guide to reading and writing instruction and assessment in ...guide... · guide to reading and...

Guide to

Reading and Writing Instruction and

Assessment in Grades 3 - 5

English Office

Revised August, 2011

2 Revised August 2011

Dr. Richard Bentley,

Superintendent of Schools

Dr. Christine Harris, Associate Superintendent of

Academics

Dr. Lisa Corbin, Senior Director,

Curriculum and Professional Development

Monica Robinson, Senior Coordinator,

English


Table of Contents Reading in Norfolk Public Schools…………………………………………………….. 5 Balanced Literacy Instruction……………………………………………………………. 6 Required Daily Segments………………………………………………………………… 9 The Building Blocks of Literacy Development……………………………………… 10 Phonological Awareness…………………………………………………………………. 10 Phonics/Word Study…………………………………………………………………...… 11 Word Recognition (DOLCH)……………………………………………………………… 16 Vocabulary.....................……………………………………………………………..… 16 Fluency…………………………………………………………………………………….. 19 Comprehension……………………………………………………………………………. 20 An Introduction to Assessment and Evaluation……………………………………. 26 Literacy Portfolios………………………………………………………………………… 27 e-Sembler…............…………………………………………………………………….. 28 Literacy Proficiency Rating (LPR)………………………………………………………. 28 Contents of Literacy Portfolios………………………………………………………….. 29 Reading Assessments…………………………………………………………………….. 31 DOLCH…………………………………………………………………………………….. 31 DRA2………………………………………………………………………………………. 39 Developmental Spelling Assessment (DSA)…………………………………………… 41 NPS Vocabulary Assessment……………………………………………………………. 57 NPS Comprehension Assessment .................................................................... 57 Writing in Norfolk Public Schools……………………………………………………… 58 Components of Writing Instruction…………………………………………………….. 59 Daily Focus Lessons………………………………………………………………………. 59 Independent Writing Time………………………………………………………………. 60 The Writing Process………………………………………………………………………. 60 Writing Conferences……………………………………………………………………… 62 Stages of Writing Development…………………………………………………………. 63 Writing Genres……………………………………………………………………………. 68 Writing Assessment…………………………………………………………………….…. 70 Baseline Writing Sample……………………………………………………………….… 70 Assessing Writing throughout the Quarter………………………………………….… 70 End of the year literacy Portfolio Contents………………………………………….. 74 ePortfolio for Students with an IEP………………………………………………….. 75 3-5 Literacy Assessments (At a Glance)……………………………………………… 76 Suggested Pacing Guide (Grade 3)……………………………………………………. 77 Suggested Pacing Guide (Grades 4 & 5)……………………………………………... 78 Reading Log…………………………………………………………………………………. 79 Creating Your EPortfolio Account………………………………………………….…. 80 Lesson Plan Requirements.............................................................................. 81 Small Group Lesson Plan Format………………………………………………….…. 82 Progress Report Considerations……………………………………………………….. 83 References…………………………………………………………………………………… 84


READING IN NORFOLK PUBLIC SCHOOLS

Balanced Literacy Instruction Balanced literacy instruction respects and addresses the needs of all learners, views teachers as informed decision makers, is flexible, and is researched based. A balanced literacy approach to instruction provides students with daily opportunities to engage in a variety of reading and writing instructional approaches that help them communicate more effectively.

In Norfolk Public Schools, students receive 2 ½ hours of daily balanced literacy instruction in oral language development, reading, word study, and writing. This instruction is provided through direct whole group instruction, small group guided practice, and independent application of skills and strategies. This quality instruction integrates direct teaching and opportunities for practice within the context of quality literature, both fiction and nonfiction, and authentic reading and writing activities. All reading instruction is guided by the Virginia English Standards of Learning as reflected in the Norfolk Public Schools Elementary English Curriculum Guide. However, the development of children’s interest and pleasure in reading and writing is just as important as student achievement. This guide serves as a resource for defining each of the critical building blocks of literacy development and the assessments required to track student progress. The following is a chart that summarizes balanced literacy instruction by providing the definition, purpose, and role of the teacher for each major component. Many of the components provide opportunities for student assessment. Norfolk Public Schools believes in using assessment to drive instruction. Teachers must accurately administer all required NPS assessments in a timely fashion to maximize opportunities for student achievement.

In a balanced literacy framework, students receive daily instruction that integrates: phonemic awareness phonics and word study fluency vocabulary text comprehension writing


A Review of Balanced Literacy Instruction (3-5) Component Purpose Role of the Teacher

Read-Aloud: The teacher reads aloud materials that are at students’ listening level, but above their reading level.

To model fluent , expressive reading To model comprehension strategy instruction, i.e. making connections, imagery, etc. To build vocabulary To improve listening skills To analyze author’s craft in writing To provide extension activities for writing instruction

• To establish a literacy rich environment

• To select interesting and engaging fiction and nonfiction texts that lend themselves to meaningful discussion

• To model appropriate reading behaviors

• To read a variety of genres, authors, illustrators, styles of writing, and content

• Assessment Opportunity: Oral and written retellings, graphic organizers, and comprehension questions

Shared Reading: A blend of modeled, shared, and interactive reading that is appropriate for all elementary grades. Each child has an individual copy of the text or is able to independently view the text on a chart, overhead or Smartboard.

To directly and explicitly teach students how to read by modeling effective reading skills, strategies, and behaviors while making meaning the goal To provide students with a model of fluent reading.

