East newark public schools
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Introduction Commissioned by the New Jersey Department of Education, the National Institute for Early Education Research at Rutgers University formed the English Language Arts (ELA) Assessment Committee and Advisors. This group will develop the units of assessment to align to the New Jersey Model Curriculum for kindergarten and grade 1 for English Language Arts. This document is the third of five units for kindergarten. Aware of the increasing demands on teachers and with the understanding that teaching and assessment are not separate acts, but rather used to inform one another, the committee designed these tasks for the kindergarten teacher to administer at the completion of Unit 3 of the Model Curriculum. This is a formative assessment that will provide data to teachers showing each student’s accomplishments toward the Student Learning Objectives of the Model Curriculum. Several of the tasks will remain the same throughout the year and will demonstrate student growth from September to June. The continuum and rubrics that are provided are to be used by the teacher throughout the implementation of the curriculum. In particular, the Reading Development Continuum will provide the teacher valuable information to guide instruction for each student at his or her developmental level. The Student Record and Planning Form is provided as a summary of the student’s performance on all of the subcomponents of the tasks. Although this provides a summary page, the details from the evaluation forms embedded within the tasks provide the data needed to inform instruction. Teachers may then use the data collected to plan instruction and outline a plan for the child for the next six weeks. Aggregated data are valuable for use in identifying students' strengths as well as clearly determining where the class is struggling as a whole and the areas in need of additional support through instruction. Contents Page Content 3 Student Record and Planning Form 4 Task 1: Print Concepts Checklist 5 Task 2: Letter and Sound Identification 6 Task 2: Letter and Sound Identification Student Forms 8 Task 3: Writing 9 Task 3: Developmental Writing Continuum 10 Task 4: Phonemic Awareness and Common Word Identification 14 Task 5: Comprehension 3 Draft 12-5-12 Student Record and Planning Form Kindergarten, Unit 3 Name _____________________________ Primary Language ____________ Teacher_________________________ Date _______________ School ____________________________ District __________________________ Task 1 Print Concepts: _____ out of 8 Task 2 Letter Identification Upper Case: _____ out of 26 Lower Case: _____ out of 28 Letter Sound: _____ out of 21 Task 3 Writing Continuum Stage (Circle) Preconventional Emerging Beginning Developing Transitional Expanding Task 4 Rhyming _____ out of 10 Syllable Segmenting _____ out of 5 Blending ____ out of 5 Common Word Reading _______ out of 13 Task 5 Retelling/Oral Summary ___________ Planning Next Steps: Examine the data for this student, noting areas of strength and areas of need. Plan specific goals/objectives for this student to achieve through your balanced literacy instruction. (See the document, New Jersey Kindergarten Implementation Guidelines with release date April 1, 2011, for a thorough description of the literacy instruction components below.) Morning Meeting - Play-Based Centers - Literacy Centers - Small Groups - Shared Reading - the teacher involves children in reading strategies using enlarged text (including poems, non-fiction, fiction, etc.) Read Aloud - the teacher reads aloud from a variety of genres to whole class, small groups or individuals for enjoyment Writers Workshop, Journal Writing, Interactive writing and/or other writing activities 4 Draft 12-5-12 Task 1: Print Concepts Checklist STUDENT LEARNING OBJECTIVES (SLO) CCSS 7 Follow words in print left to right and top to bottom. RF.K.1.a 9 Recognize that print represents the spoken language and words are represented by specific sequences of letters, and separated by spaces. RF.K.1.b,c Directions Observe children as they handle books in the classroom. During your observations, provide the specific instructions to the child as outlined in the chart below. NOTE: If a student accurately responded to all concepts below in the Unit 1 or 2 assessments, this task does not need to be re-administered to that student for Unit 3. Mark a correct response with a score of 1 and an incorrect response or no answer with a score of 0. Name _____________________________ Date(s)______________________ Concept/SLO Teacher Instructions for Student Unit 1 Unit 2 Unit 3 Identifies the front cover of a book. Show me the front cover of this book. Identifies the back cover of a book. Show me the back cover of this book. Identifies the title page of a book. Show me the title page of this book. Demonstrate an understanding that print represents spoken language. Where do I start reading? / Where does it tell the story? Follow words in the text from left to right. Move your finger to show me where we read next. Follow words in the text from top to bottom. After the end of the line, move your finger to show me where we read next. Follow words in the