Informal reading and language grades for primary students

Assessment Package

Content:

Grade 1 Test Name Decoding
Grade 2 Roswell-Chall reading diagnostic test
Grade 3 Gates-McKillop-Horowitz diagnostic reading test
Grade 4 San Diego Summary Grade or Collapsed Word List (GWL)
Grade 5 Spelling Test
Grade 6 Wepman Discrimination Testing
Rated 7 The Harp Free Retell
Grade 8 Barr Rubric for writing
CLOZE Grade 9
Grade 10 Printing Concepts

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Grade 1

Evaluation Name: Decoding Test Names
Source: Fonika, which they use by Patricia M. Cunningham

Purpose of the assessment: word-decoding and word test using single and multi-syllable names and surnames

Format: The test consists of a set of 35 first and last names (totaling 70 words) representing various patterns, phonetic sounds, consonant combinations, vowel sounds and syllables. This is a more natural and appropriate set of words for decoding for students in four or more classes. Ask the child to pretend that they are a teacher, and they accept morning attendance.

Scoring procedure: use the check to indicate the correct answers and write the phonetic spelling for any incorrect answers. If the student does not try to give the name, write “no” next to the name and ask the child to continue. For multi-syllable words, consider the word correct, no matter where the student places the emphasis on the word. Every valid word / name is one dot. However, I could not find which grades indicate frustration, learning, and independent levels in Phonics that are used or in my research. (See Explanations below).

Administration time: there is no time limit in this assessment.

The reason for administering this test is: There are many tests for recognizing and decoding words that can be given, but, according to Cunningham, “I wanted to evaluate their ability to recognize words (students) that were not confused, but the context, but it wasn’t just a list of Cunningham went on to explain that reading from a list of words is unnatural, and the choice of words is difficult, since you risk choosing the type of words they may already know.

Reflections. Since this is a qualitative test, I believe that there are no levels of assessment, and I can be mistaken that each word is worth one point. This test is intended for viewing; in which phonetic field a student needs training or support. This is a more authentic way to look at student assembly methods and decoding skills.

Grade 2

Evaluation Name: Roswell-Chall Diagnostic Testing Test
Source: Florence G Roswell and Jeanne S. Chel

Assessment objectives: designed to assess the basic word analysis (decoding) and word recognition skills of young children. Assess the student's ability to decode words with long and short vowel sounds, vowel patterns, a family of words, consonant blends, polysyllabic words, and letter recognition and sounds.

Format: Section 1A - Have the student tell you the sound that the letter makes. If they cannot, ask them to tell you a word that begins with this letter. Section 1B - Repeat the procedure from 1A. Section 1C. Have the student vertically read the words in each group of word families. You can simulate the first. Example: Read “am”, then read “clam”. Section 2A. Have students read the words. If they read the word incorrectly, write what they said. In this section, students are evaluated. ability to decode words with short vowels. Section 2B - Vowels are isolated. Ask a student to tell you the long and short sound that each vowel makes. Section 2C. Have the student read the two vertical words in each column. For example, show mate. This section evaluates the student's ability to decode words using “silent e”. Sections 3A and 3B - Evaluation of long vowel sounds with and without pairs of vowels. Have students read the words. Section 4 - Tell the students here are a few longer words. “Model the first word, and then have the student read the rest of the words.

Scoring procedure: each correct answer is worth one point. There is a test list. Assessment is to help the instructor plan training to support and strengthen weak areas.

Administrator time: no time limit.

The reason for the evaluation is to determine the student's ability to decode words consisting of different sounds and mixes, and to determine whether the student understands vowel patterns and rules, such as “silent e,” as well as differences in long and short sound vowels and vowel pairs. It also helps to assess the basic skills of word analysis (decoding) and word recognition.

Reflections: This is a baseline assessment that is based on phonemic awareness. In addition, if the student does not have time to complete all sections, and the instruction is intended to improve weak skills, the retest shows any improvement that the student makes.