• To model reading by reading and thinking aloud using an enlarged text, text on an overhead, Smartboard, or each student having a copy of the text

• To discuss and practice the use of comprehension strategies to make and extend meaning

• To model how to approach different genres and text types

• To demonstrate and reinforce skills for vocabulary and word study

• Assessment Opportunity: Oral and written retellings, graphic organizers, and comprehension questions

Small Group Reading Instruction Includes:

• Word Recognition • Word Study • Fluency • Vocabulary • Comprehension • Strategy Development

In Guided Reading, books are at the child’s instructional level (94% accuracy) and the children do the reading independently.

To support, prompt, and scaffold the development of strategies for independent reading To develop and monitor the student’s use of before, during, and after reading strategies To provide the students with opportunities to engage with text at their instructional level To provide appropriate levels of support in the development of word study To assist in vocabulary development

• To help students talk, think, and question their way through the reading process

• To model strategies and provide practice for meaning of text

• To read and discuss a range of genre and text types

• To support the development of students’ vocabularies

• To listen to students read orally and analyze miscues

• To provide developmentally appropriate sorts for word study

• Assessment Opportunity: Anecdotal notes, running records, and comprehension questions

Independent Reading: Students read texts with 95-100% accuracy, choose their own books, and take responsibility for working through the challenges of the text.

To provide opportunities for students to apply reading strategies, develop fluency, and build their own confidence as readers

• To observe, acknowledge, respond, and hold conferences

• To match text to students’ independent level

• To model reading for enjoyment • Assessment Opportunity: Written

responses, anecdotal notes


A Review of Balanced Literacy Instruction (3-5) continued Component Purpose Role of the Teacher

Literature Circles: Small, usually heterogeneous, groups of students who are interested in certain topics, genre, or specific books talking in depth about what they have read.

To provide opportunities for expanding meaning, such as inferring, summarizing, analyzing, and critiquing through discussion

• To select books that will provoke discussion

• To observe as the students take turns facilitating the discussions

• To demonstrate routines that make for good group discussions

• To summarize major points from the students’ interactions

• To introduce structures for responding to literature

• Assessment Opportunity: Anecdotal notes, written responses

Literacy Work Stations (Centers): A literacy work station is an area within the classroom where students work alone or interact with one another, using instructional materials to explore and expand their literacy.

To reinforce and/or extend student learning through a variety of activities

• To plan open-ended extension activities that support instruction from the other components of balanced literacy instruction

• To provide scaffolded activities to meet individual needs

• To monitor student progress • Assessment Opportunity: Samples

of student products such as written retellings, graphic organizers, and comprehension questions

Systematic Word Study : Word study is the systematic developmental study of words that provides students with opportunities to investigate and understand the patterns in words

To help students achieve the automatic word recognition and decoding skills necessary for fluency and proficient comprehension

• To help students develop knowledge of the phonetic principles necessary for proficient spelling

• To monitor progress of students consistently

• To provide early intervention for those at risk of failing to learn to read and spell proficiently

• To use activities such as word walls, word sorts, and making words to promote students’ word recognition and spelling

• Assessment Opportunity: Word sorts, dictated sentences, anecdotal notes, and DSA

Writer’s Workshop: Instruction that supports student development through all stages of the writing process including planning, drafting, revising, editing and publishing.

To provide structured opportunities for students to write and receive feedback in order to learn about the writing process To scaffold and support student writing with structured mini-lessons on written expression, organization, and mechanics and usage

• To use mini-lessons to teach students different aspects of the writing process

• To use literature to model and stimulate students to think creatively about the author’s craft

• To circulate and assist students in their writing efforts

• To model the entire writing process • To hold conferences with students

about their writing • To provide students with vehicles to

share their writing • Assessment Opportunity: Writing

samples, student-teacher conferences, and peer conferences


A Review of Balanced Literacy Instruction (3-5) continued Component Purpose Role of the Teacher

Guided Writing: The teacher works with individual students or small groups of students who have similar needs and coaches them as they write a composition.

To provide focused writing instruction to students in order to lead them to independent writing.

• To observe and assess students’ writing

• To meet with individuals or small groups who have similar needs

• To encourage and prompt students to use resources

• To extend students’ thinking in the process of composing

• Assessment Opportunity: Writing samples, student-teacher conferences, and peer conferences

Independent Writing: During this time, students work as writers (which may include time to write and time to investigate what they will write).

To provide time for students to apply the writing process independently. Through independent writing, the students develop their own voice in writing and apply their understanding of the crafting lessons taught by their teacher.

• To create opportunities for students to engage in authentic, purposeful writing

• To respond to the content of the students’ writing

• To assist students with the revision and editing process.

• To praise student efforts • Assessment Opportunity: student’s

finished piece is assessed using the NPS composition evaluation form

Other important components of a Balanced Literacy Classroom include: Quick Writes Paired/ Partner Reading Modeled Writing Choral Reading

Repeated Reading Adapted from the “Principal’s Flip Chart in Reading” in the NPS Guide, “Best Practices in Balanced Literacy Instruction, 2002.”