text from page to page. After reading this page, move your finger to show me where we read next. Recognizes that words are separated by spaces. Show me a word by putting your fingers around the word. Additional Notes: TOTAL SCORE Task 2: Letter and Sound Identification 5 Draft 12-5-12 STUDENT LEARNING OBJECTIVES CCSS 12 Demonstrate basic knowledge of letter-sound correspondence by producing 15 of the 26 primary letter sounds of the consonants. RF.K.3.a Administration: Individual Directions Show the capital letter page. Ask the student to identify the letter and then produce the letter sound of the consonants. For example say, “What is the name of this letter? What sound does this letter make?” Only ask the letter sounds for the consonants. Next, show the lowercase letter page. Next, show the lowercase letter page. Ask the child to identify these letters. If the child identifies the letters and/or sounds correctly write a 1 in the appropriate column. If the child provides an incorrect letter or sound response write the letter or sound he or she provides and put a 0. If the child does not respond, place a 0 in the appropriate column. NOTE: If the student correctly identified all the letters in Unit 2 then the letter ID does not need to be administered. Similarly, if the student correctly identified all the consonant sounds accurately in Unit 2 this assessment does not need to be administered here in Unit 3. Name ____________________________ Date ________________ Letter Response Sound Letter Response A a K k M m R r L l Z z B b I i N n J j S s C c O o H h T t P p Y y E e U u Q g X x F f V v W w G g D d a q 6 Draft 12-5-12 Task 2 Letter and Sound Identification: Student Form A I T F K N P V M J Y W R S E G L C U D Z O Q B H X 7 Draft 12-5-12 Task 2 Letter and Sound Identification: Student Form a i t f k n p v m j y w r s e g l c u d z o g a b h x q 8 Draft 12-5-12 Task 3: Writing STUDENT LEARNING OBJECTIVES CCSS 14 Draw and write an opinion piece stating the topic (self- chosen or teacher directed) and an opinion on the topic. W.K.1 15 Create an informative/explanatory piece that names the topic and supplies information using emergent writing, pictures and dictation. W.K.2 17 Participate in group writing activity, including shared research (e.g., compare stories written by one author and state an opinion about them). W.K.7 20 Create an illustration to add details to a description. SL.K.5 21 Print 15 upper and lower case letters. L.K.1.a Directions Choose two writing pieces to evaluate for each student, one opinion piece and the other informational text. Choose these pieces from the writing children typically do in your classroom. These may be self-chosen topics or teacher-provided prompts. Developmental Writing Continuum Examine the student’s “writing” (e.g., drawing, letters, words, labels, scribbles, etc.). Highlight the characteristics of the child’s writing on the continuum. Identify the stage of development for this writer based on the two writing pieces. Use the continuum and look to the next level to plan instruction for this student. Note that this continuum reaches up to first grade skills. Generally, children achieve many of the characteristics of a “beginning” writer upon leaving kindergarten. However, the continuum provides higher levels to assess a range of student ability/achievement. 9 Draft 12-5-12 Task 4: Developmental Writing Continuum (K-1) Stage Preconventional Emerging Beginning □ Makes marks on paper (drawing, scribbling, pretend writing) □ Relies primarily on drawing to convey meaning □ May write some random recognizable letters □ Begins to write first name □ Dictates writing to convey meaning □ Tells about own “writing” and pictures or pretends to “read” own writing □ Copies names and familiar words □ Uses pictures and print to convey meaning □ Begins to match sounds to letters □ Generally prints with uppercase letters □ Represents whole word with beginning consonant or string of random letters □ Writing placed randomly on page □ May experiment with punctuation □ Begins to write left to right □ Dictates writing to convey meaning □ Begins to “read” own writing □ Writes names and favorite words □ With guidance, names topic and writes using drawings, words and/or simple sentences □ Writes about simple topics, opinions, and orders events (beginning, middle, and end) □ Uses text to convey meaning with less support from the illustration □ Writing is from top to bottom/left to right □ Interchanges uppercase and lowercase letters □ Begins to use spaces between phonetically spelled “words” □ Uses more than one sound/letter to represent words □ Letters are chosen on the basis of sound not based on conventional spelling patterns □ Begins to use punctuation □ Reads own writing to share Stage Developing Transitional Expanding □ Introduces or names topic □ Writes recognizable short sentences □ Writes about opinions, observations and experiences with some descriptive words □ Writes simple facts about topic (nonfiction pieces) □ Orders events with some temporal words □ Adds some details □ Provides some sense of closure to writing □ Uses uppercase and lowercase letters appropriately □ Uses periods and question marks appropriately □ Uses phonetic spelling □ With prompting