Part 3: Automatic High-Frequency Word Reading in Isolation
Directions: These are the high-frequency words used in this module. Administer this part of the assessment to any student(s) you want to assess to determine automaticity. Teacher annotates reading behaviors.
live walk two new read our down been before boy only
once school tree sure none friend
Part 4:Decoding Words in Text and Reading for Fluency
Directions: Student reads sentences up to and including appropriate phase. Teacher annotates reading behaviors. Consider asking students to read it once to assess decoding and then again to assess fluency. Consider asking basic comprehension questions (e.g. “What was this passage about?”)
I can see the tree. I will go and play by it. I may be late to school.
Last year my sweet friend Patty lived down the street from the new school. One day she had a really sore throat so she did not play in her baseball game.
She had to eat a lot of ice cream and swallow very slowly. She couldn’t even eat regular food. She had to use a spray to make the swelling go down.
Part 5: Fluency
Directions: This provides an additional opportunity to assess students’ fluency. Listen to the student read aloud and record observations about the following on the suggested fluency rubric: accuracy, phrasing, attention to punctuation, expression, speed, and self-monitoring (example: rereading to self-correct). Ask suggested (or similar) comprehension questions to check for understanding.
“Pat,” said Mom. “Today is the day you have been waiting for. Your very first day of preschool. How are you feeling?”
Pat had a big, bright smile on her face. “You are right! I have been waiting for a long time. I am big and I can go to preschool. I will go today! I feel really happy! Can you see my happy face?” Pat’s cheeks were very red from smiling so big.
Mom said, “My sweet little Pat is growing up.” Pat beamed up at her. “Now go get your backpack and hop in the jeep. We need to leave right now so we can get to school and you can meet your new friends!”
What is this passage about? How does Pat feel? Use evidence from the text to support your answer.
Some intonation that reflects the tone/mood of the text
Attention to punctuation
Intonation that reflects the tone/mood of the text
Just the Right Speed
Slow and labored OR rushed throughout the text.
Somewhat slow OR rushed throughout the text.
Varies from slow to fast as appropriate throughout the text.
Part 6:Spelling Words in Isolation
Directions: Fold the paper lengthwise. Teacher says the first word, and students write it on line 1. Continue up through and including words in the students’ phase. Partial = 1–4, Full = 1–8,
Consolidated = 1–10
Directions: Consider dictating the first sentence to students working in the Full Alphabetic phase, and the second to those in the Consolidated Phase. Watch for conventions of capitalization, spelling, letter formation, punctuation, and spacing. Students should write the sentence on the back of the spelling assessment. Consider recording miscues above the words below. The train going east at three is slow today.
The creek stays quite shallow even after it rains.
Part 8:Goal Setting
Directions: Use the table to determine which foundational knowledge/skill may need to be addressed based on the assessment and observations. Determine a goal.
One-Syllable Words (Long and r-Controlled Vowel Sounds)
Digraphs, Blends, Inflectional Endings
Initial blends (2 letters)
Final blends (2 letters)
Initial blends (3 letters)
Final blends (3 letters)