Grades 3-5

WHOLE GROUP SHARED READING & READ-ALOUD (30 minutes)

Shared reading and Read-alouds include teacher led instruction in the following components: · Building background knowledge · Narrative elements · Comprehension Strategy Instruction/Modeling · Fluency · Vocabulary Development · Varied expository text structures (social studies & science) · Genre description and exploration

THREE FLEXIBLE SMALL GROUPS (60 minutes)

During 3 small groups of 20 minutes each, all students will receive explicit literacy instruction using materials that reflect their instructional reading level and needs as determined from the VA Standards of Learning, NPS assessments, and teacher observations. When reading the text, each student should be able to see a shared text or hold their own copy of the text.

Small group instruction in which the teacher facilitates the student’s usage of the following components: · Comprehension strategy development · Vocabulary development (i.e. prefixes, root words, suffixes) · Word study/word attack strategies · Varied expository text structures (social studies & science)/genres While the teacher is working with small groups the remainder of the class is working on: · Independent, uninterrupted time in text (sustained silent reading) · Independent or collaborative reading & writing extension activities · Cooperative groups, work station activities, and/or peer conferences

WRITING INSTRUCTION (60 minutes)

Daily writing instruction includes the following components:

· Daily focused mini-lessons by the teacher in the three domains: composing, written expression, and mechanics and usage

· Independent time (30 – 45 min) for writing and conducting research · Conferences with teacher or peers · Sharing opportunities

REQUIRED DAILY SEGMENTS


The Building Blocks of Literacy Development

DRA Stage of Spelling

Development Vocabulary and Comprehension 24 + Derivational

Constancy Syllable Juncture

Fluency and Comprehension 14-24 Syllable Juncture

Within Word Pattern

Phonics, Word Recognition, and Fluency 3-12 Within Word Pattern

Letter Name

Phonemic Awareness, Concepts about Print, and Word Recognition

A-2 Letter Name

Emergent

Adapted from Walpole,S. & McKenna, J.

DEFINING THE BUILDING BLOCKS PHONEMIC AWARENESS: Phonemic awareness is the ability to identify, hear, and manipulate the individual phonemes or sounds in spoken words. Manipulating the sounds in words includes blending, stretching, or otherwise changing words.

Before children learn to read print, they need to become aware of how the sounds in words work. They must understand that words are made up of speech sounds, or phonemes.

Phonemes are the smallest parts of sound in spoken words that make a difference in the word's meaning. For example, changing the first phoneme in the word hat from /h/ to /p/ changes the word from hat to pat, and so changes the meaning. (A letter between slash marks shows the phoneme, or sound, that the letter represents, and not the name of the letter. For example, the letter h represents the sound /h/.)

Children can show us that they have phonemic awareness in several ways:

• isolate individual sounds in words (“The first sound in van is /v/.)

• identify which words in a set of words begin with the same sound ("Bell, bike, and boy all have /b/ at the beginning".)

• categorize words with the same sounds (“Rug doesn’t belong with bun and bus”.)

• blend the separate sounds in a word to say the word ("/m/, /a/, /p/ – map.")

• segment a word into its separate sounds ("up – /u/, /p/.")


PHONICS (WORD STUDY): Word Study is an active and developmental way to teach phonics, vocabulary, and spelling (Ganske, 2000). Through word sorting activities, children use a process of comparing and contrasting categories of word features to independently discover the similarities and differences within and between each category. Word study provides instruction that is explicit, systematic, and repetitive. It is a conceptual process that goes beyond simple rote drill and memorization relationships. A child's reading development is dependent on his/her understanding of the alphabetic principle – the idea that letters and letter patterns represent the sounds of spoken language. Learning that there are predictable relationships between sounds and letters allows children to apply these relationships to both familiar and unfamiliar words, and to begin to read with fluency. The goal of word study instruction is to help children to learn and be able to use the alphabetic principle in both reading and writing (Bear, 2004).

The Principles of Word Study 1. Look for what students “use but confuse.” To group students for instruction use a feature score of

4.

2. A step backward is a step forward. In order to form groups, move students to the previous “known” feature rather than forward to an unknown feature.

3. Use words that students can read and understand. Use words that students can read immediately.

4. Compare words “that do” with words “that don’t.” Define what something is by also defining what it is not. Understanding contrasts are essential to students as they sort.

5. Begin with obvious contrasts. Do not use two syllable words for students in Letter Name and Within Word stages, even when picture cards are used.

6. Do not teach students the phonics rules. Allow them to discover patterns and make generalizations for themselves. Teach students to form the habit of looking at words and asking questions.

7. Don’t hide exceptions.

8. Sort by sight and sound. Encourage students to tell what they notice with their eyes and with their ears. Have students tell what patterns they see and what generalizations they can make. Have students read aloud either the anchor word (or picture) and the new word (or picture) each time a new example is categorized. If pictures are included in the sorting sequence prior to the word sorts, don’t skip them. The pictures are provided to help students learn the sounds before studying the visual word patterns.

9. Work for automaticity. Work to help students acquire fluency in sorting and examining patterns. This fluency should extend to decoding and encoding. Engage students in daily games and activities to increase repeated practice.

10. Return to meaningful text to read and write in context. Record all related independent and buddy practice activities in the word study notebook. Refer to the chart of weekly word study practice for examples.


How is word study taught?

Word study is based on the notion that where a student is in his or her spelling development can serve as a guide for instruction. At the start of a word study program, teachers use a spelling inventory to determine which stage of spelling development each student is in and then groups students for instruction (Bear, et al., 2000). Once groups are created, teachers develop "differentiated instruction" based on the stage of development each group of students has achieved.

