DARIEN BOARD OF EDUCATION CORY GILLETTE, LITERACY COORDINATOR FALL 2014 Literacy Assessments

We Assess Formally and Informally We assess -Pre-reading skills -Reading -Phonics/Spelling -Writing

Our Writing Assessment Categories Structure Development Language Conventions

Grade 2 Grade 5 The writer wrote a beginning in which he named a subject and tried to interest readers. The writing was organized into parts with each part telling different information about the topic The writer wrote an introduction to interest and help understand the subject. Also she explained subtopics to be developed. The writing was organized into a sequence of separate sections with heading and subheadings according to an organizational plan based on genre. Structure in Informational Writing

Grade 1 Grade 4 The writer wrote at least one reason for his opinion The writer gave reasons to support his opinion which he chose to best convince the reader. He also included examples and information to support the reasons from a variety of sources Development in Opinion Writing

Grade 1 Grade 3 The writer used what he knew about chunks of words to help him spell as well as using word wall words correctly. The writer used end punctuation, capital letters for names, and commas in dates and lists. The writer used spelling patterns to support his spelling. The writer punctuated dialogue correctly. The writer correctly used end punctuation. Language Conventions in Narrative Writing

Pre- Reading Assessments Concepts of Print Letter Sound Identification Sight Word Lists

Assessments Used DRA Assessment Teachers College Reading Assessments Fountas and Pinnell Assessments

Reading Assessments Accuracy- This measures how many words a student reads correctly in an assessment passage. Fluency- This measures how smoothly a student reads. We look for students to read in phrases instead of word by word. We also listen to hear if students are making dialogue sound like someone is talking. That is, reading with intonation. Meaning- This measures the readers understanding of what is literally happening in the text and what the text implies.

Words Their Way Assessments There are 3 assessments - primary, elementary, & upper level. Students within the same class may take different assessments if necessary to differentiate. Assessments are scored taking into account # of words spelled correctly as well as spelling features used appropriately (i.e. short vowels, blends, etc.). The results are analyzed using a "feature guide" which helps the teacher place students in an appropriate group.