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1 R4 Advanced Technology for, Renaissance, Renaissance Learning, Renaissance Place, STAR Early Literacy, STAR Math, and STAR Reading, are trademarks of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other countries. 20 by Renaissance Learning, Inc. All rights reserved. Printed in the United States of America. This publication is protected by U.S. and international copyright laws. It is unlawful to duplicate or reproduce any copyrighted material without authorization from the copyright holder. If this publication contains pages marked Reproducible Form, only these pages may be photocopied and used by teachers within their own schools. They are not to be reproduced for private consulting or commercial use. For more information, contact: Renaissance Learning, Inc., P.O. Box 8036, Wisconsin Rapids, WI

2 Notes

3 Definitions STAR Early Literacy scores represent how well a student understands concepts and possesses specific skills that are important in the development of reading ability. These scores represent a snapshot of achievement at a specific point in time. As with any assessment, it is important to remember that many factors can affect a student s scores. STAR Early Literacy scores give only one picture of how well a student is doing in school. Scaled score (SS) is calculated based on the difficulty of items and the number of correct responses. Because the same range is used for all students, scaled scores can be used to compare student performance across grade levels. STAR Early Literacy scaled scores range from 300 to 900 and relate directly to the literacy classifications. Literacy classifications are the stages of literacy development measured in STAR Early Literacy and associated with scaled scores: emergent reader ( ), transitional reader ( ), and probable reader ( ). These stages are an easy way to monitor student progress: Emergent Reader ( ) Early Emergent Reader ( ) Student is beginning to understand that printed text has meaning. The student is learning that reading involves printed words and sentences, and that print flows from left to right and from the top to the bottom of the page. The student is also beginning to identify colors, shapes, numbers, and letters. Late Emergent Reader ( ) Student can identify most of the letters of the alphabet and can match most of the letters to their sounds. The student is also beginning to read picture books and familiar words around the home. Through repeated reading of favorite books with an adult, students at this stage are building their vocabularies, listening skills, and understandings of print. Transitional Reader ( ): Student has mastered alphabet skills and letter-sound relationships. The student can identify many beginning and ending consonant sounds and long and short vowel sounds, and is probably able to blend sounds and word parts to read simple words. The student is also likely using a variety of strategies to figure out words, such as pictures, story patterns, and phonics. Probable Reader ( ): Student is becoming proficient at recognizing many words, both in and out of context. The student spends less time identifying and sounding out words, and more time understanding what was read. Probable readers can blend sounds and word parts to read words and sentences more quickly, smoothly, and independently than students in the other stages of development. Literacy domain score is a criterion-referenced score that represents the percentage of items a student would be expected to answer correctly within a domain. Literacy domain scores range from 0 to 100 in seven areas, covering 41 literacy skills: General readiness (GR) assesses a student s ability to identify shapes, numbers, colors, and patterns; explore word length and word pairs; and examine oral and print numbers. Graphophonemic knowledge (GK) assesses a student s ability to relate letters to corresponding sounds. Graphophonemic knowledge addresses skills and concepts such as matching upper- and lowercase letters, recognizing the alphabet, naming letters, recognizing letter sounds, and knowing alphabetical order. March 2008 Reproducible Form 2008 Renaissance Learning, Inc. Page 1 of 2 1

4 Phonemic awareness (PA) assesses a student s ability to detect and identify individual sounds within spoken words. Phonemic awareness assesses skills and concepts such as rhyming words; blending word parts and phonemes; discriminating between beginning, medial, and ending sounds; understanding word length; and identifying missing sounds. Comprehension (CO) assesses a student s ability to understand what has been read aloud, understand word meaning, and read text correctly. Comprehension addresses skills and concepts such as identifying and understanding words, selecting the word that best completes a sentence, and answering items about stories. Phonics (PH) assesses a student s ability to read words by using the sounds of letters, letter groups, and syllables. Phonics addresses skills and concepts such as identifying short and long vowels, beginning and ending consonants, and consonant blends and digraphs; recognizing word families; and using strategies such as consonant and vowel replacement. Vocabulary (VO) assesses skills and concepts such as identifying high-frequency words, matching pictures with synonyms, matching words with phrases, matching stories with words, identifying opposites, matching pictures with opposite word meanings, and identifying opposite word meanings. Structural analysis (SA) assesses a student s ability to understand the structure of words and word parts. Structural analysis addresses skills and concepts such as finding words, adding beginning or ending letters or syllables to a word, building words, and identifying compound words. Skill score is a criterion-referenced score that estimates a student s percent of mastery of specific skills within each of the seven domains. Skill scores range from 0 to 100. Estimated oral reading fluency (Est. ORF) is an estimate of a student s ability to read words quickly and accurately in order to comprehend text efficiently. Students with oral reading fluency demonstrate accurate decoding, automatic word recognition, and appropriate use of the rhythmic aspects of language (e.g., intonation, phrasing, pitch, and emphasis). Est. ORF is reported in correct words per minute, and is based on a known relationship between STAR Early Literacy performance and oral reading fluency. March 2008 Reproducible Form 2008 Renaissance Learning, Inc. Page 2 of 2 2