Instruction has to be deliberately sequenced by the teacher so students will get instruction that will propel their development. Teachers select a group of words that demonstrate a particular spelling pattern and sequence these patterns to match children's development. Because the pace of children's progression through the stages varies, rarely would all the students in a class be studying the same list of words.

To implement word study effectively, teachers and students alike must become word detectives, engaged in an ongoing attempt to make sense of word patterns and their relationships to one another. Spelling "rules" are not dictated by the teacher for students to memorize. Rather, spelling patterns and generalizations are discovered by students.


Observations and informal assessments such as the Developmental Spelling Assessment (DSA) enable teachers to identify which students are in which stage of spelling development. Using this data, the teachers are able to identify word features that children already understand; and those that they are ready to learn (Ganske, 2006). To determine where to begin instruction, a teacher should consider the student’s spelling stage as identified by their use of individual features such as:

STAG

ES O

F SP

ELLI

NG

DEV

ELO

PMEN

T

Layer Spelling Stage

Features within each Stage

Characteristics Examples in Writing

Alphabet

Emergent • Beginning and ending sounds

• Initial blends and digraphs

• Short vowels

• No concept of word

• Use of random marks

• Representation prominent sounds in words

• Learning the alphabet

MKB9 = dog

S = house

Letter Name A. Beginning and ending sounds

B. Initial blends and digraphs

C. Short vowels

D. Affricates

E. Final blends and digraphs

• “Rudimentary” concept of word

• Representation of initial and final consonants

• Use of medial vowels inconsistently

• Acquisition of basic letter-sound relationships (word families, blends, digraphs, short vowels)

dg = dog

jriv = drive

brach = branch

flat swing

Pattern

Within Word

Pattern F. Long vowels CVCe

G. R-Controlled vowels

H. Other common long vowels

I. Complex Consonants

J. Abstract Vowels

• Mastery of basic letter-sound relationships

• Attention to pattern features of spelling (long vowel patterns, dipthongs, complex consonant clusters)

feat = feet

strayt = straight

burd = bird

chain couch

Syllables & Affixes (Syllable Juncture)

K. Doubling & e-drop with ed & ing

L. Other syllable juncture doubling

M. Long vowel patterns with a stress syllable

N. R-Controlled with a stressed syllable

O. Unstressed syllable vowel patterns

• Mastery of phonics in single syllable words

• Attention to patterns in multisyllabic words (stressed and unstressed syllables, consonant doubling, and e-dropping)

snaping = snapping

smileing = smiling

double = double

believe

Meaning Derivational

Relations

P. Silent and sounded consonants

Q. Consonant changes

R. Vowel changes

S. Latin-Derived suffixes

T. Assimilated prefixes

• Attention to meaning based changes in spelling (prefixes, suffixes, vowel changes, Greek and Latin roots.)

dependant = dependent

incredible = incredible

inquisition


A Week of Word Study Instruction Includes:

After reviewing the DSA results, each class will be divided into three groups. All students may not fit neatly into these groupings. However, maintaining more than three groups per teacher becomes very difficult. It may be necessary to provide supplemental support to students who do not fit into one of these groups. When forming groups, it is better to move a student to a previous feature than force the student forward as suggested in the second principle of Word Study.

A teacher directed introductory lesson is recommended for each of three small groups on Mondays. Students need to be explicitly taught to make generalizations about their sorts. Teachers should encourage students to make these generalizations during their guided, independent, and buddy practice.

The rationale for the following sequence of weekly practice activities is to allow students enough time to become familiar with the features before requiring them to complete the most challenging activities for independent practice. Teachers should incorporate opportunities for students to apply their sorting feature within continuous text as soon as possible. Recommended Weekly Routine:

Monday Tuesday Wednesday Thursday Friday

• Guided sorting practice in small group

• Independent sorting practice & recording sort in the word study notebook

• Blind sorting with a “Study Buddy”

• Reading feature related texts

• Partner word building

• Games

• Buddy speed sorting practice

• Word hunt & record in word study notebook

• Partner word study

• Games for repeated practice

• Buddy “Blind” written sorting practice in word study notebook

• Feature writing activities completed in the word study notebook

• Partner word study

• Games for repeated practice

• Teacher evaluates students’ ability to move to the next feature.

• Teacher identifies students’ next lesson sequence

If a student/group has not shown progress with a specific feature, it may be necessary for the student/group to stay in the same sorting feature for more than one week. This will allow the teacher more opportunities to have the students practice the feature in continuous text.


Recommended Weekly Word Study Assessment Procedures

The assessment should include no more than five words or pictures per feature being studied. One or more of the words in each feature can be novel (not practiced during the week). The assessment is scored just as it would be for the DSA. For example, one point is given for accurate use of the spelling feature and one point for correct spelling. In addition, the assessment will include a dictated sentence that is inclusive of some features previously studied and the features currently being studied.

Students provide proof of feature mastery through their consistent, accurate use of the features in their independent writing. Mastery can also be demonstrated through their ability to decode novel words when reading. The Different Types of Word Sorts

1. Open Sort – categorizing words or pictures according to a student’s according to a student’s own judgment.

2. Closed Sort – word sorts or picture sorts that rely on predetermined categories for classifying words.

3. Blind Sort – A word sort that is completed “blindly” – namely without looking at the words. Words are placed in front of the student as key words. As someone calls out the words to be sorted, the student points to the appropriate category. Blind sorts encourage students to use sound clues and their memory for particular spelling patterns.

