isel- k/1: illinois snapshots of early literacy...isel- k/1: illinois snapshots of early literacy...

ISEL- K/1: ILLINOIS SNAPSHOTS OF EARLY LITERACY
Student

Classroom Teacher

School

Race/Ethnicity

Date

Examiner Name or Init

EEnntteerr ssttuuddeenn

1 Alphabet RecognUpper and Lower C

2 Story Listening: Comprehension and

3 Phonemic AwareInitial Consonant

4 One-To-One: Matching and Word

5 Letter Sounds

6 Developmental S

7 Word Recognitio

9 P assage Readin 8

Oral Accuracy

SNAPS

Comments:

KKIINNDDEERRGGAARRTTEENN SSuummmmaarryy SSccoorreesshheeeett VVEERRSSIIOONN 11——SSPPRRIINNGG

Gender Male Female

Free and Reduced Yes No

Birthdate Migrant Yes No

Preschool Yes No

L.D. Resource None LD Speech

ials

Limited English Proficiency None ESL Bilingual

SSPPRRIINNGG:: KK II NN DD EE RR GG AA RR TT EE NN tt’’ss ssccoorree ffoorr eeaacchh ssnnaappsshhoott aaddmmiinniisstteerreedd aanndd cciirrccllee hhiigghheesstt ppeerrcceennttiillee iinnttoo wwhhiicchh eeaacchh ssccoorree ffaallllss

ition: ase 54 47 51 52 53 53 54 54 54 54

Vocabulary 21 11 14 15 16 17 18 19 19 20

ness: 10 6 7 9 9 10 10 10 10 10

Naming 9 5 7 8 8 8 9 9 9 9

26 15 18 20 21 22 23 24 25 25

pelling 27 8 11 14 15 17 17 19 19 21

n 22 3 4 6 7 8 10 12 14 18 g: -B 8-D 8-H 8-J

3

3

3 3

12 0 0 1 2 3 4 5 6 8

HOTS Highest Possible Score

StudentScore

10th %ile

20th %ile

30th %ile

40th %ile

50th %ile

60th %ile

70th %ile

80th %ile

90th %ile

DEVELOPED BY:Rebecca Barr

Camille Blachowicz Roberta Buhle Jeanne Chaney

Carol Ivy Guadalupe Suárez-Silva

National College of Education ISBE SPONSORED PROJECT

Coversheet Revised 3/25/07

MATERIALS This scoresheet Pages 1 and 2 in IISSEELL--KK//11 VVeerrssiioonn 11 Administration Booklet

DO and SAY

Say the name of each letter. If you don’t know a letter, we’ll skip it and go on.” “ Teacher points to each letter.

MARK Incorrect response ……………… Record incorrect response (including reversals) above letter. No response or “I don’t know”..... Circle omitted letter. Self-corrections…………………. Place sc above self-corrected letter.

RECORD

OPTION: If student misses ALL letters in top row (but only if ALL 6 in 1st row), you may: 1

. Discontinue Upper Case.

2. Begin Lower Case.

O B A X C Z S E P L T M

F W K R D I

Y Q H G N J

U V

RECORD

OPTION: If student misses ALL letters in top row (but only if ALL 6 in 1st row), you may: 1. Discontinue Lower Case. 2. Begin Snapshot 2.

o c x s z i e w p m k r

y t a v j f

u a n h b g

d l q g

SCORE

Version 1 Snapshot 1 ALPHABET RECOGNITION: Upper and Lower Case

Score 1 point for each correct letter. Self-corrections are correct. Reversals are not correct.

Comments/Observations:

LPHABET RECOGN NA ITIO : /54 Upper Case /26

Lower Case /28

7/15/04

MATERIALS

This scoresheet T he Carrot Seed by Ruth Krauss

D O and SAY

“I’m going to read you a story. It’s called ‘The Carrot Seed.’ When I finish, we’ll talk about the story.”1. Position book to provide student with a clear view of the illustrations. 2. Read ‘The Carrot Seed” to the student, without any discussion before or during story. 3. After reading, ask questions below. For questions 1 and 9, only use prompts (in parentheses) if needed.