Grade 3

Evaluation Name and Source: Gates-McKillop-Horowitz Diagnostic Modes: Second Edition, College Teachers, 1981
(Confusion and audit discrimination)

Objectives of the assessment: “Assess the strengths and weaknesses of the reading and related areas of a particular child.” Mixing and discrimination tests are conducted to give the instructor an understanding of the student’s ability to understand that words are fixed by phonemes. Both subtests also rate students. auditory (auditory) understanding. Diagnosing reading problems requires assessment in phonemic awareness and word recognition.

Format: Audition Blending-Teacher is the exact pronunciation of the phonemes of each word. The student, listening to the word, will collect it and say that they hear. The student is allowed a second attempt if they are erroneous during the first identification.

Auditory discrimination. Turn student and turn your back to the instructor. The teacher can provide the student with a sample, such as a pen and pencil, and ask if they are the same or different. The teacher reads two words, and the student, without looking, must answer if the words are the same or different.

Scoring procedure: Auditory mixing. The teacher must write exactly what the student says. The initial score is built, giving 1 point for the correct one on the first attempt, and half a point for the correct second attempt. Then the score is compared with the average.

Audit discrimination. The student is given one test, and the initial result is how many correct answers the student receives. The score is then compared to the average determined score.

Administrator Time: These parts of the test are reliably quickly checked by the administrator. No time limits or restrictions.

Guidelines for evaluating methodologies: these tests assess a student’s susceptible and auditory abilities. Quite often, reading difficulties arise in a child who is unable to distinguish sounds or individual phonemes, or cannot bring them together. The test will help clarify where these difficulties lie, as corrective instruction can be given.

Reflections. Often, when a young child has had numerous ear infections at sensitive stages of language learning, they may suffer from hearing loss. A child may have difficulty deciphering certain sounds or single phonemes. This test can address hearing problems that can affect language-related skills.

Grade 4

Grade Name: San Diego Rapid Grade or Checked Word List (GWL)
Source: Ekwall, e., & Shanker, JL (1988). Diagnosis and recovery of the invalid reader (3rd edition). Boston, MA: Allyn and Bacon, Inc., p. 102-103

Assessment objectives: The San Diego Express Assessment is a collection of window word lists that you can use to determine the student's word recognition ability. It also helps to assess the speed and automaticity of word identification.

Format, scoring procedure, time for administrator: place each of the following word lists on a 3-inch index card. Hint: on the back of the card,

-. Pre Primer Level
-. primer
The level of the first stage
, Second stage level
... the third class, etc.

The reason for marking is that if you drop the cards, you can sort them in order, but the older student cannot tell what level of training he or she reads. It is recommended to laminate cards or insert them into plastic sleeves.

Directions: Tell the student “There are ten words on each card. Give the student one card at a time. Write the wrong words. The test begins with a word map that is two levels below the actual student level. are read when the administrator notices which words have been omitted. After a student misses three on the list, the test competes and testing does not go any further.

1 word missing = independent level

2 words missed = Training Level

3 words missed = level of frustration

Reason for conducting this test: This assessment serves as a tool for obtaining a rough assessment of the student’s reading level, but does not measure the student’s understanding or ability to identify words. It serves as an indicator of whether more testing is appropriate.

Reflections. Although this test is quick for the administrator and gives the snapshoot in recognizing the words of the child, it is necessary to give other assessments in order to get a complete picture of the child's capabilities.

Grade 5

Evaluation Name: Development Spell Checker
Source: J. Richard Gentry & Jean Wallace Gillet, 1993

Evaluation Objectives: The spelling development test was designed to help teachers determine the specific spelling development stage in which a child works in elementary K-2 classes. The five stages are pre-communist, seven-phonetic, phonetic, transitional and ordinary.

Format: the teacher names each word of the spelling in the list, and then the provided sentence, and then repeats the spelling word again. The teacher should “explain that the activity will not be completed as right or wrong, but will be used to understand how children think that some difficult words should be written. Be encouraging and make activities challenging, playful and fun ”(Gentry, 1993). Teachers are looking for inventive spelling.