4. Concept Sort – Categorizing words or pictures by meaning rather than by spelling feature (such as farm animals, zoo animals, ocean animals)

5. Writing Sort – words are written down under appropriate categories, headed by key words. (sometimes combined with a blind sort) – could be used as an assessment procedure.

6. Speed Sort – After students are able to accurately categorize their words, the added focus on speed allows students work towards automaticity with the features being studied. (Varied version: “Beat the Teacher.”)

Web Resources to Support Word Study

• http://jc-schools.net/PPTs-la.html Game boards and game playing pieces • http://www.readwritethink.org/materials/wordfamily/ (IRA) Interactive game for word family sorting • http://www.readwritethink.org/materials/construct/ (IRA) Construct a word…create other word family lists • http://www.bbc.co.uk/schools/wordsandpictures/longvow/poems/fpoem.shtml

Online phonics poetry activities & print-outs • http://www.bbc.co.uk/schools/wordsandpictures/longvow/poems/fpoem.shtml

Online phonics poetry activities & print-outs


WORD RECOGNITION: Automaticity is the fast, effortless word recognition that comes with a great deal of word practice. In the early stages of learning to read, readers may be accurate but slow and inefficient at recognizing words. Continued reading practice helps word recognition become more automatic, rapid, and effortless. Once the student’s attention is freed from word recognition and decoding, they are able to focus on the comprehension of the text. Automaticity leads to increased fluency which in turn improves comprehension. The reading process involves two separate but highly interrelated areas - word recognition and comprehension. It is well established that difficulties in automatic word recognition significantly affect a reader's ability to effectively comprehend what they are reading. Even mild difficulties in word identification can pull attention away from the underlying meaning, reduce the speed of reading, and create the need to reread selections to grasp the meaning. Many students who struggle to learn to read are able, with appropriate instruction, to compensate for initial reading problems by becoming accurate decoders but fail to reach a level of sufficient fluency to become fast and efficient readers. Thus, the development of techniques for improving automaticity and fluency is critical. Mastery of the 220 basic Dolch words greatly improves student’s reading performance. NPS has divided the Dolch word lists into preprimer, primer, first grade, second grade, and third grade lists. The mastery of these lists is encouraged regardless of the student’s grade level. Teachers in grade 3 should review their student’s second grade portfolios to identify students who need additional instruction in word recognition. In addition, third grade teachers should introduce and assess those words on the third grade Dolch word list quarterly until mastery has been obtained. Teachers in grades 4 and 5 should seek assistance from their Communication Skills Specialist if they have noted that a particular student is struggling with basic word recognition. VOCABULARY: Vocabulary refers to the words we must understand to communicate effectively. Vocabulary plays an essential role in the reading process, and contributes greatly to a reader's comprehension. NPS teachers must consider the four types of vocabulary: listening, speaking, reading, and writing. A reader cannot understand a text without knowing what most of the words mean. Students learn the meanings of most words indirectly, through everyday experiences with oral and written language.

Children learn word meanings indirectly in three ways:

• engaging daily in oral language

• listening to adults read to them

• reading extensively on their own


Direct instruction helps students learn difficult words and concepts that are not part of their everyday experiences. Direct instruction of vocabulary relevant to a given text leads to better reading comprehension.

Another way you can help students develop vocabulary is to foster word consciousness- an awareness of an interest in words, their meanings, and their power. Word-conscious students know many words and use them well.

In Norfolk Public Schools, many of our students are inherently at a disadvantage in vocabulary development. Continuous and repeated exposure to enriched literature and great conversation will increase student achievement and foster a love of words.

In grades 3-5, students are assessed on vocabulary and phonics using a variety of measures that include but not limited to the NPS Benchmark Assessment in Reading and the Virginia English SOL Assessment.

Students develop word consciousness by:

• appreciating how authors use words to convey particular meanings. • exploring words by engaging in word play. • searching for examples of a word’s usage in their everyday lives. • reading rich literature.

Children learn word meanings directly by:

• Learning specific words before reading.

• Repeated exposure to new words in different contexts.

• Acquiring word learning strategies such as:

1. How to use dictionaries and other reference materials.

2. How to use information about word parts (common prefixes and suffixes) to figure out the meaning of words in texts.

3. How to use context clues to determine word meanings.


Virginia English SOL Assessment In the SOL test blueprints provided by the Virginia Department of Education for Grades 3, 4, and 5, the reporting category of “uses word analysis strategies and information resources” outlines the specific phonics and vocabulary standards that are assessed. The following is a listing of the phonics and vocabulary standards that are assessed:

Grade 3

2002 SOL

2010 SOL

Use language structure to expand vocabulary.

2.4c 2.5c Decode irregular multisyllabic words. 2.6a 2.7b Use knowledge of prefixes and suffixes. 2.6b 2.13f Use knowledge of contractions and singular possessives. 2.6c 2.13g Use knowledge of simple abbreviations. 2.6d 2.7c Use knowledge of antonyms and synonyms. 3.3b 2.7a Use knowledge of homophones. 3.4c 3.4c Apply meaning clues, language structure, and phonetic strategies. 3.4d 3.4d Use context to clarify meaning of unfamiliar words. 3.3b 3.4a Use knowledge of homophones. Demonstrate comprehension of information in reference materials. 2.9a 2.10a Use a table of contents. 2.9b 2.10b Use pictures and charts. 2.9c 2.10c Use dictionaries and indices. 3.7a 3.4g,

3.7a Use dictionary, glossary, thesaurus, encyclopedia, and other reference books, including online reference materials.