MARK Mark any reasonable comprehension response with a plus (+) in its box ( ). Mark each acceptable vocabulary response with a plus (+) in its corresponding circle ( ). If a vocabulary circle has a plus (+), the corresponding comprehension box should also have a plus (+). 1. How did the story begin?

(What was the first thing the little boy did?)

Gives any reasonable answer: planted a carrot; planted a seed; put something into the ground; planted something in the ground; put something in to grow, etc.

Uses any form of the word plant (e.g., planted). Uses any form of the word seed and/or carrot.

2. After he planted the seed, what did his family say?

Gives any reasonable answer.

Uses any form of the word(s) come up and/or grow (e.g., growed). 3. What did he do after his family said it wouldn’t come up?

Gives any reasonable answer: he took care of it; he watered it; he pulled the weeds; he kept watching it, etc.

Uses any form of the word water (e.g., waters) and/or sprinkle (e.g., sprinkled). Uses any form of the word weed.

4. Why did the little boy

keep taking care of the carrot seed after his family said it wouldn’t

come up?

Gives any reasonable answer: he wanted a carrot; he wanted to keep taking

care of it, etc. Uses the word believe (e.g., he didn’t believe them) and/or know (e.g., he knew it could grow) and/or thought differently (e.g., he thought it could grow).

5. What happened at the end of the story?

Gives any reasonable answer: it came up; he got his carrot; he carried it away, etc.

Uses any form of the word grow (e.g., growed or came up). 6. Tell me how you plant a

seed.

Gives any reasonable answer: put something in to grow; put something in the dirt; dig a hole for seeds, etc.

Uses any form of the word dig and/or hole and/or bury. Uses any form of the word ground and/or dirt.

7. What are weeds? Gives any reasonable answer: little things in the ground; the little sticks; little plants; green things, etc. Indicates that weeds are plants or growing things (not just “sticks”): plant; flower; growing stuff; like little grasses. Indicates that weeds are harmful: they crowd; they take the shade; they are bad; you don’t want them there.

8. What is a carrot? Gives any reasonable answer: something you eat; a vegetable; for bunnies; for eyes; for horses; food; dinner; for your health. Uses any form of the word vegetable.

RECORD

9. What did you like about the story? (What was funny or surprising; what didn't you like?)

Gives any answer except, “I don’t know.”

SCORE Score one point for each box and/or circle that contains a plus.


STORY LISTENING: Comprehension and Vocabulary 21

Version 1Snapshot 2 STORY LISTENING: Comprehension and Vocabulary

7/15/04

MATERIALS

This Scoresheet Page 3 in IISSEELL--KK//11 VVeerrssiioonn 11 Administration Booklet

DO and SAY

“Let’s find pictures that start with the same sound. I’ll do the first two.” For Examples A and B only, say (pictures A & B are identified by dotted lines in Administration Booklet): EXAMPLE A [1] “Which of these pictures starts like MOON?” [2] “COMB—CHAIR—MILK.” [3] “MILK starts like MOON.” [4] “MMMILK—MMMOON.” EXAMPLE B [1] “Which one starts like FISH?” [2] “SAW—FIRE—CAR.” [3] “FIRE starts like FISH.” [4] “FFFIRE—FFFISH.” For questions 1-10, say (pictures identified by solid lines in Administration Booklet): 1. “Which of these pictures starts like…” 2. Point to all 3 pictures while saying each name clearly. 3. Do not emphasize beginning sounds, or identify matching pair, or repeat student's answer. If student tries to say the picture names before teacher, say, “Let me say the picture names.” If student tries to answer before all three pictures are named, say, “Wait until I name them all.”