Example word list:

1. Monster I don't like watching monster movies.
2. United You live in the United States.
3. Dress The girl wore a new dress.
4. Bottom Big fish live at the bottom of the lake.
5. Hicked We climbed to the top of the hill.
6. The human Miss Piggy is not a human being.
7. Eagle The Eagle is a powerful bird.
8. Closed The little girl closed the door.
9. Bumped The car crashed into a bus.
10. Enter the type of pet you want?

Scoring procedure:

Pre-communist spellcasters randomly scribble letters together to form words: spelling does not match sound. (Example: rtes for monster)
Semaphonic spellcasters know that letters are sounds, but they usually reduce spelling in such a way that either the initial sounds or the final sounds do not end. (Example: m for monster)
Phonetic spells pronounce words when they sound, although the spelling may be unconventional. (Example: nostr for monster)

The reason to administer this test is to see where the child is placed in the spelling, and create an instruction that will strengthen the student’s skills. It can be used as a measure of growth, as we are. Seeing where the student needs help, for example, using finite sounds, instructions and actions can do this to focus on the finite sounds of words.

Reflection: It is helpful to inform the child that this spelling test is not a graduated test, but the student helps you, the teacher will know how the children think when they try to pronounce unfamiliar words. It is also good to catch potential spelling difficulties early enough to learn correct spelling patterns and rules that would be useful when a student enters upper classes.

Grade 6

Evaluation Name: Wepman Auditor Test Security Test
Source: Joseph M. Wepman (revised 1973)

The objectives of the assessment: to determine the ability of students to recognize the subtle differences that exist between the phonemes used in speech in English. This grade can be given to students and adults.

Format, scoring procedure and time for the administrator: The examiner's sheet consists of thirty pairs of words, differing in one phoneme in each pair and ten pairs of words that do not differ. Thirteen pairs of thirty phrases are different in the initial consonants, another thirteen pairs of words differ in the final consonants and four pairs of words, differing in medial vowels. Testing is administered administratively to one student at a time. The student is listed so that he or she cannot see the examiner's mouth or the words on the examiner's sheet. The examiner reads each pair of words only once, and the student indicates whether the examiner has read the same word twice by reading two different words. The examiner records the student's answers on the exam sheet. It takes about five minutes for the administrator. After the test has been completed, the examiner compares all the errors made in the “x” and “y” columns and records the amounts in the fields labeled “x” and “y” at the bottom of the test sheet.

Reason for introducing the test: As with Gates-McKillop-Horowitz, the Wepman test was designed to assess a person’s ability to recognize small differences in the sounds of words close to resonance.

A guide to evaluating methodologies: evaluating where the problem lies helps in planning. Again, hearing problems can be detected as a result.

Reflections: This is a very thorough test, and screening varies depending on the age of the subject. Phoneme knowledge is very important for early readers, and this test is a good indicator if a child can hear the individual sounds of the device.

Grade 7

Evaluation Name: Harp Free Retell
Source: Literacy Assessment and Assessment Guide. Harp, B. (2000).

The purpose of the assessment. Using specific rubrics for the narrative retelling checklist and the repository checklist, teachers can determine a student’s level of understanding based on the student’s ability to frequently retell the story he read.

Format, scoring procedure, and time for the administrator: A narrative analysis checklist is an assessment set up as a checklist in which students identify elements of the story, conflicts, and key ideas and problem solving. All narrations share such elements as character, setting, plot or problem, turning points or key episodes and end with solving a problem or problem. The checklist includes auxiliary and unarmed, oral and written retellings. The level of points in the ratings is from 4 to 1 (4 is the most successful retelling). This is not a planned assessment.

The reason for administering this test is to help young readers identify the elements of the story and the main ideas that help in understanding. Teachers can measure the level of detail that a student uses when retelling a story, or important and basic concepts, sequence of events, use of charts, graphs, and maps in an exhibit.

