Informal Reading and Language Based Assessments For Elementary Grade Students

Assessment Packet

Table of Contents:

Teaching Elementary School Online

Assessment 1 The Names Test of Decoding
Assessment 2 Roswell-Chall Diagnostic Reading test
Assessment 3 Gates-McKillop-Horowitz Reading Diagnostic Test
Assessment 4 San Diego Quick estimate or Graded Word List (Gwl)
Assessment 5 The Developmental Spelling Test
Assessment 6 Wepman Auditory Discrimination Test
Assessment 7 The Harp Free Retell
Assessment 8 Barr Rubric for writing
Assessment 9 Cloze
Assessment 10 Concepts About Print

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Assessment 1

Name of Assessment: The names Test of Decoding
Source: Phonics they use by Patricia M. Cunningham

Assessment Goal: A word decoding and word knowledge test using singular and polysyllabic first and last names

Format: The test is made up of a set of 35 first and last names (70 words in all), representing assorted patterns, phonetic sounds, consonant blends, vowel sounds, and syllables. It is a more natural and accepted set of words to decode, for students in grades four and up. Ask the child to pretend they are the trainer and they are taking morning attendance.

Scoring procedure: Use a check to indicate strict responses and write the phonetic spelling for any incorrect responses. If the student does not effort a name, write "no" next to that name and encourage the child to continue. For polysyllabic words, think the word strict regardless of where the student places the accent on the word. Each strict word/name is one point. However, I was not able to find what scores indicate frustration, instructional, and independent levels in Phonics they use or in my research. (See reflections below).

Time to Administer: There are no time constraints in this assessment.

Reason for administering this test: There are many word recognition and decoding tests that can be given, but agreeing to Cunningham, " I wanted a measure of their (students) word identification ability that was not confounded but context but that was not just a list. Cunningham went on to expound that reading from a word list is unnatural and selecting the words is difficult since you risk selecting sight words they may already know. This test id more authentic and meaningful

Reflections: Since this is a qualitative test, I dream there are no scoring levels and I might be mistaken about each word being worth one point. This test is designed to see; in what phonetic area the student needs education or support. This is a more authentic means of looking at a student's word assault techniques and decoding skills.

Assessment 2

Name of Assessment: Roswell-Chall Diagnostic Reading Test
Source: Florence G Roswell and Jeanne S. Chall

Assessment Goals: Designed to evaluate the basic word prognosis (decoding) and word recognition skills of primary grade children. To collate student's ability to decode words with long and short vowel sounds, vowel patterns, word families, consonant blends, multi-syllabic words, and letter recognition and sounds.

Format: Section 1A - Ask student to tell you the sound the letter makes. If they cannot, ask them to tell you a word that starts with that letter. Section 1B - Repeat procedure from 1A. Section 1C - Have the student to vertically read the words in each word house group. You may model the first one. Example: Read, "am", then read, "clam". Section 2A - Have the students read the words across. If they read a word incorrectly, write down what they said. This section is assessing students' ability to decode words with short vowel sounds. Section 2B - The vowels are in isolation. Ask student to tell you the long and short sound each vowel makes. Section 2C - Have the student read the two vertical words in each column. For example, show "mat/mate". This section assesses student's ability to decode words with a "silent e". Sections 3A&3B - Assessing long vowel sounds with and without vowel pairs. Have students read the words across. Section 4 - Tell students, Here are some longer words." Model the first word, and then ask the student to read the rest of the words across.

Scoring Procedure: Each strict talk is worth one point. There is a scoring sheet. The estimate is to help the trainer plan education to retain and progress weak areas.

Time to administer: No time constraints.

Reason for giving this assessment: To conclude the student's ability to decode words that are made up of different sounds and blends and to conclude if the student understands vowel patterns and rules such as "silent e", and differences in long and short sounding vowels and vowel pairs. It also helps to evaluate basic word prognosis (decoding) and word recognition skills.

Reflections: This is a basic estimate that builds on phonemic awareness. Also, if a student is not prosperous in completing all sections and education is designed to heighten weak skills, retesting would show any revising the student makes.

Assessment 3

Name of estimate and source: Gates-McKillop-Horowitz Reading Diagnostic Tests: Second edition, Teachers College Press, 1981
(Auditory Blending and Auditory Discrimination)

Assessment Goals: "Assess the strengths and weaknesses in reading and linked areas of a singular child." Auditory blending and discrimination tests are given to contribute the trainer with comprehension towards the student's ability to understand that words are comprised of phonemes. Both subtests also collate students' auditory (listening) comprehension. To diagnose reading problems requires estimate in phonemic awareness and word recognition.