Grade 4

2002 SOL

2010 SOL

Use word analysis strategies and information resources.

4.3a 4.4a Use context to clarify meanings of unfamiliar words. 4.3b n/a Explain words with multiple meanings. 4.3c 4.4b Use knowledge of word origins; synonyms, antonyms, and homonyms; and multiple

meanings of words. 4.3d 4.4c Use word-reference materials, including the glossary, dictionary, and thesaurus. 4.6b 4.9b Collect information, using the resources of the media center, including online, print,

and media resources.

Grade 5 2002 SOL

2010 SOL

Read fiction and nonfiction with fluency and accuracy.

5.4a 5.4a Use context to clarify meaning of unfamiliar words. 5.4b 5.4c Use knowledge of root words, prefixes, and suffixes. 5.4c 5.4e Use dictionary, glossary, thesaurus, and other word-reference materials. Demonstrate comprehension of information from a variety of print resources.5.7b 5.9d Organize information on charts, maps, and graphs.


FLUENCY:

When fully developed, reading fluency refers to a level of accuracy and rate where decoding is relatively effortless; where oral reading is smooth and accurate with correct prosody; and where attention can be allocated to comprehension.

The tables below present the results of research on oral reading fluency rates for students at the 90th, 75th and 50th percentiles throughout the school year. These rates are reported as words correct per minute (WCPM) for third through fifth grade students reading on-grade-level text: 3rd Grade

Percentile Fall WCPM

Midyear WCPM

Spring WCPM

90 128 146 162 75 99 120 137 50 71 92 107

4th Grade


Midyear WCPM

Spring WCPM

90 145 166 180 75 119 139 152 50 94 112 123

5th Grade


Midyear WCPM

Spring WCPM

90 166 182 194 75 139 156 168 50 110 127 139

Hasbrouck, J.E., & Tindal, G.A., 2006 Fluency develops as a result of direct and explicit instruction. Fluency instruction should occur during shared and guided reading. Teachers can help students develop reading fluency through modeling, demonstrations, think-alouds, and discussions about what makes a reader fluent (Johns and Berglund, 2002). Students who read and reread passages orally as they receive guidance and/or feedback become better readers. Repeated oral reading substantially improves word recognition, speed, and accuracy as well as fluency. Researchers have found several effective techniques related to repeated oral reading:

• Students read and reread a text a certain number of times or until a certain level of fluency is reached. Four rereads are sufficient for most students.

• Oral reading practice is increased through the use of audiotapes, tutors, peer guidance, or other means.


In addition, students need many opportunities to practice reading with a high degree of success. Students should practice orally reading texts at their independent levels. Feedback and guidance at students’ instructional reading levels can also lead students to greater expertise (National Reading Panel, 2000). Text at the independent level will be reasonably easy for them to read and contain words that they know or can easily decode easily. Informally monitoring student progress in reading fluency is useful in evaluating instruction, setting instructional goals, and motivating students to read effortlessly. COMPREHENSION: Comprehension is the reason for reading. If readers can read the words but do not understand what they are reading, they are not really reading. Beginning readers, as well as more advanced readers, must understand that the ultimate goal of reading is comprehension. Good readers are active. Good readers think actively as they read. They know when they have problems with understanding and how to resolve these problems as they occur. Comprehension strategies are conscious plans or sets of steps that good readers use to make sense of text. Comprehension strategy instruction helps students become purposeful, active readers who are in control of their own reading comprehension.

Students develop fluency through activities for repeated oral reading practice:

1. Student-adult reading--reading one-on-one with an adult, who provides a model of fluent reading, helps with word recognition, and provides feedback.

2. Choral reading--reading aloud simultaneously in a group. 3. Tape-assisted reading--reading aloud simultaneously or as an echo

with an audio-taped model. 4. Partner reading--reading aloud with a more fluent partner (or with a

partner of equal ability) who provides a model of fluent reading, helps with word recognition, and provides feedback.

5. Readers' theatre--the rehearsing and performing before an audience of a dialogue-rich script derived from a book.


The following strategies have a firm scientific basis for improving text comprehension:

1. Using Schema / Making Connections

2. Visualizing

3. Wondering and Questioning

4. Drawing Conclusions

5. Determining Important Ideas

6. Understanding Text Structure

7. Summarizing

8. Synthesizing

*Full sized versions of these comprehension posters are available on our 123 Curriculum website.


How to Teach Comprehension Strategies

Effective comprehension strategy instruction is explicit, or direct. Research shows that explicit teaching techniques are particularly effective for comprehension strategy instruction. In explicit instruction, teachers tell readers why and when they should use strategies, what strategies to use, and how to apply them.

The steps of explicit instruction are

• Direct explanation. The teacher explains to students why the strategy helps comprehension and when to apply the strategy.

• Modeling. During shared reading, the teacher models or demonstrates how to apply the strategy, usually by "thinking aloud" while reading the text that the students are using.

• Guided practice. During small group instruction, the teacher guides and assists students as they learn how and when to apply the strategy. TPS (think/pair/share) and TPW (think/pair/write) are effective opportunities for students to practice and share their thinking and understanding of text.

• Application. The teacher helps students practice the strategy until they can apply it independently.


