1. The School District of Philadelphia
Office of Assessment
Office of Curriculum, Instruction and Teacher Development
Literacy Assessment Tools – Grades 4-8
Gates-MacGinitie Reading Test
The Writing and Reading Assessment Profile (W.R.A.P.)
Welcome to the on line training on the Administration and Scoring of the Gates-MacGinitie Reading Test and The Writing and Reading Assessment Profile (W.R.A.P.)
This has been a collaborative effort with the Office of Assessment and the Office of Curriculum, Instruction and Teacher Development
This power point presentation will guide you through the test administration, guidelines for scoring and other basic information.
If you have additional questions, contact information is provided at the end of the power point presentation.

2. This section will discuss the Gates-MacGinitie Reading Tests
This section will discuss the Gates-MacGinitie Reading Tests. The School District of Philadelphia administers this test in Grades Please make sure you have the correct level for your grade.

3. Gates-MacGinitie Reading Test
The Gates-MacGinite is an assessment that is useful for teachers who need to know the general level of reading achievement and can indicate a starting point for instructional reading.
It does not pinpoint the student’s instructional level.
Read this slide to learn why we administer the Gates-MacGinite Reading Test.

4. Gates-MacGinitie Reading Test
Teachers should use actual Guided Reading experiences to provide more detailed information about the student’s reading ability.
The Gates can be used to measure progress and monitor growth over time.
Read bullet 2

5. Gates-MacGinitie Reading Test
The Gates-MacGinite alone does not determine a student’s instructional reading level for report cards but does provide information to help teachers make the determination.
Read slide
For more information on determining a student’s highest instructional reading level please refer to the Office of Curriculum and Instruction’s Making Sense of the Literacy Curriculum Resource Guide.

6. Gates-MacGinitie Reading Test
The Gates will help identify which students need additional individual diagnosis and extra support in reading.
The Gates should be given early in the school year and again at the end of the year.
This information will add to your documentation.
Read slide
Additional instructional information can be gathered by administering the WRAP which will be discussed later in this presentation

7. Gates-MacGinitie Reading Test
The vocabulary test measures students’ reading vocabulary and word knowledge.
The comprehension test measures students’ ability to read and understand different types of text.
The Gates is a timed test.
The data for this test will be invalid if you exceed the test limits for each section.
The vocabulary test is limited to 20 minutes. The comprehension section is limited to 35 minutes.

8. Gates-MacGinitie Reading Test Administering the Test
The assessment is administered to the whole group.
The practice assessment is read aloud to the students.
The actual test is read silently by the student.
You can administer the test in two parts to avoid test fatigue. Remember that you must adhere to the time limits for both the vocabulary and comprehension sections.

9. Gates-MacGinitie Reading Test Answer Forms
Pencil or pen may be used to complete answer forms.
Do not erase on the self-scorable answer form.
It is important to use the correct specified form. Use Form S in the Fall and Form T in the Spring.
Self-scorable answer key is directly behind each answer recording sheet.
It is recommended that the Gates be given two times a year to monitor student progress. If a school decides to administer it more often, alternate Form S and T beginning with Form S in the fall.

10. Gates-MacGinitie Reading Test Scoring
Total the correct answers in both the Vocabulary and Comprehension sections to get a raw score.
To determine a Gates-MacGinitie Reading Test raw score total the correct answers in both the Vocabulary and Comprehension sections.

11. Gates-MacGinitie Reading Test Scoring
Refer to the table of norms in the manual for scoring interpretation for the corresponding form (S or T).
Locate the raw score for vocabulary and follow the line across to the ALL Grades GE column to get the grade equivalent for vocabulary.
Repeat the process for comprehension.
Read slide.
Make sure you are using the correct form of the test administered to determine the Grade Equivalents

12. Gates-MacGinitie Reading Test Scoring
Total the raw scores for vocabulary and comprehension.
This total will provide a grade equivalent which could indicate a starting point for instruction.
Read slide
For additional instructional support please refer to the Office of Curriculum and Instruction’s Making Sense of the Literacy Curriculum Resource Guide.

13. Gates-MacGinitie Reading Test When
At least twice a year
Beginning and end of the school year
To summarize, the Gates-MacGinitie Reading Test should be given at least twice, at the beginning and end of the school year

14. Gates-MacGinitie Reading Test Who
All regular education and special education students and English Language Learners in grades 4 to 8.
Administered by classroom teacher
Read slide

15. This section will discuss the Writing and Reading Assessment Profile
This section will discuss the Writing and Reading Assessment Profile . The School District of Philadelphia administers this test in Grades 4-8.

