Kindergarten Literacy Survey

Transcription

1 Beginning of the year guidelines Kindergarten Literacy Survey At the beginning of each year, plan to assess students by the third week of school on: beginning sounds, rhyming words, and syllables. If students have success in these areas, you are encouraged to do further testing that will help drive your instruction. For example, if students master: beginning sounds you would move onto ending sounds and then middle sounds. If they do well on COP your next step would be to test HF words. If they have a solid understanding of many of those HF words, a running record would come next. ***Using teacher discretion is always encouraged as it will help drive your instruction and move students in the right direction. Specific Directions for the Survey This assessment will be administered at the beginning of the year and at the end of each quarter. If a student scores 5/6 or 6/6 two times in a row on any sub-test, teacher does not need to do that sub-test again. Letter Naming Directions (Show Protocol Sheet 1 Letter Naming, Capital Letters. Do not provide any help with these items or tell the child if answers are wrong or right.) Assessment Items 1. I d like you to tell me the names of these letters. What letter is this? Note: You may point to the letter or use index cards or an index card with a window cut in it to show one letter at a time. Move left to right across the rows of letters. 2. (Show Protocol Sheet 2 Letter Naming, Lowercase Letters) Now, I d like you to tell me the names of these letters. What letter is this? Recording On the Recording Form, circle correct responses. If a child gives an incorrect letter, record the letter the child gave. If the child does not respond, put a slash through the letter.

2 Beginning Sounds Directions Words can begin with the same sound. Listen to these words: boy, ball, and balloon. All of these words begin with the same sound, /b/*: boy, ball, balloon, /b/. *Note: Whenever a letter appears between two slash marks, as /b/, the person giving this Survey should say the sound for this letter, not the name of the letter. Practice Items What sound do you hear at the beginning of ride? (If necessary, give the sound at the beginning of ride /r/. This is done for the practice item only.) ride Tell me a word that begins with the same sound as ride, /r/. (If necessary, give examples: red, race, rhyme, run, Roger all begin with /r/. This is done for the practice item only.) Assessment Items (Do not provide any help with these items or tell a child whether the response is correct.) What sound do you hear at the beginning of? Tell me a word that begins with the same sound as, / /. (Teacher says the word and the beginning sound for each assessment item.) 1. sink /s/ 4. donkey /d/ 2. pie /p/ 5. feather /f/ 3. more /m/ 6. children /ch/ Recording On the Recording Form, there are 2 columns for each word one for giving the sound, one for producing another word that begins with the same sound. Indicate correct responses with. If a child gives an incorrect sound or word, write that word. If a child gives a sound, write the letter that represents the sound between two slash marks, for example, /r/. Write 0 if a child does not respond. Practice Items. For Scoring Purposes: Students only get the point if they can identify the sound and produce another word that begins with the sound.

3 Ending Sounds Directions Words can end with the same sound. Listen to these words: hop, cap, tulip. All of these words end with the same sound, /p/: hop, cap, tulip. Practice Items What sound do you hear at the end of tub? (If necessary, give the sound at the end of tub /b/. This is done for practice item only.) Assessment Items (Do not provide any help with these items or tell a child whether the response is correct.) What sound do you hear at the end of? 1. fan 4. hot 2. rake 5. arm 3. leaf 6. old Middle Sounds Directions Words can have the same sound in the middle. Listen to these words: can, fat, laugh. All of these words have the same sound in the middle, /ă/: can, fat, laugh. Practice Items What sound do you hear in the middle of sick? (If necessary, give the sound in the middle of sick /ĭ/. This is done for the practice item only.) Assessment Items (Do not provide any help with these items or tell a child whether the response is correct.) What sound do you hear in the middle of? 1. gum /ŭ/ 4. tab /ă/ 2. net /ĕ/ 5. pin /ĭ/ 3. mop /ŏ/ 6. bake /ā/

4 Phonemic Awareness Rhyme Directions When words rhyme, they sound the same at the end. For example, fun, run, and sun rhyme. I m going to say a word, and I want you to give me a word that rhymes with my word. Practice Items Listen to this word dig. Tell me a word that rhymes with dig. (If necessary, give examples: big, pig, fig, wig all rhyme with dig. This is done for the practice item only.) Assessment Items (Do not provide any help with these items or tell a child whether the response is correct.) Tell me a word that rhymes with. 1. bat 4. got 2. head 5. rug 3. fan 6. be Recording On the Recording Form, indicate correct responses with. If a child gives an incorrect word, write that word. Write 0 if the child does not respond. Score responses as correct if they rhyme, even if they are nonsense words. practice items.

5 Blending Onsets and Rimes Directions Sometimes you can add a sound to the beginning of a word and make a new word. If I have the word at, and I add the /s/ sound at the beginning of at, I make the word sat: /s/ at, sat. Practice Items What word do I have if I add the /p/ sound at the beginning of ink? /p/ ink? (Give the word pink, if needed. This is done for the practice item only.) Assessment Items (Provide no additional help with these items or tell a child whether the response is correct.) What word do I have if I add the / / sound at the beginning of? / / (Entire assessment stem should come before each assessment item.) 1. /m/ an 4. /b/ ill 2. /f/ all 5. /c/ ap 3. /t/ able 6. /m/ other Recording On the Recording Form, indicate correct responses with. If a child gives an incorrect word, write that word. If a child gives a sound, write the letter that represents the sound between two slash marks, for example, /r/. Write 0 if a child does not respond. Practice Items.