Strategy Purpose Instructional Suggestions Suggested Resources

Usi

ng

Sche

ma

/ M

akin

g

Conn

ecti

ons

Activating prior knowledge helps the reader to:

• make accurate predictions. • make connections to self, other

text, and the world. • set a purpose for reading. • build upon a child’s schema.

Ways to build and activate background knowledge include:

• make connections that are relevant to students

• post information on different text structures and genre characteristics

• provide literature by the same author, about the same topics, and/or with similar formats

Suggested Literature:

Mr. Lincoln’s Way; My Rotten Red-Headed Older Brother - Patricia Polacco

Rondo in C – Paul Fleischman

Show Way - Jacqueline Woodson

The Art Lesson - Tomie DePaolo

The Night Tree - Eve Bunting

Wilfrid Gordon McDonald Partridge – Mem Fox

Vis

ualiz

ing

Visualizing helps the reader to:

• form mental images to help them understand, remember, and enjoy text.

• connect personal images to the text.

• become familiar with the character, setting, theme, and/or emotion the author presents.

• make the words in the text into pictures, sounds, sense, and feelings.

• make sense of figurative language.

Ways to assist students in learning how visualize (create mental images):

• Develop an awareness of sensory and emotional images provided by the author

• Model the use of meta-cognition with imagery

• Use different response options (artistic, dramatic, written, or spoken) to depict images

• Use mini-lessons to develop imagery • Utilize poetry

Suggested Literatures:

All the Places I Love – Patricia MacLachlan

Amber on the Mountain - Tony Johnston

At the Edge of the Forest - Johathan London

Mufaro’s Beautiful Daughters - John Steptoe

Night in the Country - Cynthia Rylant

Shadow Ball: The History of the Negro Leagues – G. Ward, K. Burns, J. O’Connor

The Wretched Stone - Chris Van Allsburg



Won

deri

ng /

Que

stio

ning

Questioning helps the reader to:

• speculate about text yet to be

read. • locate a specific answer in text or

infer answers that require information not provided in the text.

• focus attention on what they are to learn.

• dispel confusions and clarifies meaning.

• review content and relate what they have learned to what they already know.

• determine an author’s intent, style, content, or format.

Ways to assist students with asking and answering questions:

• chart questions before, during and after readings

• determine if the questions asked can be answered in the text or require additional information

• use a variety of tools such as coding, highlighting markers, question maps, story maps, and double entry diaries

• provide time for students to meet in small groups to compare and discuss their questions and answers

• make frequent connections between questioning and other strategies


A Weekend with Wendell - Kevin Henkes

An Angel for Solomon Singer – Cynthia Rylant

Bad Day at Riverbend; The Stranger - Chris Van Allsburg

Fly Away Home, The Wednesday Surprise - Eve Bunting

How Come? – Kathy Wollard

Sykvester and the Magic Pebble – William Steig

The Day of Ahmed’s Secret – Heide & Gilliland

Tikvah Means Hope – Patricia Polacco

Dra

win

g C

oncl

usi

ons

• in

ferr

ing

• ge

ner

aliz

ing

Drawing conclusions helps the reader to: • combine what is read with

relevant prior knowledge to make inferences.

• make reasonable predictions and generalizations.

Ways to assist students in learning how to draw conclusions:

• Solve problems in text • Identify cause and effect • Ask the reader to make predictions and

generalizations


Dandelion - Eve Bunting

Follow the Drinking Gourd – Jeanette Winter

June 29, 1999 – David Wiesner

LaRue Letters from the Campaign Trail- Teague

Scaredy Squirrel – Melanie Watt

The Memory Sting - Eve Bunting

The Promise Quilt – Ransom

The Mysteries of Harris Burdick – Van Allsburg



Det

erm

inin

g im

port

ant

idea

s Identifying key points helps the reader to:

• distinguish between main ideas and

supporting details. • organize essential information into story

maps, semantic maps, and other graphic organizers.

• Decide what is most important in the whole text, each paragraph, and every sentence.

Ways to assist students in determining the most important ideas:

• distinguish the difference between what is and what is not important

• Use highlighters and post it notes to highlight important ideas

• Outlining to organize text • Use graphic organizers to

determine important ideas

* This strategy can be practiced with most fiction and non-fiction literature available in your classroom and school media center.


• Eyewitness Books

• Weekly Reader

• Ranger Rick

• Cobblestone: The History Magazine for Young People

Un

ders

tan

din

g Te

xt S

tru

ctu

re Identifying text structure helps the reader

to: • to identify the genre of the text. • to know how to approach reading the

text for understanding.

Ways to assist students in understanding text structure:

• provide explicit instruction in reading

expository text and identify text features • identify non-fiction text features to

unlock text meaning (heading, subheadings, bold print, charts,graphs, and captions )

• provide explicit instruction in reading

fictional text • identify common story elements

(settings, characters, plot )

Suggested fiction texts with strong story structure:

Crickwing – Jannell Cannon

Freckleface Strawberry – Julianne Moore

Help Me, Mr. Mutt! - Janet Stevens

Possum Magic – Mem Fox

Non-Fiction text with text features:

Eyewitness Books (especially big books for modeling)

Baseball Saved Us – Ken Mochizuki

Home-Run: The Story of Babe Ruth -Burleigh

Tornado – Stephen Kramer


Strategy Purpose Instructional Strategies Suggested Resources Su

mm

ariz

ing

Summarizing helps readers to: • identify and bring together the essential

ideas in text. • pull out main ideas. • focus on key details. • use key words and phrases. • break down the larger ideas. • write only enough to convey the gist.