16. The Writing and Reading Assessment Profile (W.R.A.P.)
The W.R.A.P. is an individually administered assessment used to assess reading development in grades 4 to 8.
The W.R.A.P. is conducted during one-to-one reading conferences as students read specially selected texts.
Read slide

17. The Writing and Reading Assessment Profile (W.R.A.P.)
The W.R.A.P. alone does not determine a student’s instructional level for report cards but does provide information to help teachers make the determination.
Read slide
For more information on determining a student’s highest instructional reading level please refer to the Office of Curriculum and Instruction’s Making Sense of the Literacy Curriculum Resource Guide.

18. The Writing and Reading Assessment Profile (W.R.A.P.)
The W.R.A.P. enables teachers to systematically observe, record, and evaluate change in student reading performance and identify factors that may be preventing a student’s reading growth.
Please read the next 4 slides to learn why we administer WRAP

19. The Writing and Reading Assessment Profile (W.R.A.P.)
The teacher is able to observe and note the reading behaviors the student is using effectively and consistently.

20. The Writing and Reading Assessment Profile (W.R.A.P.)
The W.R.A.P. is used to provide instructional information so the teacher can determine what kind of instruction will accelerate the student’s reading ability.

21. The Writing and Reading Assessment Profile (W.R.A.P.)
The W.R.A.P. is used to document and report progress in reading levels and in the ability to use specific skills and strategies.

22. The Writing and Reading Assessment Profile (W.R.A.P.)
Given to any student for whom more instructional information is needed
Recommended for all students at least twice given during the year to document progress
Administered to students in grades 4 to 8 who are reading more than a year below grade level
Read this slide to determine who should be tested using WRAP.
Please note the range of students who would benefit from taking the WRAP

23. The Writing and Reading Assessment Profile (W.R.A.P.)
Plan to administer W.R.A.P. over the first few months of school.
Begin with students for whom you need instructional information
Assess a few students each week, as needed
Administer one more time during the months at the end of the year
Plan your time effectively when administering WRAP

24. The Writing and Reading Assessment Profile (W.R.A.P.)
DO NOT stop teaching for weeks to give individually administered tests to all students just before report cards.
Read slide

25. Have students complete the reading survey
The Writing and Reading Assessment Profile (W.R.A.P.) Administration – Step 1
Have students complete the reading survey
Provides teacher with valuable information about the reading habits and preferences of the students
Step 1 in the administration of WRAP is to have students complete the reading survey. The survey can provide important information about the student as a reader that will support the teacher’s instructional plan.
This survey can be completed independently while the teacher is working with other small groups of students.

26. The Writing and Reading Assessment Profile (W. R. A. P
The Writing and Reading Assessment Profile (W.R.A.P.) Administration – Step 2
Preparing for the Reading Assessment
The teacher:
reads through the student cards and chooses the cards and recording sheets
photocopies the recording and writing starter sheets for each student card chosen
Levels are found on the front cover flap
Step 2 in the administration of WRAP is to prepare for the Reading Assessment,
Reading Level correlations for each WRAP can be found inside the front cover flap of the Administration Guide

27. The Writing and Reading Assessment Profile (W. R. A. P
The Writing and Reading Assessment Profile (W.R.A.P.) Administration – Step 3
Teacher chooses the first text passage
Provide a brief introduction to the text using the script on the recording sheet
Ask the student to look over the text and illustration or diagrams and to begin reading aloud.
Explain that you will be making notes as they read and will ask questions at the end.
Step 3 in the administration of WRAP is to choose the first text passage
The teacher selects the first passage based on information gathered about the reader from guided reading lessons. You want to select a passage where the student will be successful without being too easy.

28. Recording Oral Reading Behavior
The Writing and Reading Assessment Profile (W.R.A.P.) Administration – Step 4
Recording Oral Reading Behavior
As student reads, mark all errors, attempts, and self-corrections on recording form
If you need to tell a student a word, count that word as an error
Write all errors, attempts, and self-corrections above the text.
Step 4 in the administration of WRAP is to record the student’s oral reading behavior.
Read the next two slides to see the procedures for recording oral reading behavior.

29. The Writing and Reading Assessment Profile (W. R. A. P
The Writing and Reading Assessment Profile (W.R.A.P.) Administration – Step 4
Recording Oral Reading Behavior
Record an error by writing the attempt above the word in the text.
Record a self-correction by writing sc immediately after the error/ attempt.
If student self-corrects an error, the initial error is not counted.
After listening to child read, check the appropriate box that best describes fluency

30. The Writing and Reading Assessment Profile (W. R. A. P
The Writing and Reading Assessment Profile (W.R.A.P.) Administration – Step 5
After Reading
When the student has finished reading the passage, ask him/her to retell what they have just read.
A good retelling includes numerous facts and ideas from the text.
Record and score the retelling on the recording sheet.
A suggested comment or question is often noted on the recording sheet
It is important to write the student’s retelling and response to the prompts. Don’t rely on your memory for this information.

