thumbs down and say no. Let’s practice together. Fat (pause) Mat (give a thumbs up and say yes). Yes, fat and mat rhyme. Run (pause) Rain (give a thumbs down and say no). Run and rain do not rhyme.”


Phonological Awareness Survey Assessment Directions

SECTION II: PHONEMES

ACTIVITY 6: Isolating Phonemes (Beginning Sound)

Materials: N/A

Teacher:

“I’m going to say a word and I want you to tell me the beginning sound, or the first sound you hear. Let’s do one together. What is the first sound in the word mouse?” (If student answers correctly affirm the answer. If student answers incorrectly, say – “The first sound in mouse is /m/”.)

“Let’s try some more.” (Use the Student Scoring Sheet for rest of the assessment. Watch student and mark answers on the Student Scoring Sheet).

ACTIVITY 7: Isolating Phonemes (Ending Sound)

Materials: N/A

Teacher:

“I’m going to say a word and I want you to tell me the ending sound, or the last sound you hear. Let’s do one together. What is the last sound in the word bug?” (If student answers correctly affirm the answer. If student answers incorrectly, say – “The last sound in bug is /g/”.)


ACTIVITY 8: Identifying Phonemes

Materials: N/A

Teacher: “I want you to tell me which two words have the same beginning sound. Let’s practice first. Listen carefully to my question. Which word has the same first sound as boy? Ant, ball or cap?” (If student answers correctly affirm the answer. If student answers incorrectly, say – “The word with the same first sound as boy is ball.)


ACTIVITY 9: Blending Phonemes

Materials: N/A

Teacher:

“I’m going to say a word in parts. Your job is to put the parts together and tell me the whole word. Ready? /h/ /a/ /t/. What’s the word? (If student answers correctly affirm the answer. If student answers incorrectly, say – “When you put /h/ /a/ /t/ together you get the word hat.”)


ACTIVITY 10: Segmenting Phonemes

Materials: Student Sound Box Mat

Teacher:

“We are going to play another game with this mat. (Bring out Sound Box Mat) Each box represents one sound. I am going to say a word and you are going to say and point to every single sound in the word. Watch me first. Bed. /b/ (point to the first box) /e/ (point to the second box) /d/ (point to the third box).” (Note: For words that have 3 sounds use the 3 box image. For words that have 4 sounds use the 4 box image.)

“You try. First, repeat the word after me. Bed. Now say and touch each box for each sound you hear. (If student answers correctly affirm the answer. If student answers incorrectly, say – “The first sound is /b/. The second sound /e/. The third sound is /d/.”)


Phonological Awareness Survey: Student Scoring Sheet

Student Name: __________________ Date: __________________

Section I: Words in Sentences/Syllables/Onset-Rime

Segmenting Sentences into Words Prompt Correct Response Notes Total Score

(out of 5) I like cats. David runs fast. He sees the truck. Look at the blue fish. He is swimming in the lake.

3 3 4 5 6

Segmenting Syllables Prompt Correct Response Notes Total Score

(out of 5) cupcake popcorn elephant hamburger helicopter

cup/cake (2) pop/corn (2) el/e/phant (3) ham/burg/er (3) hel/i/cop/ter (4)

Blending Syllables Prompt Correct Response Notes Total Score

(out of 5) sun/shine mon/key di/no/saur cal/cu/la/tor mac/a/ro/ni

sunshine monkey dinosaur calculator macaroni

Blending Onset-Rime Prompt Correct Response Notes Total Score

(out of 5) /f/ eed /m/ ade /t/ old /sh/ ort /th/ ink

feed made told short think

Recognizing Rhyming Words Prompt Correct Response Notes Total Score

(out of 5) sleep keep bear boy wave cave fall tall look chick

Yes (Thumbs Up) No (Thumbs Down) Yes (Thumbs Up) Yes (Thumbs Up) No (Thumbs Down)

Section I Score: (Out of 25)