Format: Auditory Blending-Teacher is to accurately assert the phonemes of each word. The student upon listening to the word shall put it together and say what they hear. The student is allowed a second effort if they are incorrect in their first identification.

Auditory Discrimination-Turn the student colse to and have their back facing the instructor. The trainer may contribute the student with a sample such as showing a pen and pencil and request whether they are the same or different. The trainer reads two words and the student, without looking, is to talk whether if the words are the same or different.

Scoring Procedure: Auditory Blending-The trainer is to write exactly what the student says. A raw score is constructed giving1 point for strict on the first try, and half a point for strict on the second try. Then, the score is compared to the average.

Auditory Discrimination-The student is given one trial and the raw score is comprised of how many strict answers the student gets. The score is then compared to an midpoint determined score.

Time to administer: These portions of the test are relatively quick to tests to administer. There are no time restrictions or constraints.

Ways estimate guides instruction: These tests collate the student's receptive and auditory abilities. Quite often, reading difficulties come from a child not able to distinguish sounds or personel phonemes, or are unable to put them together. The test will help expound where those difficulties lie, so as healthful education can be given.

Reflections: Often when a young child had manifold ear infections during sensitive language acquisition stages, they may suffer a degree of hearing loss. The child may have strangeness deciphering inescapable sounds or unit phonemes. This test may pick up on a hearing issue that can impact on language linked skills.

Assessment 4

Name of Assessment: San Diego Quick estimate or Graded Word List (Gwl)
Source: Ekwall, e., & Shanker, J.L. (1988). prognosis and remediation of the disabled reader (3rd edition). Boston, M.A: Allyn and Bacon, Inc., pp. 102-103

Assessment Goals: The San Diego Quick estimate is a set of graded word lists that you can use to conclude the learner's word recognition ability. It also helps to collate speed and automaticity of word identification.

Format, scoring procedure, time to administer: Put each of the following word lists on a 3x5 inch index card. Hint: On the back of the card put-

--. Pre-primer level
-. Primer
. First Grade level
. Second Grade Level
... Third Grade Level, etc.

The intuit for labeling is that if you drop the cards, you can sort them in order, but an older student cannot easily tell what grade level he or she is reading on. It is recommended to laminate cards or insert them in plastic sleeves.

Directions: Tell student "There are ten words on each card. I would like you to try every word on this card." Give the student one card at a time. Write words mispronounced. The test begins with the card of the words that are two levels below the actual grade level of the student. The cards are read while the administrator notes which words have been missed. Once the student misses three on a list, the test is compete and the testing goes no further.

1 word missed = Independent Level

2 words missed = Instructional Level

3 words missed = frustration Level

Reason for giving this test: This estimate serves as a tool to gain an approximate estimate of the student's reading level, but does not measure comprehension or the ability of the student to define the words. It serves as an indicator to whether more testing is appropriate.

Reflections: Although this test is quick to administer and gives a snapshoot into a child's word recognition, other assessments need to be given to get a full picture of the child's abilities.

Assessment 5

Name of Assessment: The Developmental Spelling Test
Source: J. Richard Gentry & Jean Wallace Gillet, 1993

Assessment Goals: The Developmental Spelling Test was designed to help teachers conclude the definite stage of spelling improvement at which a child, in primary grades K-2, is functioning at. The five stages are Precommunicative, Semiphonetic, Phonetic, Transitional, and Conventional.

Format: The trainer calls out each spelling word on the list, followed by the provided sentence, and then repeats the spelling word again. The trainer should, "explain that the activity will not be graded as right or wrong, but will be used to see how children think inescapable difficult words should be spelled. Be encouraging, and make the activity challenging, playful, and fun" (Gentry, 1993). Teachers are looking for inventive spelling.

Example of word list:

1. Monster I do not like to watch monster movies.
2. United You live in the United States.
3. Dress The girl wore a new dress.
4. Bottom A big fish lives at the bottom of the lake.
5. Hiked We hiked to the top on the hill.
6. Human Miss Piggy is not a human.
7. Eagle An eagle is a considerable bird.
8. Closed The petite girl closed the door.
9. Bumped The car bumped into the bus.
10. Type What type of pet do you want?

Scoring Procedure:

Precommunicative spellers randomly string letters together to form words: spelling does not correspond to sound. (Example: rtes for monster)
Semiphonic spellers know that letters narrate sounds, but regularly abbreviate the spelling in a way that whether leaves off first and/or final sounds. (Example: m for monster)
Phonetic spellers spell the words as they sound, though spelling may ne unconventional. (Example: mostr for monster)

Reason for administering this test: To see where the child places in spelling and to generate education that will progress the student's skills. It can be used as a measure of growth as we. looking where the student needs help, for example with end sounds, education and activities can do done that focus on the ending sounds of words.