Methods in which the results can be used in planning instructions: actions aimed at promoting understanding, focusing on the elements of the story and the idea of ​​recall will be activated if the student’s retelling is weak. Graphic organizers, looking back, think out loud, five, and so on. D. How a student can visually see the important facts necessary for a successful retelling.

Reflections. I tried to get more information about this assessment by doing an online search, but I didn’t find anything. This assessment looks self-expressing, and I believe that as a quality test, before the expert’s justification, to find out where the student needs support and help.

Grade 8

Name of assessment: Barr Rubric for writing (WRITING SCALE 1, Classes K-3: Become a writer)
Source: study literacy assessment; Teacher's Manual, grades K-6: System for evaluating learning records.

The purpose of the assessment: a guide for teachers to focus on the characteristics of developing student-writers, from the physical act of putting the spoken language on paper, on a blackboard or on a computer screen, to the actual use of a letter to convey meaning.

Format: The scale combines transcription and writing aspects of writing, since one supports and enhances the other. The scale describes six stages of development:

1. Getting a writer

2. Early writer

3. Educational writer

4. Moderately freelance writer

5. Freelance writer

6. Exceptionally fluent writer.

Scoring procedure: score from one to six authors of records in different levels of dependence on independence in their writing.

Administrator time: Students must collect their letter throughout the year in the capitals of their work. Ряд писем для различных целей, как по назначенным, так и по избранным темам, может быть образцами периодически для признаков прогресса и информации для обучения.

Причина для администрирования этого теста: посмотреть, где студент является писателем, и подготовить инструкцию и поддержку, чтобы вывести ученика на следующий уровень написания. Использование рубрики определит области, которые необходимо устранить, и введите инструкции в этих областях.

Размышления. Студенты могут посмотреть на свою работу и определить, что должно входить в портфолио. Они могут оценивать свой собственный успех в письменной форме и могут стремиться к улучшению. Учителя могут сосредоточиться на тех частях письма, которые нуждаются в работе. Учитель и ученик являются партнерами по совместной работе в выборе работы и в проведении конференций по поводу письменных материалов.

Оценка 9

Название оценки: CLOZE
Источник: д-р Зейденберг; Обсуждение в классе

Цели оценки: количественная оценка, которая приведет к количественному оцениванию оценки восприятия

Формат: CLOZE - это метод, с помощью которого вы систематически удаляете каждое пятое слово после первого предложения от 300 до 500 словного прохода и оцениваете учащиеся. способность правильно снабжать удаленные слова с помощью контекстных подсказок и рисования из собственного словаря. Последнее предложение в тексте остается неизменным. Следовательно, кусок на 500 слов будет иметь 100 удалений. У 300-словной части было бы 60 удалений.

Забивание CLOZE: каждое слово, которое ученик точно соответствует, считается правильным.
Уровни оценки:

58-100 независимых
44-57 Учебный
0-43 Разочарование

Причина предоставления CLOZE и последствия для обучения.
Баллы 58% или выше указывают, что ученик прочитал прохождение с компетенцией. Чтение индивидуально не составит труда для ученика.
Оценка между 44 и 57 процентами указывает, что прохождение может быть прочитано с определенной компетенцией студентом; однако чтение с некоторыми рекомендациями было бы полезным.
Оценка ниже 43 процентов, вероятно, будет слишком сложной для ученика. Необходимо будет найти большое руководство или заменить другие материалы.

Это средство оценки уровня понимания учащегося, поэтому оно помогает в подготовке инструкций или поддержки, например, в работе с улучшением лексики, контекстными подсказками и предоставлением базовых знаний.

Размышления: Мой ученик счел это забавным. Он более интерактивен для ребенка и увлекателен возможностью завершить рассказ, как если бы ученик помог автору написать его. Увлекательным расширением для этой оценки является деятельность Mad Libs. Хотя это не то же самое, что CLOZE, это полезно в преподавании частей речи, и результаты - это юмористические или бессмысленные истории, которые, как кажется, нравятся детям.

