Winston-Salem / Forsyth County Schools

Benchmark Goals Status Odds of Achieving Subsequent Benchmark Goals Next Steps At or Above Benchmark 80%-90% Student is likely to make adequate progress with effective core instruction Below Benchmark 40%-60% Student is likely to need strategic support to make adequate progress Well Below Benchmark 10%-20% Student is likely to need intensive support to make adequate progress

Assessment Calendar FSFLNFPSFNWFDORFDAZEWRTRC K (BOY) K (MOY) K (EOY) 1 (BOY) 1 (MOY) 1 (EOY) 2 (BOY) 2 (MOY) 2 (BOY) 3 (BOY) 3 (MOY) 3 (EOY)

Letter Naming Fluency (LNF) Phonics Letter knowledge and rapid naming ability Assessed beginning of Kindergarten through the beginning of First Grade One minute timed task

Phoneme Segmentation Fluency (PSF) Phonemic Awareness Breaking 3 and 4 phoneme words into individual sounds Assessed Mid-Kindergarten through the BOY of First Grade One minute timed task

Nonsense Word Fluency (NWF) Alphabetic Principle Breaking 3 and 4 phoneme words into individual sounds Assessed Mid-Kindergarten through the beginning of Second Grade One minute timed task Two scores- CLS and WWR

Dibels Oral Reading Fluency (DORF) Fluency of all skills applied to reading Accuracy and speed in oral reading of grade level passages Assessed mid First Grade through end of Third Grade Three one-minute timed passages

Dibels Oral Reading Fluency (DORF)

TRC Text Reading Comprehension

Criteria for Instructional Level

TRC Benchmark Goals TRC 11 Grade BOY Reading Level Goal(s) MOY Reading Level Goal(s) EOY Reading Level Goal(s) K RB to BCD Grade 1 DG to HJ to K Grade 2 J to KLM to N Grade 3 M to NOP to Q Grade 4 P to QR to SS to T Grade 5 S to TT to UU

Deeper Comprehension Questions What did you learn from the main character in the story? Use part of the story in your answer. What was the problem in the story? Use details from the story to tell how they solved the problem. Do you think the title of this book was a good fit for the story? Use details from the story to explain why.