Reflection: It is helpful to let the child know that this spelling test is not a graded test but that the student is helping you, the trainer learn how children think when they are attempting to spell unfamiliar words. It is also good to catch potential spelling difficulties early enough to teach proper spelling patterns and rules that would be helpful as the student enters the upper grades.

Assessment 6

Name of Assessment: Wepman Auditory Discrimination Test
Source: Joseph M. Wepman (Revised 1973)

Assessment Goals: To conclude the ability of students to identify the fine differences that exist in the middle of the phonemes used in English speech. This estimate can be given to students and to adults as well.

Format, scoring procedure, and time to administer: The examiner's sheet consists of thirty word pairs differing in a singular phoneme in each pair and ten word pairs which do not differ. Thirteen out of the thirty word pairs differ in first consonants, an additional one thirteen word pairs differ in final consonants and four word pairs differ in the medial vowels. The test is administered orally to one student at a time. The student is seated so that he or she cannot see the examiner's mouth or the words on the examiner's word sheet. The interpreter reads each word pair only once, and the student indicates whether the interpreter read the same word twice of read two different words. The interpreter records the student's responses on the exam sheet. The test takes practically five minutes to administer. After the test has been completed, the interpreter tallies all errors made in both the "x" and "y" columns and writes the sums in the boxes labeled "x" and "y" scores at the bottom of the test sheet.

Reason for administrating the test: Similar to the Gates-McKillop-Horowitz , the Wepman test was designed to collate a person's ability to identify petite differences in sounds of words that are close in resonance.

Ways estimate guide instruction: Assessing where a problem lies helps in planning instruction. Again, as a result, hearing problems can be detected.

Reflections: This is a very accepted test and the scoring varies agreeing to the age of the person being tested. Phonemic awareness is very foremost for early readers and this test is a good indicator if a child can hear personel unit sounds.

Assessment 7

Name of Assessment: Harp Free Retell
Source: The Handbook of literacy estimate and evaluation. Harp, B. (2000).

Assessment Goals: Using definite rubrics for the description Retelling Checklist and the Expository Retelling Checklist, teachers can gage the comprehension level of the student based on the student's ability to orally tell a story he or she has read.

Format, scoring procedure, and time to administer: The description Retelling Checklist is an estimate set up like a checklist request students to identify story elements, friction and key ideas, and problem resolution. All narratives share elements such as character, setting, plot or problem, turning points or key episodes, and end with a resolution to the problem or issue. The checklist accounts for aided and unaided, oral and written retellings. Rubric scores points from 4 down to 1 (4 being the most prosperous retelling). This is not a timed assessment.

Reason for administering this test: To help young readers identify story elements and main ideas, which aid in comprehension. Teachers can measure the level of detail a student uses when retelling a narrative, or foremost and main concepts, sequencing events, utilization of charts, graphs, and maps in an expository piece.

Ways in which results can be used in planning instruction: Activities to promote comprehension, focus on story elements, and recalling ideas would be activated if the student's retelling are weak. Graphic organizers, look backs, think alouds, five 'W's and the 'how' are ways in which a student can visually see the foremost facts needed in a prosperous retelling.

Reflections: I tried to get more facts about this estimate by searching on the Internet, but did not find anyone further. This estimate seems self-exclamatory and I think as a qualitative test, it is the up to the examiner's judgment to outline out where the student needs retain and help.

Assessment 8

Name of Assessment: Barr Rubric for writing (Writing Scale 1, Grades K-3: Becoming a writer)
Source: Assessing literacy with the studying record; A handbook for teachers, Grades K-6: The studying description estimate Systemä.

Assessment Goal: A guide for teachers to focus on the characteristics of developing student writers, from the physical act of putting oral language on paper, chalkboard, or computer screen to actual use of writing to tell meaning.

Format: The scale integrates the transcription and composing aspects of writing as one supports and reinforces the other. The scale describes six stages of development:

1. Beginning writer

2. Early writer

3. Developing writer

4. Gently fluent writer

5. Fluent writer

6. Exceptionally fluent writer

Scoring Procedure: Scores from one to six description writers in varying levels of dependence to independence in their writing.

Time to administer: Students should acquire their writing all year in portfolios of their work. A range of writing for assorted purposes, on both assigned and self-chosen topics, can be samples periodically for signs of progress and facts for instruction.

Reason for administering this test: To see where the student is as a writer and to prepare education and retain to take the student to the next level of writing. Using the rubric will pinpoint areas that need to be addressed and drive education in those areas.

Reflections: Students can look at their own work and conclude what should go into the portfolio. They can measure their own success in writing and can strive for improvement. Teachers can focus on the parts of writing that needs work. The trainer and the student are partners in working together in selection of the work and in conferencing about pieces of writing.