MARK C ircle student responses. Correct responses are capitalized and bolded. 1. “Which one starts like SIDE?”

ring jeep SUN

2. “Which one starts like MAIL?” foot MOP bat

3. “Which one starts like SHINE?” SHOE chair doll

4. “Which one starts like JET?” shell JAM bike

5. “Which one starts like FEET?” mask FAN door

6. “Which one starts like LAMP?” LEAF moon cake

7. “Which one starts like ROAD?” fence bell RAKE

8. “Which one starts like CAN?” star flag CUP

9. “Which one starts like BACK?” BIRD fish shirt

RECORD

10. “Which one starts like PAN?” nose PIG lamp

SCORE

core 1 point for each correct answer. S

Version 1Snapshot 3 PHONEMIC AWARENESS: Initial Consonant


PHONEMIC AWARENESS: Initial Consonant 10

7/15/04

MATERIALS

This scoresheet P

ages 4, 5, and 6 in IISSEELL--KK//11 VVeerrssiioonn 11 Administration Booklet

DO and SAY “We’re going to read a short story together. I’ll read each page first and point to each word as I read. Then it will be your turn to read and point on the same page.” The process below is repeated in full for each sentence before moving on to the next page:

[1] Teacher reads one sentence aloud (and alone), pointing once to each word in that sentence. [2] Student reads same sentence (alone), pointing to each word in that sentence. If student fails to try pointing, teacher can lift the student's finger toward (but not onto) print on the page. [3] After student reads each sentence, teacher points to each of two target words in that

sentence, one word at a time, and asks, “What’s this word?” After teacher reads and points to each sentence (step 1 above), s/he avoids talk or distractions in

order to facilitate student's memory of that sentence.

If teacher is unsure whether student pointed to each word (e.g., student pointed and read too quickly), the teacher can direct student to read sentence again and to point more carefully. FOR EACH OF 3 SENTENCES IN THE STORY: If student points once to each and every word while reading sentence……If student does not point once to each and every word in sentence….…….. If student correctly identifies a target word to which teacher points……..…If student does not correctly identify target word to which teacher points...….

Plus (+) in WORD POINTING column. Dash (-) in WORD POINTING column. Plus (+) in WORD NAMING column. Dash (-) in WORD NAMING column.

MARK

NOTE: In WORD NAMING, if student's word naming response is a close approximation, score response as correct (e.g. student says “walked” instead of “walking”). However, if student struggles to remember/repeat a sentence, check DIFFICULTY REMEMBERING SENTENCE box.

RECORD

Sentences 1. Kim is walking in the rain. 2 1

Difficulty remembering sentence

2. She sees a big dog.

1 2


3. The dog shakes water on Kim. 2 1


Word

Pointing

Read and pointed to all words



Word

Naming 1. rain

1. she

1. water

Word

Naming

2. walking

2. big

2. dog

Version 1Snapshot 4 ONE-TO-ONE: Matching and Word Naming

SCORE

C ount all pluses (+) in WORD POINTING column and enter below (total possible = 3). C ount all pluses (+) in WORD NAMING columns and enter below (total possible = 6).


Pointing /3 Naming /6

/9 ONE-TO-ONE MATCHING AND WORD NAMING:

7/15/04

MATERIALS

This scoresheet Page 7 in IISSEELL--KK//11 VVeerrssiioonn 11 Administration Booklet

DO and SAY

“You told me the names of the letters. Now tell me the sound you make when you see each letter. Not the name…just the sound. If you don’t know the sound for a letter, we’ll skip it and go on. Here’s how I do it." Teacher points to M in Administration Booklet and says, "When I see this letter, I say, /mmm/.” • After giving example with M, say, “Now I want you to make sounds for some other letters.” • If student says letter name say, “That’s the name. Do you know the sound?” • If student says a word that begins with the sound, say, “Can you make the sound for this letter?” • If student gives the long sound for a vowel (like the /a/ sound in CAPE), say “Do you know another sound for this letter?” Give credit only if student makes a short vowel sound (like the /a/ sound in CAP). • If student gives the soft sound for C (like the /s/ sound in CITY), say “Do you know another sound

for this letter?” Give credit only if student makes the hard sound for C (like the /c/ sound in CUT). • If student gives the soft sound for G (like the /j/ sound in GYM), say, “Do you know another sound

for this letter?” Give credit only if student makes the hard sound for G (like the /g/ sound in GOT).

