Beginning/Ending Sounds Assessment

Transcription

1 Beginning/Ending Sounds Assessment Beginning Sounds Ending Sounds A P B M Administration: Do beginning and ending sounds at different sittings. Small groups of children will be administered at the same time. Identify each sound picture with the group of children. Children circle the letter that correlates with the beginning/ending sound of the picture.

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4 First and Second Semester Common Assessment 1.2b Phonemic Awareness Inventory Score A P B 9-15 M 0-8 Administration: Classroom teacher will administer at the end of first semester. Reading teacher will administer at beginning of the year and at the end of second semester. Assessment will be done individually.

5 Phonemic Awareness Inventory Name: Pretest Date: Semester 1 Score: Posttest Date: Semester 2 Score: A P B 9-15 M 0-8 Directions: Give this inventory orally to each student. Whole Word Discrimination Are these words the same? (Circle words child identifies correctly.) man man red rid slip slit fat bat nut nut grip - grip Rhyming Word Recognition Do these words rhyme? (Circle words the child identifies correctly.) happy sappy girl boy sun fun Rhyming Word Application What word rhymes with? (Write child s response on this line.) can book play skip

6 Syllable Counting How many parts do you hear in the word? (Write child s response on the line and circle if correct.) ball hippopotamus wagon computer Approximation Do you hear the /b/ sound at the beginning, middle, or end of? (Circle the correct responses.) big robot crib Phoneme Isolation What sound do you hear? (Circle the correct responses.) First Last Middle foot water lake yes ten tub

7 Common Assessment 1.2c Sight Word Assessment Score A P B 6-9 M 0-5 Administration: Assessment will be done individually. Mask identifying sheet so only one row is showing. Child reads list of words orally.

8 High-Frequency Word List (Early Emergent) I in yes on see my am it the to and no like said at can you go a did me do is are up

9 Kindergarten Sight Word Assessment Words I see the like you me up in my to said go do yes am and at a is on it no can did are # Correct *Enter a #1 indicates the child was able to read the word. *Blank indicates the child was not able to read the word. Minimal (0-5) Basic (6-9) Proficient (10-20) Advanced (21-25)

10 First Semester and Second Semester Common Assessment 1.2d Concepts of Print Score A 8 P 5-7 B 2-4 M 0-1 Concept Yes No Hold book correctly Points to the front of the book Points to the title of the book Points to Where do I start to read? Then Where do I go next? Show me one letter. Show me one word Point to a space between words

11 First and Second Semester Common Assessment 1.3 Identifies upper and lower case letter in random order A P B M Criteria #1 Recognizes Upper Case Letters Recognizes all upper case letters (26) Recognizes most upper case letters (20-25) Recognizes some upper case letters (12-19) Recognizes few upper case letters (11 or less) Criteria #2 Recognizes Lower Case Letters Recognizes most lower case letters (23-28) Recognizes some lower case letters (14-22) Recognizes some lower case letters (6-13) Recognizes few lower case letters (5 or less) Administration: This assessment will be given individually using letter identification sheet. Mask identifying sheet so only one row is showing. Child reads list of letters orally.

12 Name Date A F K P W Z B H O J U C Y L Q M D N S X I E G R V T a f k p w z b h o j u a c y l q m d n s x i e g r v t g

13 Second Semester Common Assessment 4.1 Predictions based on the picture clues or title. Score A 4 P 3 B 2 M 1 Administration: Book Let Me In (Rigby Series) Discuss the front cover together. Read the title. Ask, who is saying Let me in? Then ask, Who do you think he is saying it to? Ask the child, Do you know what animals you see on a farm? Does the child make predictions from the title and front cover illustrations? Does the child make real life connections? Turn to the title page. Ask the child, Do you think you were right? Teacher continues to read the story through pages 6/7. Turn to pages 14 and 15. Ask, How do you think the story will end? Does the child confirm or reject early predictions in the light of new information? Does the child make a reasonable prediction at this turning point in the story?