Assessment 9

Name of assessment: Cloze
Source: Dr. Seidenberg; Classroom discussion

Assessment Goals: A quantitative estimate that will furnish a estimate score to collate reading comprehension

Format: Cloze is a formula by which you systematically delete every fifth word, after the first sentence of a 300 to 500 word passage, and evaluate students' ability to correctly contribute the deleted words using context clues and drawing from their own vocabulary. The last sentence in the text remains intact. Therefore, a 500-word piece would have 100 deletions. A 300-word piece would have 60 deletions.

Scoring the Cloze: Every word the student matches exactly is determined correct.
Score Levels:

58-100 Independent
44-57 Instructional
0-43 Frustration

Reason for giving the Cloze and implications for instruction.
A score of 58 percent or higher indicates student read the duct with competence. Reading individually will not be difficult for the student.
A score in the middle of 44 and 57 percent indicates the duct can be read with some competence by the student; however, reading with some advice would be beneficial.
A score below 43 percent will probably be too difficult for the student. A great deal of advice will be needed, or other material should be substituted.

This is a means of assessing the comprehension level of the student, therefore aiding in making ready education or support, for example, working with enhancing vocabulary, context clues, and providing background knowledge.

Reflections: My student found this to be a fun activity. It is more interactive for the child and is inspiring being able to perfect the story as if the student was helping the author write it. A fun prolongation for this estimate is a Mad Libs activity. While it is not the same as Cloze, it is helpful in teaching parts of speech and the results are humorous or nonsense stories, which children seem to enjoy.

Assessment 10

Name of Assessment: Concepts About Print by Marie Clay

Materials used: Concepts About Print; What children learned about the way we print language? and (C.A.P) Concepts about print story booklet, Stones by Marie Clay

Assessment Goals: Especially relevant to the estimate of pre-reading or emergent literacy competencies such as:
Book orientation knowledge
Principles inspiring the directional arrangement of print on the page
The knowledge that print, not the pictures, comprise the story
Understanding of foremost reading terminology like word, letter, Beginning of the sentence, top of the page.
Understanding of straightforward punctuation marks

Format:

Very scripted as outlined below:

Use one of the C.A.P booklets by Marie Clay such as Stones, Sand, effect Me, Moon, or No Shoes. Or use a simple, Graphic children's book that the student has not seen before.
Hand the student the book, with the spine facing the child and say, "Show me the front of the book."
Open the book directly to the place where print in on one page and a picture on the other. Then say, "Show me where I begin reading." Make sure the child shows the exact place.
Stay on the same set of pages and after the child points to the spot where you begin reading, say, "Show me with your finger where I go next." Then ask, "Where do I go from there?"
Turn to a new page and say, "Point to the Beginning of the story on this page>" Then say, "Point to the end of the story on this page."
Turning to an additional one pair of pages and say, "Show me the bottom of the page," (page 8) and then "Show me the top of the page.' Point to the picture and say, "Show me the bottom of the picture," and then, "Show me the top of the picture." (page 7)

On the same page, point to a capital letter with your pencil and say, "Show me a petite letter that is the same as this one." (I on page 6) Next, point to a lowercase letter and say, "Now point to the capital letter that is the same as this one." (t on page 12) You may wish to repeat this procedure with other pairs of letters.
Turn to a page that has a period, an exclamation point, a ask mark, a comma, and a set of quotation marks. Point to each in turn and ask, "What is this? What is it for?"

Scoring Procedure:

Observe and notate the child's responses on the Concepts About Print Score sheet using the Quick Reference for Scoring Standards, assigning one point for each item scored. A scale of 1 to 9 (Stanines) are provided for age groups in the middle of 5 and 7 in order to see how children collate with other children in their age groups.

Time to Administer:

As far as I could see, there was no timed element to this test and some children may talk more at once than others.

Reasons I chose this assessment: I feel it is foremost to collate and retain young emergent readers by building a foundation for them to compose literacy skills and strategies. The basics come first and we as teachers should not take for granted that every child entering a school environment (pre-school or kindergarten) knows these basic concepts about print. Once we are assured that they are comfortable with the concepts, we can teach additional skills for prosperous readers and writers.

Ways in which results can be used in planning instruction:

After assessing the child's knowledge of print, teachers plan education and teach the unknown concepts. Retesting should be done to collate and monitor growth.

Reflections:

It is hard to reflect on this estimate because I have never administered it. However, as I stated above it is more foremost and age accepted to collate young children's idea of print, rather than the pressure that has recently been applied for children to memorize all their letters and some words as a part of being literacy ready. Children need to understand the concepts of print before they can make sense of reading and writing.

Informal Reading and Language Based Assessments For Elementary Grade Students