5 Summary Report Printed Tuesday, June 7, :14:31 AM School: Oakwood Elementary School Reporting Period: 09/01/ /07/2011 ( School Year) Report Options Reporting Parameter Group: All Demographics [Default] Group By: Class Sort By: Last Name Student Age (yrs) Test Date GP SS Est. Literacy Domain Scores ORFa GR GK PA CO PH VO SA Literacy Classification Armstrong, Evan 7.0 6/6/ Probable Reader Brunner, Kathy 7.3 6/6/ Probable Reader Donahue, Ashley 6.9 6/6/ Transitional Reader Estada, Robert 7.3 6/6/ Transitional Reader Garcia, Maria 7.4 6/6/ Probable Reader Hill, Jeffrey 7.5 6/6/ Probable Reader Jones, Tom 6.9 6/6/ Transitional Reader Kruegar, Brendan 7.1 6/6/ Transitional Reader Miller, Lynn 7.2 6/6/ Transitional Reader Morales, Rebecca 7.5 6/6/ Probable Reader North, Stephanie 7.2 6/6/ Transitional Reader Pulido, Luis 7.7 6/6/ Probable Reader Schumann, Pamela 7.0 6/6/ Probable Reader Smith, Debra 6.9 6/6/ Probable Reader Turner, Kenneth 7.1 6/6/ Probable Reader 1 of 2 Score Definitions GP: Grade Placement GR: General Readiness PH: Phonics Emergent Reader: SS SS: Scaled Score GK: Graphophonemic Knowledge VO: Vocabulary Transitional Reader: SS Est. ORF: Estimated Oral PA: Phonemic Awareness SA: Structural Analysis Probable Reader: SS Reading Fluency CO: Comprehension aest. ORF: Estimated Oral Reading Fluency is only reported for tests taken in grades 1-3. Historical data included. 3

6 Summary Report Printed Tuesday, June 7, :14:31 AM School: Oakwood Elementary School Reporting Period: 09/01/ /07/2011 ( School Year) Literacy Domain Score Distribution Domain Number of Students % of Total Number of Students % of Total Number of Students % of Total Number of Students % of Total GR GK PA CO PH VO SA Summary Scaled Score Literacy Classification Number of Students % of Total Emergent Reader Transitional Reader Probable Reader Number of Students: 15 2 of 2 Score Definitions GP: Grade Placement GR: General Readiness PH: Phonics Emergent Reader: SS SS: Scaled Score GK: Graphophonemic Knowledge VO: Vocabulary Transitional Reader: SS Est. ORF: Estimated Oral PA: Phonemic Awareness SA: Structural Analysis Probable Reader: SS Reading Fluency CO: Comprehension aest. ORF: Estimated Oral Reading Fluency is only reported for tests taken in grades 1-3. Historical data included. 4

7 Score Distribution Report Printed Tuesday, June 7, :20:11 AM School: Oakwood Elementary School Reporting Period: 09/01/ /07/2011 ( School Year) Teacher: Rowley, Cheri Domain Scores Domain Score Range Domain General Readiness Graphophonemic Knowledge Phonemic Awareness Comprehension Phonics Vocabulary Structural Analysis Skill Sets within Each Literacy Domain Skill Set Score Range Skill Set Score Range General Readiness Phonics Comparing word length (written) Matching and recognizing long Recognizing position words vowel sounds Differentiating letters Matching and recognizing short Differentiating words from letters vowel sounds Matching numbers and objects Identifying beginning consonant Differentiating word pairs sounds Identifying word boundaries Identifying ending consonant Differentiating shapes sounds Completing sequences Replacing beginning and ending consonants Graphophonemic Knowledge Replacing vowels Matching upper- and lowercase Identifying medial short vowels letters Identifying medial long vowels Recognizing alphabetic Matching sounds within word sequence families Naming letters Identifying consonant blends Recognizing letter sounds Identifying consonant digraphs Using alphabetical order Substituting consonant sounds of 1 Phonemic Awareness Vocabulary Identifying rhyming words Matching words and pictures Blending word parts Recognizing synonyms Blending phonemes Recognizing antonyms Discriminating beginning and ending sounds Structural Analysis Comparing word length (oral) Finding words Identifying missing sounds Building words Identifying compound words Comprehension Reading and understanding words Reading and completing sentences Reading and understanding paragraphs This report shows the number of students whose scores fall within each Domain or Skill Score Range. 5