and support, adds details to strengthen writing □ Writes some high frequency words □ Reads and shares own writing □ Provides feedback to peers about their writing □ Writes complete sentences with a central idea/topic in mind □ Writes about opinions, observations and experiences with descriptive words □ Writes nonfiction pieces (e.g. magazine articles) □ Recounts an event or sequence of events □ Includes details, feelings, and thoughts □ Provides concluding statement or section □ Uses uppercase and lowercase letters appropriately □ Places commas where needed in dates or a series of single words □ Correctly uses periods and question marks □ Correctly spells many high frequency words □ Uses logical phonetic spelling □ Spells simple and some high frequency words correctly □ With guidance and support, adds details to strengthen writing □ Shares writing with peers and offers feedback to peers in regards to their writing □ Writes in various formats (nonfiction, fiction, narrative, poetry, etc.) □ Organizes ideas in a logical sequence □ Maintains central idea throughout the piece □ Recounts a well elaborated event or sequence of events □ Includes details, feelings and thoughts □ Provides concluding statement or section □ Edits for spelling and punctuation accurately □ Strengthens writing by editing and revising with feedback □ Begins to develop paragraphs □ Spells most high frequency words correctly and phonetic spelling represents a close representation (May still use phonetic spelling for advanced words) □ Shares writing with peers and offers feedback to peers in regards to their writing 10 10-19-12 Task 4: Phonemic Awareness and Common Word Reading STUDENT LEARNING OBJECTIVES CCSS 8 Produce three simple rhyming words. RF.K.2.a 10 Count, pronounce, blend, and segment syllables in spoken words. RF.K.2.b 11 Blend and segment onsets and rimes of single-syllable spoken words. RF.K.2.c 13 Read high-frequency sight words (e.g., all, no). RF.K.3.c Administration: Individual Directions The six sub-tasks can be administered all at once or at three separate times. 1. Producing Rhymes Exercise: Work with the student individually to provide rhymes for the spoken words provided. If a student gives two correct rhymes write those words and place a 2 in the column. If a student gives one correct and one incorrect rhyme, write the words down and place a 1 in the column. If the student provides one or more incorrect rhymes and no correct rhymes or if a student does not answer, place a zero in the column. Student Directions: I’m going to say a word and I want you to tell me 2 words that rhymes with it. Here’s an example: If I say, sun you could say, “Run, fun.” If I say row you could say, “Bow, low.” 2. Syllable Segmenting Exercise: Work with the student individually to separate the syllables in the spoken words provided. If the student produces the correct number of syllables, place a 1 in the column. If a student provides the incorrect number of syllables, write the number of syllables given and place a 0 in the column. If a student does not answer, place a 0 in the column. Student Directions: I’m going to say a word and I want you to break it into parts by clapping and telling me the parts. Here’s an example: If I say rainbow you would clap once and say “rain” and clap once and say “bow.” Rainbow (clap two times) has two parts. If I say kite, you would clap once and say “kite.” Kite (clap once) has one part. Model these examples for the student. 3. Syllable Blending Exercise: Work with the student individually to blend the syllables in the spoken words provided. If the student produces the correct response, place a 1 in the column. If a student provides an incorrect response or does not blend the syllables into one word place a 0 in the column. If a student does not answer, place a 0 in the column. Student Directions: I’m going to say parts of a word and I want you to put the parts together and tell me what word you hear. Here’s an example: If I say can / dy you would say “candy.” If I say Sep / tem / ber, you would say “September.” Model these examples for the student. 4. Common Words Exercise: Administer this task one-on-one with each student in a quiet part of the room. Use two pieces of paper to cover the columns of words so that only one column is showing at a time. Ask the student to read the words in the column that is showing. Begin with the left column and work to the right. Note that these word lists are not expected to be mastered in the early units. Rather, this is a yearlong assessment to demonstrate the student’s growth in word reading. 11 10-19-12 Name ______________________________ Date _____________________ Producing Rhymes Exercise Word Student Responses Score top bat fit hook bake TOTAL CORRECT Syllable Segmenting Exercise Word Student Response popcorn bike pencil sunflower cake TOTAL CORRECT Syllable Blending Exercise Word Student Response birth / day ham / bur / ger bas / ket ba / nan / a ap / ple TOTAL CORRECT 12 10-19-12 Name ______________________________ Date _____________________ Common Words Exercise UNIT 3 UNIT 4 UNIT 5 I a and the is my to you she are do of does Download 5.31 Kb. Do'stlaringiz bilan baham: 
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