Оценка 10

Название оценки: понятия о печати Мари Клей

Используемые материалы: понятия о печати; Какие дети узнали о том, как мы печатаем язык? и (CAP) Концепции брошюры о печати, Камни Мари Клей

Цели в области оценки: особенно актуально для оценки навыков чтения или новой грамотности, таких как:
Знание ориентации книг
Принципы, касающиеся направленного расположения печати на странице
Знание, которое печатает, а не картинки, содержит историю
Понимание важной терминологии чтения, например слова, буквы, начала предложения, верхней части страницы.
Понимание простых знаков препинания

Формат:

Очень сценарий, как показано ниже:

Используйте один из буклетов CAP от Marie Clay, таких как Stones, Sand, Follow Me, Moon или No Shoes. Или используйте простую иллюстрированную детскую книгу, которую ученик не видел раньше.
Передайте ученику книгу, с позвоночником, обращенным к ребенку, и скажите: «Покажите мне перед собой книгу».
Откройте книгу непосредственно в том месте, где печатаются на одной странице, а другая - на другой. Затем скажите: «Покажи мне, где я начинаю читать». Убедитесь, что ребенок показывает точное место.
Оставайтесь на одном и том же наборе страниц и после того, как ребенок указывает на то место, где вы начинаете читать, скажите: «Покажи мне пальцем, куда я иду дальше». Затем спросите: «Куда я пойду оттуда?»
Перейдите на новую страницу и скажите: «Укажите начало истории на этой странице». Затем скажите: «Наведите указатель на конец истории на этой странице».
Переходя к другой паре страниц и скажите «Покажите мне нижнюю часть страницы» (стр. 8), а затем «Покажите мне верх страницы». Укажите на картинку и скажите: «Покажите мне снизу картины», а затем «Покажите мне верхнюю часть изображения». (Страница 7)

На той же странице укажите на письмо с карандашом и скажите: «Покажите мне маленькое письмо, подобное тому, которое есть». (I на стр. 6) Затем укажите на строчную букву и скажите: «Теперь укажите на заглавную букву, которая совпадает с этой». (t на стр. 12) Вы можете повторить эту процедуру с другими парами букв.
Перейдите на страницу с периодом, восклицательным знаком, вопросительным знаком, запятой и набором кавычек. Укажите каждому в очереди и спросите: «Что это? Зачем это?»

Процедура подсчета очков:

Соблюдайте и отмечайте ответы ребенка на листе «Основные понятия о печати», используя «Краткий справочник по стандартам оценки», присваивая одну точку для каждого оцениваемого предмета. Шкала от 1 до 9 (Станины) предоставляется для возрастных групп от 5 до 7, чтобы увидеть, как дети сравниваются с другими детьми в своих возрастных группах.

Время для администратора:

Насколько я мог видеть, в этом тесте не было приуроченного элемента, и некоторые дети могут отвечать быстрее, чем другие.

Причины, по которым я выбрал эту оценку: я считаю важным оценивать и поддерживать молодых новых читателей, создавая для них основу для создания навыков и стратегий в области грамотности. Основы на первом месте, и мы, как учителя, не должны считать само собой разумеющимся, что каждый ребенок, входящий в школьную среду (дошкольный или детский сад), знает эти основные понятия о печати. Как только мы уверены, что им нравятся эти концепции, мы можем научить дальнейших навыков успешным читателям и писателям.

Методы, в которых результаты могут быть использованы в инструкции планирования:

После оценки знаний ребенка о печати учителя планируют обучение и учат неизвестным понятиям. Повторное тестирование должно проводиться для сравнения и мониторинга роста.

Размышления:

Трудно задуматься над этой оценкой, потому что я никогда ее не администрировал. Однако, как я уже сказал выше, более важно и возраст, соответствующий оценке концепции малолетних детей, а не давление, которое недавно было применено для детей, чтобы запомнить все их письма и некоторые слова как часть грамотности готов. Дети должны понимать понятия печати, прежде чем они смогут понять и писать.