8 Class Diagnostic Report Printed Tuesday, June 7, :40:27 AM 1 of 6 School: Oakwood Elementary School Reporting Period: 09/01/ /07/2011 ( School Year) Report Options Group By: Class Range By: Weaknesses and Strengths Teacher: Rowley, Cheri Domain Scores Domain Score Range Domain General Readiness Graphophonemic Knowledge Phonemic Awareness Comprehension Phonics Vocabulary Structural Analysis Skill Sets within Each Literacy Domain General Readiness Skills Skill Set Score Range Number of Students Student Comparing word length (written) Armstrong, Evan; Brunner, Kathy; Donahue, Ashley; Estada, Robert; Garcia, Maria; Hill, Jeffrey; Jones, Tom; Kruegar, Brendan; Miller, Lynn; Morales, Rebecca; North, Stephanie; Pulido, Luis; Schumann, Pamela, Smith, Debra; Turner, Kenneth; Recognizing position words Armstrong, Evan; Brunner, Kathy; Donahue, Ashley; Estada, Robert; Garcia, Maria; Hill, Jeffrey; Jones, Tom; Kruegar, Brendan; Miller, Lynn; Morales, Rebecca; North, Stephanie; Pulido, Luis; Schumann, Pamela, Smith, Debra; Turner, Kenneth; Differentiating letters Armstrong, Evan; Brunner, Kathy; Donahue, Ashley; Estada, Robert; Garcia, Maria; Hill, Jeffrey; Jones, Tom; Kruegar, Brendan; Miller, Lynn; Morales, Rebecca; North, Stephanie; Pulido, Luis; Schumann, Pamela, Smith, Debra; Turner, Kenneth; Differentiating words from letters Kruegar, Brendan; Armstrong, Evan; Brunner, Kathy; Donahue, Ashley; Estada, Robert; Garcia, Maria; Hill, Jeffrey; Jones, Tom; Miller, Lynn; Morales, Rebecca; North, Stephanie; Pulido, Luis; Schumann, Pamela, Smith, Debra; Turner, Kenneth; 6

9 Student Diagnostic Report Skill Set Scores Printed Tuesday, June 7, :17:05 AM School: Oakwood Elementary School Reporting Period: 09/01/ /07/2011 ( School Year) Report Options Group By: Class Sort By: ID Estada, Robert Student s Age (yrs): 7.3 Teacher: Mrs. C. Rowley ID: RE29380 Domain Score Grade: 1 General Readiness 85 Test Date: 06/06/2011 Graphophonemic Knowledge 74 Score: 685 SS (Scaled Score) Phonemic Awareness 64 Comprehension 61 Literacy Classification Phonics 59 Early Emergent Reader SS Late Emergent Reader SS Transitional Reader SS Probable Reader SS Vocabulary 58 Structural Analysis 53 Skill Sets Within Each Literacy Domain Skill set scores, ranging from 0-100, estimate the student's percent of mastery of skills in each set. General Readiness Skill Set Score Phonics Skill Set Score Differentiating letters 93 Replacing beginning and ending consonants 79 Differentiating words from letters 92 Matching sounds within word families 69 Comparing word length (written) 91 Identifying consonant blends 68 Differentiating shapes 90 Substituting consonant sounds 63 Recognizing position words 86 Identifying beginning consonant sounds 61 Matching numbers and objects 82 Identifying consonant digraphs 59 Differentiating word pairs 82 Replacing vowels 58 Completing sequences 69 Identifying medial short vowels 57 Identifying word boundaries 67 Identifying ending consonant sounds 53 Identifying medial long vowels 45 Graphophonemic Knowledge Matching and recognizing short vowel 39 Naming letters 91 sounds Matching upper- and lowercase letters 85 Matching and recognizing long vowel 34 Recognizing letter sounds 85 sounds Recognizing alphabetic sequence 66 Using alphabetical order 60 Vocabulary Matching words and pictures 96 Phonemic Awareness Recognizing antonyms 56 Blending word parts 83 Recognizing synonyms 53 Blending phonemes 74 Comparing word length (oral) 64 Structural Analysis Discriminating beginning and ending sounds 62 Finding words 58 Identifying rhyming words 59 Building words 55 Identifying missing sounds 47 Identifying compound words 49 Comprehension Reading and understanding words 70 Reading and completing sentences 59 Reading and understanding paragraphs 47 Estimated Oral Reading Fluency Words Correct Per Minute: 24 Est. ORF is available for tests taken in grades 1-3. Next Steps: These are skill sets the student is ready to learn and practice, based on their Scaled Score. Skill sets with a score below 40 may not have been presented to the student yet or may be too difficult at this time. 7