31. The Writing and Reading Assessment Profile (W. R. A. P
The Writing and Reading Assessment Profile (W.R.A.P.) Administration – Step 5
After Reading
Ask three comprehension prompts and use prompts to generate a conversation to help gauge how well student understands text.
Circle 1 if response shows student understood question and provided answers based on content and ideas in passage
Circle 0 if student answers incorrectly
It is important that you take notes and record the students answers. This step will help you later to analyze some of the student’s strengths and instructional needs.

32. The Writing and Reading Assessment Profile (W. R. A. P
The Writing and Reading Assessment Profile (W.R.A.P.) Administration – Step 5
If a student knows to look back to find an answer, he/she is allowed to do so.
You cannot suggest it to him/her.
Unfortunately, most struggling readers do not use rereading as a strategy for comprehension.
The look back strategy is important and must be taught during whole and small group instruction.
These are some important things to keep in mind when administering WRAP

33. The Writing and Reading Assessment Profile (W. R. A. P
The Writing and Reading Assessment Profile (W.R.A.P.) Administration – Step 5
Students can look back while retelling and answering questions on the W.R.A.P. since we are not using the tool to determine the highest instructional reading level.
Read slide

34. The Writing and Reading Assessment Profile (W. R. A. P
The Writing and Reading Assessment Profile (W.R.A.P.) Administration – Step 5
After Reading
Continue testing until you determine student’s highest instructional reading level
Send student to quiet spot to complete writing task only for the passage at his/her highest instructional level.
Score the writing sample using the W.R.A.P. Writing rubrics
Once you have determined the highest instructional level as identified by the WRAP, collect a writing sample.
The WRAP writing rubric is located in the Administration Guide which also includes some instructional strategies for struggling readers and writers.

35. Analyzing the Assessment Information
The Writing and Reading Assessment Profile (W.R.A.P.) Administration – Step 6
Analyzing the Assessment Information
Complete the summary and analysis of information you have collected as soon as the comprehension conversation is over
Scan oral reading record and enter errors and self-corrections in the columns to the right of the text
Step 6 in the administration of WRAP is to analyze the assessment information

36. The Writing and Reading Assessment Profile (W. R. A. P
The Writing and Reading Assessment Profile (W.R.A.P.) Administration – Step 6
After Reading
Prompts cover four comprehension strategies
RI – Recalls information
MI – Makes Inferences
DI – Determines Important Ideas
SI – Synthesizes Information
Note these four comprehension strategies covered by the prompts to gather important instructional information about the reader

37. Analyzing the Assessment Information
The Writing and Reading Assessment Profile (W.R.A.P.) Administration – Step 6
Analyzing the Assessment Information
Total the errors and find the accuracy percentage of student’s reading using the conversion table on the sheet
Note which strategies the student is using to decode unfamiliar words. It will help you develop a learning profile to meet the student’s instructional needs.

38. Analyzing the Assessment Information
The Writing and Reading Assessment Profile (W.R.A.P.) Administration – Step 6
Analyzing the Assessment Information
Check which strategies the student is using
Do attempts look similar?
Do attempts sound right?
Do attempts make sense?
Does the reader monitor for accuracy and meaning?
Looking at the student’s miscues will help teachers answer these important questions and develop an instructional plan.

39. The Writing and Reading Assessment Profile (W. R. A. P
The Writing and Reading Assessment Profile (W.R.A.P.) Administration – Step 6
Analyzing the Assessment Information
Using both accuracy and comprehension, determine the student’s reading level of the W.R.A.P. passage as suggested in the administrator’s guide.
Read bullet 2

40. Analyzing the Assessment Information
The Writing and Reading Assessment Profile (W.R.A.P.) Administration – Step 6
Analyzing the Assessment Information
Deciding on another passage
If first reading is at the student’s frustration level, try an easier passage
If first reading is at the student’s independent level, try a passage at a higher level.
To determine highest instructional level, continue to test until the student reaches their frustration level.
Read bullet 3

41. The Writing and Reading Assessment Profile (W.R.A.P.) – When and Who
On-going as needed
Who
Students in grades 4 to 8 for whom more instructional information is needed
Students who are instructional one or more years below grade level
Recommended that all students have at least two during the year to document progress
Please read the next 2 slides to summarize the WRAP administration

42. The Writing and Reading Assessment Profile (W.R.A.P.) – Next Steps
Use the W.R.A.P. information :
To inform next instructional steps
To identify an appropriate range of instructional levels for Guided Reading
With other anecdotal and assessment information to inform the teacher’s determination of the highest instructional level

43. Contact Information
Arnetta Imes, Lead Academic Coach
Office of Curriculum, Instruction and Teacher Development
Lyn Bauer, School Growth Specialist
Donna Orenstein, Lead Assessment Coach
Office of Assessment
This has been an on line training on the Administration and Scoring of the Gates-MacGinitie Reading Assessment and The Writing and Reading Assessment Profile (W.R.A.P.)
Contact information is listed on the screen