1. Phonological Awareness and Oral;

Language Development
To what extent is the child developing
phonological awareness and oral language skills?
Sample Assessment Tools
~Yopp Singer
~DIBELS
~Comprehensive Test of Phonological Processing
(CTOPP)
~Comprehensive Receptive and Expressive
Vocabulary Test (CREVT)
~Observation Notes
~Checklists
~Vocabulary Probes
~Oral Presentation with rubrics
~Language samples
With support, recites
nursery rhymes
With support, recognizes,
predicts, and completes
rhymes
Expresses thoughts and
needs with phrases and
simple sentences
Participates in two way
communications, mostly
staying on topic
Expands Vocabulary
Produces rhymes
Claps parts of multisyllabic
words
Blends syllables into words
Isolates beginning sounds of
words
Isolates the final sounds of
words
Blends onsets and rimes
Follow 2-step directions
Expands vocabulary
Blends phonemes
Segments phonemes in
simple words
Uses correct sentence
structure most of the time
Asks for clarification when
needed
Expands vocabulary
2. Concepts of Print, Letter Identification,
and Text Features
How familiar is the child with concepts of print,
letter identification, and text features?
Sample Assessment Tools
~Concepts About Print
~Letter ID test
~Letter Naming Fluency
~Observation notes
~Concepts of Print checklist
~Untimed Letter Naming Test
Recognizes own first name
Notices difference
between print and pictures
Turn pages of a book from
beginning to end
Identifies the book cover
and where the story starts
Follows print from left to
right; knows to sweep back
left
Can identify difference
between words and letters
Recognizes and names most
letters of the alphabet
Recognizes and names all
uppercase and lowercase
letters
Controls voice-print
matching with one-to-two
syllable words
Identifies and attends to
periods when used at the
end of sentences during
reading
Identifies and attends to
questions marks and
exclamation points during
reading
3. Decoding Skills and Word Analysis
To what extent is the child learning the decoding
and word-identification skills needed for reading?
Sample Assessment Tools
~Names Test
~Sound Symbol correspondence tasks
~Initial Sounds Fluency (DIBELS)
~Sight-word lists
~Running records
~Records of oral reading
~Quick Text Level Check-In
~Informal Phonics Surveys
Recognizes some soundsymbol
correspondences
Produces sounds for most
consonants
Knows 10-12 sight words
Produces sounds fro all
consonants and common
consonant digraphs (ch, sh,
th, wh)
Knows 20 – 50 sight words
4. Reading Strategies, Processes, and
Dispositions
To what extent does the child use early processing
strategies and comprehension strategies during
reading? How engaged is the child reading?
Sample Assessment Tools
~Running Records
~Records of oral reading
~Think-Alouds
~Interviews
~Observation and anecdotal notes
~Book logs
~Elementary Reading Attitude Survey
Uses picture or
pattern/repetition to read
a story or environmental
print “emergently”
Listens to books read aloud
each day
Begins to use more than one
cueing system to read, such
a scene finger pointing for
visual information plus
picture cues
Reads at least one or two
little books, short text
selections, or alphabet
books each day
Uses more than one cueing
system (meaning, visual, and
language cues) and begins
to cross-check
independently
Reads two or three little
books or short text selections
each day
5. Reading Accuracy and Fluency at
Increasing Text Levels
To what degree is the child reading books of
increasing complexity with accuracy & fluency?
Sample Assessment Tools
~Running Records
~Records of oral reading
~Quick Text Level Check-In
~Oral Reading Fluency (DIBELS)
~Three-Way Fluency Rubric
Reads some names and
environmental print, such
as family names, signs,
labels, symbols
Reads simple predictable or
decodable books
(previously introduced), such
as Have You Seen My Cat
and Monster Sandwich.