Section II: Phonemes

Isolating Phonemes (Beginning Sound) Prompt Correct Response Notes Total Score

(out of 5) ball toast paint thumb chop

/b/ /t/ /p/ /th/ /ch/

Isolating Phonemes (Ending Sound) Prompt Correct Response Notes Total Score

(out of 5) house fan truck bed wish

/s/ /n/ /ck/ /d/ /sh/

Identifying Phonemes Prompt Correct Response Notes Total Score

(out of 5) Girl – pet, toy, game Six – bed, say, five Worm – walk, take, doll Moon – boy, good, mouse Shoe – more, ship, tire

game say walk mouse ship

Blending Phonemes Prompt Correct Response Notes Total Score

(out of 5) /f/ /u/ /n/ /s/ /oa/ /p/ /ch/ /i/ /p/ /f/ /l/ /a/ /t/ /g/ /r/ /a/ /p/

fun soap chip flat grape

Segmenting Phonemes Prompt Correct Response Notes Total Score

(out of 5) mop fish cake grab stop

/m/ /o/ /p/ /f/ /i/ /sh/ /c/ /a/ /k/ /g/ /r/ /a/ /b/ /s/ /t/ /o/ /p/

Section II Score: (Out of 25)

TOTAL Score: (Out of 50)

SKILL LEVEL FOR EACH INDIVIUAL SKILL Low Emerging Mastery 0 – 2 3 - 4 5

Student Sound Box Mat

3 Phonemes

4 Phonemes

Letter Names Assessment Directions

Letter Name Assessment

Materials: Student Letter Assessment Sheets (Uppercase and Lowercase), Scoring Sheet

Teacher:

“Today you are going tell me the names of some letters. (Give student the Student Letter Assessment Sheets). When I say begin, you will start telling me the names of the letters you see across the row. Use your finger to keep track. Once you finish with one row, start reading the next one. Keep naming letters until I say stop.”

“If you come across a letter that you don’t know say ‘Skip’ and move on to the next one.”



(Listen and watch the student as you mark responses on the Scoring Sheet. If the student says the correct letter name, put a check above the letter. If the student reads the letter incorrectly, write down what the student said above the letter. Write a NT above the letter if the student skips it. ).

Note: If the student has 5 consecutive errors, ask them to point and name any letters they do know on the Student Letter Assessment Sheet. Record correct responses.


Letter Name Scoring Sheet

Alphabet Knowledge: Identifying Uppercase Letter Names

Q W E R T Y A S D F G J H K Z L X C V B N M U I O P TOTAL CORRECT: /26

Alphabet Knowledge: Identifying Lowercase Letter Names

m n b v c x z l k j h g s a p o i u y t r e w q d f TOTAL CORRECT: /26

School NameCOMPREHENSIVE READING DATA PROFILE

CHILD

TEACHER/GRADE

BENCHMARK ADMINISTRATION POINT

Assessment Skill Beginning Middle End

Universal Screener (Insert Name of Universal Screener)

Reading Level

Pre-

Decoding

Letter Names & Sounds

Uppercase Letter Names /26 /26 /26

Lowercase Letter Names /26 /26 /26

Letter Sounds /31 /31 /31


Segmenting Sentences /5 /5 /5

Segmenting Syllables /5 /5 /5

Blending Syllables /5 /5 /5

Blending Onset-Rime /5 /5 /5

Recognizing Rhyming Words /5 /5 /5

Isolating Phonemes (Beginning) /5 /5 /5

Isolating Phonemes (Final) /5 /5 /5

Identifying Phonemes /5 /5 /5

Blending Phonemes /5 /5 /5

Segmenting Phonemes /5 /5 /5

Decoding

Beginning Decoding

CVC, Short Vowel (Real) /5 /5 /5

Digraphs, Short Vowel (Real) /5 /5 /5

Blends, Short Vowel (Real) /5 /5 /5

CVC, Short Vowel (Nonsense) /5 /5 /5

Digraphs, Short Vowel (Nonsense) /5 /5 /5

Blends, Short Vowel (Nonsense) /5 /5 /5

Advanced Decoding

Long Vowel, Silent e (Real) /5 /5 /5

Long Vowel Teams (Real) /5 /5 /5

Variant Vowels/Diphthongs (Real) /5 /5 /5

R-Controlled (Real) /5 /5 /5

Long Vowel, Silent e (Nonsense) /5 /5 /5

Long Vowel Teams (Nonsense) /5 /5 /5

Variant Vowels/Diphthongs (Nonsense) /5 /5 /5

R-Controlled (Nonsense) /5 /5 /5

Multi-Syllabic (Real) /5 /5 /5

Documents

The Assessment Toolkit for K-3 Teachers