MARK

Incorrect response…………………………………………..... Record incorrect response above letter. No response or “I don’t know”………….…………………… Circle omitted letter. Self-correction…………………………..…………………..... Place sc above self-corrected letter.Student says letter name before giving sound (e.g.,“b” /b/)…… Response is considered correct. S tudent attaches an /uh/ sound after consonant (e.g., /buh/ for /b/)….Response is considered correct.

RECORD

OPTION: If student misses ALL letters in top row (but only if ALL 6 in 1st row), you may: 1. Discontinue

Snapshot 5.

2. Begin Snapshot 6.

Consonant Sounds

Short Vowel & Digraph Sounds

B S P T K Z

D F C V J G

L N R H W Y

a o e i u sh th ch

SCORE S core 1 point for every correct sound. Count self-corrections as correct.

Comments/Observations

LETTER SOUNDS 26

7/15/04

Version 1Snapshot 5 LETTER SOUNDS

MATERIALS

This scoresheet B ack page of this packet and a pencil (for student use)

DO and SAY

“ e’re going to write some words. I’ll go first. The word is ‘MAT.’ What letter should I write first?” W If student does not quickly provide a letter, say, “I hear an M.” Write the letter M. Then say , “Do you hear anything else?” Supply letters if student does not say remaining letter names. Repeat proce ss for LIP. Do not skip this 2nd exemplar. Clearly pronounce each of 6 spelling words to student, but do not stretch out or pronounce words slowly. To determine if student has finished spelling, say, “Let me know when you’re ready for the next word.”

MARK Reproduce student’s attempts in STUDENT’S SPELLING column. See SCORE (below) for additional directions.

RECORD OPTION: If student does not at least produce letter-like symbols fort the first 2 words, you may: 1. Discontinue

Snapshot 6. 2. Proceed to

Snapshot 7.

1. back

2. mail

3. step

4. junk

5. peeked

6. chin

STUDENT’S SPELLING

CORRECT &

ACCEPTABLE LETTERS

b a ck p c k g

m ai l a le ay o

s t e p c d a b j u n k g o c ck g p ee k ed b ea c t e g d ck ch i n h e sh t c j g

LETTER POINTS

(3)

(3)

(4)

(4)

(4)

(3)

BONUS POINT(Correctly Spelled)

(1)

Award Bonus Point for MAIL or MALE

(1)

(1)

(1) Award Bonus Point

for PEEKED or PEAKED

(1)

(1)

TOTALPOINTS

(4)

(4)

(5)

(5)

(5)

(4)

Version Snapshot DEVELOPMENTAL SPELLING

SCORE Before scoring, refer to Teacher’s Guide for additional assistance and xamples. e

1. Circle 1st consonant. Discontinue scoring a word if 1st consonant IS NOT represented by a letter listed for tha word under 1st column of CORRECT & ACCEPTABLE LETTERS. If 1st consonant is not represented, the word is given 0 points (e.g., if student writes AC for BACK, the score for that word is 0). 2. If first sound IS represented under CORRECT & ACCEPTABLE LETTERS, circle it and all subsequent letters if they occur in the same order from left to right as listed in columns under CORRECT & ACCEPTABLE LETTERS (e.g., for STEP, SPT receives 2 points). Ignore inserted letters (e.g., for STEP, SOCP receives 2 points). 3. For each word, count the number of columns that contain a circled letter. Give only one point per column (i.e. a column with 2 circled letters earns only one point.) For example, with JUNK, JUOK receives only 3 points

because the U and the O are circled in the same column). Enter the number of circled columns in LETTER POINT 4 . Award one additional point under BONUS POINT for any word that is correctly spelled. 5. For each word, add number of LETTER POINTS plus BONUS POINT (if earned) for each word and enter total under TOTAL POINTS for that word. Add TOTAL POINTS column for a total score.

Comments/Observations: Developmental Spelling 27 7/15/

16

t

,

S.