10 Growth Report Printed Tuesday, June 7, :12:14 AM School: Oakwood Elementary School Pretest Dates: 09/09/ /09/2010 Posttest Dates: 06/06/ /06/2011 Report Options Reporting Parameter Group: All Demographics [Default] Group By: Class Sort By: Last Name Student Age (yrs) Test Date GP SS Est. Literacy Domain Scores ORFa GR GK PA CO PH VO SA Literacy Classification Armstrong, Evan 6.1 9/9/ Emergent Reader 7.0 6/6/ Probable Reader Brunner, Kathy 6.4 9/9/ Emergent Reader 7.3 6/6/ Probable Reader Donahue, Ashley 6.0 9/9/ Emergent Reader 6.9 6/6/ Transitional Reader Estada, Robert 6.4 9/9/ Emergent Reader 7.3 6/6/ Transitional Reader Garcia, Maria 6.5 9/9/ Emergent Reader 7.4 6/6/ Probable Reader Hill, Jeffrey 6.6 9/9/ Transitional Reader 7.5 6/6/ Probable Reader Jones, Tom 6.0 9/9/ Emergent Reader 6.9 6/6/ Transitional Reader Kruegar, Brendan 6.2 9/9/ Emergent Reader 7.1 6/6/ Transitional Reader Miller, Lynn 6.3 9/9/ Emergent Reader 7.2 6/6/ Transitional Reader 1 of 2 Score Definitions GP: Grade Placement GR: General Readiness PH: Phonics Emergent Reader: SS SS: Scaled Score GK: Graphophonemic Knowledge VO: Vocabulary Transitional Reader: SS Est. ORF: Estimated Oral PA: Phonemic Awareness SA: Structural Analysis Probable Reader: SS Reading Fluency CO: Comprehension aest. ORF: Estimated Oral Reading Fluency is only reported for tests taken in grades 1-3. Historical data included. 8

11 Growth Report Printed Tuesday, June 7, :12:14 AM School: Oakwood Elementary School Pretest Dates: 09/09/ /09/2010 Posttest Dates: 06/06/ /06/2011 Age Test Est. Literacy Domain Scores Literacy Student (yrs) Date GP SS ORFa GR GK PA CO PH VO SA Classification Morales, Rebecca 6.6 9/9/ Transitional Reader 7.5 6/6/ Probable Reader North, Stephanie 6.3 9/9/ Emergent Reader 7.2 6/6/ Transitional Reader Pulido, Luis 6.8 9/9/ Emergent Reader 7.7 6/6/ Probable Reader Schumann, Pamela 6.1 9/9/ Transitional Reader 7.0 6/6/ Probable Reader Smith, Debra 6.0 9/9/ Emergent Reader 6.9 6/6/ Probable Reader Turner, Kenneth 6.2 9/9/ Transitional Reader 7.1 6/6/ Probable Reader 2 of 2 Summary Age (yrs) GP SS Est. Literacy Domain Scores ORFa GR GK PA CO PH VO SA Pretest Mean Posttest Mean Change Number of Students: 15 Score Definitions GP: Grade Placement GR: General Readiness PH: Phonics Emergent Reader: SS SS: Scaled Score GK: Graphophonemic Knowledge VO: Vocabulary Transitional Reader: SS Est. ORF: Estimated Oral PA: Phonemic Awareness SA: Structural Analysis Probable Reader: SS Reading Fluency CO: Comprehension aest. ORF: Estimated Oral Reading Fluency is only reported for tests taken in grades 1-3. Historical data included. 9

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