Text Level Target: ________
Independently reads books,
such as Five Little Monkeys
and All By Myself (previously
introduced) with
acceptable accuracy
Text Level Target: ________
EARLY FLUENT
TRANSITIONAL
Late Grade 1- Early Grade 2 Late Grade 2- Early Grade 3 Late Grade 3- Early Grade 4 Late grade 4
Retelling and responses show
developing understanding of story
elements: character, problem,
solution
Identifies some key ideas and details
after reading informational texts
Answers both literal and basic
inferential questions in response to
text read
Reading includes initiating event,
setting, characters, key events, and
solution (reflecting appropriate
inferences)
Uses some evidence form the text to
support responses to reading
Answers both literal and inferential
questions, including questions that
call for searching across parts of the
text (XX)
Identifies character traits
Identifies main idea and supporting
details from informational texts
Identifies and describes story
elements in narrative texts
Makes inferences from what is read,
including possible themes
Produces sample summaries of
narrative and informational text
read, paraphrasing as appropriate
Identifies character traits and
provides supporting evidence
Recognizes author’s craft: simile,
descriptive language, dialogue
Draws inferences using examples
and evidence from text to support
opinions and responses
Distinguishes fact from opinion,
produces short summaries if
informational text, and identifies
author’s purpose or message
Summarizes narrative text, identifies
character changes over time, and
identifies theme
Recognizes a variety of expository
text structures used by authors
description, compare–contrast,
problem–solution, time sequence,
cause and effect
Describes authors craft by referring to
literary devices such as suspense,
exaggeration, personification, and
metaphor
With support, uses prewriting
strategies, such as making a plan,
sketch, or map
Writes independently
Adds on to what is written when
prompted
Independently brainstorms and
makes a written plan before writing
With support, revises by adding
details
With some support edits own work
Selects prewriting strategies to match
the form of writing
Writing shows a broader range of
topics and forms, reflecting a
developing understanding of
purpose and audience
Rereads own writing to see if it makes
sense and to add details
Edits own work
Independently and flexibly uses steps
of the writing process, including
prewriting, drafting, revising, and
editing
Writing shows a broader range of
topics and forms, and reflects an
understanding of purpose and
audience
Revises for clarity of meaning and
word choice
Reflects on growth as a writer and
sets goals
Writes 3-4 understandable sentences
on a single topic—to communicate
information or tell a story
Writes a narrative with a beginning,
middle, and end
Writes a simple procedure
When provided with a structure,
writes short informational pieces
including details relevant to the topic
With some support, writes poetry as a
form of expression, using simple
poetic forms
Writes narrative that includes more
than one character, details, and
some dialogue
Writes procedures with steps,
materials, and relevant vocabulary
Writes informational pieces with
appropriate organization and
relevant details
Writes poetry as a form of expression,
using simple poetic forms
Writes narratives tha include a clear
problem and solution, as well as
relevant and descriptive details
Writes procedures with clear
directions and explanations
Writes informational pieces with clear
organization, elaborate and relevant
details, and appropriate citing of
sources
Writes poetry as a form of expression,
with a clear topic and use of sensory
details
Represents most beginning and
ending consonants, most consonant
digraphs, and regular short vowels
Begins to spell silent-e words
Spells grade-appropriate highfrequency
words
Spells most words with blends, silente,
and common vowels (oa, ee, oi,
ou)
Spells many r-controlled words
correctly
Spells grade-appropriate highfrequency
words
Spells past-tense (ed) and most plural
endings
Spells words with r-controlled vowels
and less common vowel teams (oi,
oy, igh)
Spells most high-frequency words
Spells common homophones
(their/there, to/too)
Applies spelling rules for inflected
endings and affixes, doubling rule,
changing y to I, dropping silent-e
Uses a variety of strategies to correct
own spelling
Uses capitals at the beginning of
sentences, lower cases within words
Uses periods appropriately at the
end of sentences
Writes in complete sentences
Uses a consistent handwriting style
with spaces between words
Uses upper case letters for proper
nouns
Uses some expanded sentences in
writing, such as a compound
sentences
Uses a variety of end punctuation
Uses commas for lists(XX)
Uses a variety of sentences, including
compound and complex sentences
Uses commas in a list
Writes contractions with apostrophes
Uses accurate punctuation (. , ? !)
Can write in cursive with some
support
Paragraph structure is evident in
writing
Uses correct subject-verb agreement
most of the time
Accurate use of common irregular
verbs
Increasingly correct use of comma
and quotation marks
Can write in cursive