04

MATERIALS This scoresheet in IISSEELL--KK//11 VVeerrssiioonn 11 Administration Booklet

DO and SAY “ Let’s see if you can read any of these words. I’ll point and you re

If prompts are needed, say, “What’s this one?” or “How about this one?

MARK

Correct response……………….. Plus (+) next to word. Incorrect response …………...… Dash (-) next to word. Optional: record attempt and/or incorrectNo response or “I don’t know”… dk next to word. Self-corrections………………… sc next to word.

R ECORD OPTION A:

If a student misses 6 words in direct order (either all within one column or the end of one column through top of the next column) you may: Discontinue giving

Snapshot 7 and proceed to Snapshot 8.

OPTION B: If a student correctly identifies from 14 to 17 words, you may: Finish Snapshot 7, but skip

over Snapshot 8-b (Toy Models) and begin with

with Snapshot 8-d (My Bike). Although student qualifies to skip 8-b, give student full 3 pts for 8b.

OPTION C: If a student correctly identifies 18 or more words, you may: Finish Snapshot 7 but skip

over Snapshots 8-b & 8-d (Toy Models and My Bike) and begin with Snapshot 8-h

(Paint my Room). Although student qualifies to skip 8-b and 8-d, give student full 3 pts. for EACH of those books.

1. cat

2. go

3. is

4. red

5. you

6. can

7. me

8. big

9. and

10. look

11. play

12. this

13. there

14. men

15. road

16. never

17. into

18. tree

19. friend

20. made

21. ready

22. because

S CORE

S core 1 point for each correctly identified word. C ount self-corrections as correct. Words laboriously decoded are NOT counted as correct.

C omments/Observations:

WORD RECOGNITION

WORD RECOGNITION

Version 1Snapshot 7

ad.” ” or “Try it.”

response.

22 7/15/04

MATERIALS

This scoresheet The book, Toy Models

SAY & DO “ This book is called ‘Toy Models’ and it has many pictures.” After reading the cover and title page without pointing, say, “Read to see about these toys."

MARK To mark oral reading, see Teacher’s Guide to the ISEL-K/1.

Mark a plus (+) in each box for reasonable answers to questions 1 & 2 in right-hand column of RECORD.

Check SMOOTH, WORD-BY-WORD, or LABORED to describe student’s oral reading fluency.

RECORD O PTION: Regardless of accuracy, you may discontinue this snapshot and the 3 graded passages that follow if decoding on Toy Models is painfully labored and/or if child seems frustrated. Score is 0 if reading is discontinued.

p2 A car is a toy.

p4 A boat is a toy.

p6 A truck is a toy.

p8 A horse is a toy.

p10 A doll is a toy.

p12 A farm is a toy.

p14 A train is a toy.

p16 A house is a toy

COMPREHENSION

NOTE: If reading is discontinued before end of passage, score is 0 and no comprehension qu stions are asked. e 1. ASK: “What do you do

with a toy?” Accept any answer that indicates that a toy is something you play with.

2. ASK: “What are some of the toys the book talks about?”

Student must name at least two toys in the book to receive credit. (If necessary, probe.)

Version 1 Snapshot 8-bPASSAGE READING: Leveled as 1st Grade - Early Fall Passage

S tudent’s oral reading sounded: SMOOTH WORD-BY-WORD LABORED Student’s total number of errors is (self-corrections are NOT errors). Match number of errors to a box below. At bottom right, enter ORAL ACCURACY Score (from chart below). Comprehension S ore is not included. c O RAL ACCURACY:

0 errors = 100% 1 error = 98% 2 errors = 95%

Score = 3 CONTINUE to Passage 8-d

3 errors = 93% 4 errors = 90%

Score = 2 CONTINUE to Passage 8-d

5 errors = 88% 6 errors = 85% 7 errors = 83% 8 errors = 80%

Score = 1 STOP all Passage Reading

9 or more ≤78% Score = 0 STOP all Passage Reading

SCORE


Passage Reading _______3_

7/15/04

MATERIALS

This scoresheet The book, My Bike

SAY & DO “This book is called ‘My Bike.’ In this book, a girl tells you whether she can ride her

two-wheel bike after the training wheels are taken off.” After reading the cover and title page without pointing, say, “Read to see what the girl tells us she can do.”