6 Counting Syllables Directions Sometimes you can break a word into parts called syllables. For example, giraffe has 2 parts or syllables. Watch and listen (clap or use fingers to show the syllables for giraffe). Some words have only one part or syllable like dog (clap or use fingers to show the syllable for dog ). Practice Items How many syllables or parts are there in the word kitten? (two) Assessment Items (Provide no additional help with these items or tell a child whether the response is correct.) How many syllables are in the word? (Entire assessment stem should come before each assessment item.) 1. basketball (three) 4. finger (two) 2. refrigerator (five) 5. watermelon (four) 3. bug (one) 6. hat (one) Recording On the Recording Form, indicate correct responses with. If a child gives an incorrect number, write that number or write how the child broke the word into parts. Write 0 if a child does not respond. Practice Items.

7 Phoneme Blending Directions Words are made by putting sounds together. I am going to say the sounds, and I want you to tell me what word they make. For example, /s/ /ă/ /t/ make the word sat. Practice Items /b/ /ĕ/ /d/ What word would I have if I put together the sounds /b/ /ĕ/ /d/? (If needed, say: /b/ /ĕ/ /d/ makes bed. This is done for the practice item only.) Assessment Items (Provide no additional help with these items or tell a child whether the response is correct.) What word would I have if I put together the sounds /_/ /_/ /_/? 1. /t/ /ă/ /p/ (tap) 4. /k/ /ŭ/ /t/ (cut) 2. /m/ /ĕ/ /n/ (men) 5. /b/ /ĭ/ /k/ (bike) 3. /j/ /ŏ/ /g/ (jog) 6. /s/ /ŏ/ /f/ /t/ (soft) Recording On the Recording Form, indicate correct responses with. If a child gives an incorrect word, write that word. If a child gives a sound, write the letter that represents the sound between two slash marks, for example, /r/. Write 0 if a child does not respond. Practice Items.

8 Phoneme Segmentation Directions Now I will say a word and I want you to tell me the sounds that are in the word. For example, if I said sat, you would say /s/ /a/ /t/. Practice Items What are the sounds in mud? Think about the first sound, the next sound, and the last sound. (If necessary, say: The sounds in mud are /m/ /u/ /d/. This is done for the practice item only.) Assessment Items (Provide no additional help with these items or tell a child whether the response is correct.) What are the sounds in? 1. pat (/p/ /ă/ /t/) 4. mean (/m/ /ĕ/ /n/) 2. sip (/s/ /ĭ/ /p/) 5. joke (/j/ /ŏ/ /k/) 3. tick (/t/ /ĭ/ /k/) 6. fast (/f/ /ă/ /s/ /t/) Recording On the Recording Form, indicate correct responses with. If a child gives an incorrect word, write that word. If a child gives a sound, write the letter that represents the sound between two slash marks, for example, /r/. Write 0 if a child does not respond. Practice Items.

9 Familiarity with Print Concepts of Print Directions Now I m going to ask you to find some things on this page. (Show Protocol Sheet 3 - Fig. 1.) Updated 7/30/12, revised 11/6/15, revised 8/23/16 Practice Items Show me which of these is a number. (Show correct response, if necessary.) Which of these is a square? Point to the square. (Show correct response, if necessary.) Assessment Items (Provide no additional help with these items or tell a child whether the response is correct.) Cat 7 A girl found a red ball. It was a big, red ball. 1. Show me which of these is a letter standing all by itself just one letter by itself. (Child can point to B the letter B, A, or a.) 2. Show me which of these is a word standing all by Fig. 1 itself just one word by itself. (If a child points to the word a, direct the child to point to another word. The child may point to the word cat or any of the words in the two sentences.) 3. Show me which of these are sentences. (Child can point to either sentence.) 4. If I were reading these sentences, show me where I would start reading them. (Teacher uses finger to draw an oval around the two sentences.) 5-6. Point your finger to show which way I would go if I were reading these sentences. (If a child stops at the end of the sentence, ask the following question.) wonderful won Where would I go next? Show me. (5 left to right) (6 return sweep) in introduction 7. This sentence (point to first sentence) says, A girl found a red ball. (Point to the sentence.) I m going to read the words again slowly. I want you to touch each of the words in the sentence with your finger as I say the words. Have the child point to the first word. Then say, Move your finger to show the word I m reading. tell Chrysanthemums television (Read each word slowly as you continue reading the sentence.) Fig (Show Protocol Sheet 4 - Fig. 2 Spoken/Written Word Correspondence. Point to the first pair of words.) Look at these two words. One of them is the word won and the other is the word wonderful. Which of these words is won? Use the same directions, alternating long and short words as the target items for in, introduction; tell, television; and Chris, chrysanthemums. Chris

10 Recording On the Recording Form, indicate correct responses with a. Write 0 if the child does not respond. Discontinue If a child misses four of the first six items, items 7 and 8 can be omitted and assumed to be incorrect. Extension: If a child has 7 or 8 of the first 8 items correct, administer the additional three test items (to determine if a child exceeds expectations (E) for instructional and reporting purposes.) 9. (Show Protocol Sheet 3.) Point to the first word at the beginning of a sentence. 10. Point to a letter that is a capital letter. 11. Point to the period.