MARK To mark oral reading, see Teacher’s Guide to the ISEL-K/1.

Mark a plus (+) in each box for reasonable answers to questions 1 & 2 in right-hand column of RECORD.

Check SMOOTH, WORD-BY-WORD, or LABORED to describe student’s oral reading fluency.

RECORD O PTION: You may discontinue all passage reading if student makes 3 errors by end of page 2 of this book, or if decoding is painfully labored, and/or if student seems frustrated. Score is 0 if reading is discontinued.

p2 My bike has four wheels.

p3 I can ride my bike.

p4 Now my bike

has two wheels.

p7 Can I ride my bike?

p8 Mom holds me.

p10 Mom lets go.

p12 I fall down.

p14 I get up.

p16 I can ride my bike.

COMPREHENSION

NOTE: If reading is discontinued before end of passage, score is 0 and no comprehension questions are asked.

1. ASK: “What was the

little girl learning to do in this book?”

Accept any answer that relates to learning to ride a bike.

2. ASK: “How did her Mom

help her?” Accept any answer that includes one of the following: she held her; let her go; watched her.

Version 1Snapshot 8-d PASSAGE READING: Leveled as 1st Grade - Late Fall Passage

Student’s oral reading sounded: SMOOTH WORD-BY-WORD LABORED Student’s total number of errors is (self-corrections are NOT errors). Match number of errors to a box below. At bottom right, enter ORAL ACCURACY Score (from chart below). Comprehension Score is not included.

ORAL ACCURACY: 0 errors = 100% 1 error = 97% 2 errors = 95%

Score = 3 CONTINUE to Passage 8-h

3 errors = 92% Score = 2 CONTINUE to Passage 8-h

4 errors = 89% 5 errors = 87% 6 errors = 84% 7 errors = 82%

Score = 1 STOP all Passage Reading

8 or more ≤79% Score = 0 STOP all Passage Reading

SCORE

C omments/Observations:

7/15/04


MATERIALS

This scoresheet T he book, Paint My Room

DO & SAY

“We only have time to read some of this book. It’s called ‘Paint My Room.’ The author tells

you the exciting thing that one family decided to do.” After reading the cover and title page without pointing, say, “Read to see what this family did.”

MARK

To mark oral reading, see Teacher’s Guide to the ISEL-K/1. Mark a plus (+) in each box for reasonable answers to questions 1 & 2 in right-hand column of RECORD.

Check SMOOTH, WORD-BY-WORD, or LABORED to describe student's oral reading fluency.

RECORD OPTION :

You may discontinue all passage reading if student makes 8 errors by the end of page 2 of this book, or if decoding is painfully labored, and/or if student seems frustrated. Score is 0 if reading is

iscontinued. d

p 2 “Time to get up!” Mom said. “Put on your old clothes,” Dad said. “We’re going to paint your room today.” Nick sat up. It was the weekend. Mom and Dad always did something exciting the weekend. on

p 4 “What color will we paint it?” Nick asked. “You choose,” Dad said. “It’s your room.” Nick looked all around the room. Then he had a great idea.

“Let’s paint it like a jungle!” p 6 “Painting a jungle will take a long time,” sa id Mom.

“Can we paint the trees first?” Nick asked.

“OK,” Mom said. “Let’s get the cans of paint.” Dad put down a big sheet. They put the cans of paint on the sheet, and they all started painting trees.

COMPREHENSION


1. ASK: “When Nick’s

Mom and Dad woke him up, what did they say to him?”

Accept any answer that relates to getting dressed, painting his room, etc. 2. ASK: “When Nick finishes painting his room, how will it be different from most bedrooms?”

Accept any answer that includes how other bedrooms are painted only one color; that this one will look like a jungle; that this one has trees on the walls, etc.

Version 1Snapshot 8-h PASSAGE READING: Leveled as 1st Grade - Early Spring Passage

S tudent’s oral reading sounded: SMOOTH WORD-BY-WORD LABORED Student’s total number of errors is _ (self-corrections are NOT errors). Match number of errors to a box below. A t bottom right, enter ORAL ACCURACY Score (from chart below). Comprehension Score is not included.

SCORE ORAL ACCURACY:

0 errors =100% 1 error = 99% 2 errors = 98% 3-4 errors = 97% 5 errors = 96% 6 errors = 95%

Score = 3 CONTINUE to Passage 8-J

7 errors = 94% 8 errors = 93% 9-10 errors = 92% 11 errors = 91% 12 errors = 90%

Score = 2 CONTINUE to Passage 8-J

13 errors = 89% 19 errors =84% 14 errors = 88% 20 errors =83% 15 errors = 87% 21 errors =82% 16-17 errors = 86% 22-23 errors =81% 18 errors = 85% 24 errors = 80% 25 or more ≤79%

Score = 1 Score = 0 STOP all Passage Reading STOP all Passage Reading

Comments/Observations

7/15/04


MATERIALS

This scoresheet T he book, Wind Power

DO & SAY

“This is a book called ‘Wind Power.” In this book, a family tells us about the wind and

about a machine that uses the wind to make it run.” After reading the cover and title page without pointing, say, “Read to learn about this machine.”

MARK

To mark oral reading, see Teacher’s Guide to the ISEL-K/1. Mark a plus (+) in each box for reasonable answers to questions 1 & 2 in right-hand column of RECORD.

Check SMOOTH, WORD-BY-WORD, or LABORED to describe child’s oral reading fluency.

RECORD OPTION

:

You may discontinue all passage reading if student makes 8 errors by the end of page 4 in this book, or if decoding is painfully labored, and/or if student seems frustrated. Score is 0 if reading is discontinued.

p2 We love to walk up the hill behind our house. You can see the whole city. You can see right out to the ocean. p4 The wind blows there most of the time. It blows the grass flat. It’s too windy for trees to grow. p5 At the top of the hill, there is a big machine. A wind turbine. p6 The turbine looks like a windmill. p7 It sounds like a windmill as the blades whirl around. Swoosh! Swoosh! Swoosh! p9 The wind blows the blades around. The blades turn the generator. The generator makes electricity. p10 And we use electricity every day, p12 for all kinds of things.

COMPREHENSION


1. ASK: "What is a windmill?”

Accept any answer that relates to a big machine or object with paddles or arms that get blown by the wind; a power generator (e.g., “A windmill makes wind.” is not counted as correct.) 2. ASK: "Why is wind power important?”

Accept any answer that relates to making or providing electricity.

Version 1 Snapshot 8-JPASSAGE READING: Leveled as 2nd Grade - Early Fall Passage

S tudent’s oral reading sounded: SMOOTH WORD-BY-WORD LABORED Student’s total number of errors is _ (self-corrections are NOT errors). Match number of errors to a box below. A t bottom right, enter RAL ACCURACY Score (from chart below). Comprehension Score is not included. O

SCORE

O RAL ACCURACY: 0 errors =100% 1 error = 99% 2 errors = 98% 3 errors = 97% 4 errors = 96% 5 errors = 95%

Score = 3

6 errors = 94% 7 errors = 93% 8 errors = 92% 9 errors = 91% 10 errors = 90%

Score = 2

11 errors = 89% 16 errors = 84% 12 errors = 88% 17-18 errors = 83% 13 errors = 87% 19 errors = 82% 14 errors = 86% 20 errors = 81% 15 errors = 85% 21 errors = 80% 22 or more ≤79%

Score = 1 Score = 0 Comments/ Observations:

7/15/04


Version 1

Use with Snapshot 6

1st exemplar 2nd exemplar

1. 2. 3. 4. 5. 6.

After spelling, student prints name here

7/15/04

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