Ways to assist students in learning how to summarize: • identify the important ideas in

the text and use these ideas to summarize

• use graphic organizers to identify and help summarize important ideas

• use selective underlining to help summarize the important ideas of text

• determine the Who, What, When, Where, How, and Why in fictional text to help summarize

* This strategy can be practiced with most fiction and non-fiction literature available in your classroom and school media center.


Alexander and the Wind-up Mouse – Lobel

Emma’s Turtle – Eve Bunting

Jumanji – Chris Van Allsburg

Stellaluna – Janell Cannon

The True Story of the Three Little Pigs– Scieszka

Synt

hesi

zing

Synthesizing helps the reader to:

• monitor the overall meaning, important concepts, and themes in the text.

• extend the literal meaning to an inferential level.

• become aware of text elements and patterns in fiction and nonfiction.

• attend to narrative elements. • attend to text patterns such as cause

and effect, compare and contrast, and problem and solution.

• revise their background knowledge to include new understandings.

Ways to assist students in learning how to synthesize:

• require book reviews or critiques • extend their synthesis of the literal

meaning into the inferential • require students to translate their

understandings into their own words


Fables - Arnold Lobel

Fredrick’s Fables- Leo Lionni

Oliver Button is a Sissy – Tomie DePaola

See the Ocean – Estelle Condra

Smoky Night – Even Bunting

Tea With Milk- Allen Say

The Rag Coat – Lauren Mills

The Table Where Rich People Sit – Byrd Baylor


AN INTRODUCTION TO ASSESSMENT AND EVALUATION

Assessment is the collection of data about a student's performance in order to guide instruction. Evaluation is the interpretation of the data collected. Outcomes of assessment and evaluation procedures allow teachers to plan instruction that reflects their students’ current learning and capitalize on their strengths in order to develop other areas of growth. The portfolio allows teachers to document, analyze, and communicate growth over time. The terms assessment and evaluation are frequently viewed as one and the same, but there is a difference. Assessment is the process of observing and accumulating objective evidence of an individual’s performance. Data is collected through teacher observation or “kid watching”, anecdotal note-taking, informal screenings of phonological awareness and concepts about print, word recognition lists, conferences, reading and writing checklists, writing samples and products, running records, informal reading inventories, oral and written retellings, and comprehension questions. Evaluation is the process of making judgments about the student’s progress. Assessment and evaluation inform instruction by revealing what the student has learned and is ready to learn. Within the evaluation process, there are four clearly defined phases. Each phase is different from the others, yet interdependent:

• Set learning goals – specify learning goals based on knowledge of the students and the curriculum.

• Plan program – plan specific instruction that will enable learners to progress toward the specific goals.

• Assess – Observe and collect information in a variety of ways and contexts that will show the learner’s progress toward the learning goals.

• Evaluate – Make judgments about the effectiveness of teaching for learning on the basis of the assessment information. This phase guides and shapes the formation of new instructional goals.


Literacy Portfolios Portfolios are a source of organized information that can be used in a variety of ways:

• To make instructional decisions • To form small groups • To analyze the strengths and needs of particular students • To prepare for parent conferences • To serve as a basis for assigning grades • To help in determining intervention • To track student progress over time

Portfolio assessment benefits teachers by providing a more meaningful view of students’ progress using “real life” reading and writing tasks in various settings. Through viewing student work, teachers can come to a clearer understanding of what constitutes quality work in a particular area at a certain period of time. As teachers assess students’ work, the line between assessment and instruction becomes more closely linked. Portfolios provide parents with concrete examples of their children’s knowledge and growth. As opposed to more traditional tests, portfolios show parents exactly how their children are performing on a daily basis and throughout the year. At the close of each quarter, all portfolio assessment documentation should be organized in their individual portfolio folders and filed so that it is available for review at all times. Portfolio assessment in Norfolk Public Schools was first implemented in the fall of 1989. Since then, Norfolk Public School’s portfolio assessment process has evolved into an electronic portfolio system, “ePortfolio.” This database provides the teachers and administrators with an up to date summary of student and class progress that can be evaluated throughout the year. Each of the ePortfolio assessments is vital for assessing student progress in reading and writing. This guide provides direction and recommendations for completing and using the assessment and evaluation tools effectively. Literacy Portfolio Transfers Completed portfolios are part of a student’s permanent school record and must be transferred to the next grade level or school in the district. If a student transfers out of the district, a printed copy of the Student Summary Sheet should be forwarded with the cumulative school records. The portfolio folders with this summary sheet should be stored with the cumulative folder. Data entered into ePortfolio will transfer to the new teacher. Please be considerate of the new Norfolk teacher, adhere to the assessment schedule and forward any and all assessment documentation that you have collected on your departing student.


eSembler All portfolio assessments should be completed by the classroom teacher BEFORE completing report cards. Teachers in grade 3 should input all portfolio assessment scores into ePortfolio. eportfolio will then generate a grade to put directly into eSembler. Teachers in grades 4 and 5 should input all portfolio assessment scores directly into the appropriate eSembler categories.

Grade 3 ePortfolio Weights Assessment Weight

Quarter 1 Weight

Quarter 2 Weight

Quarter 3 Weight

Quarter 4 Comprehension 30% 20% 30% 20%

DRA -- 30% -- 30% DSA 30% 20% 30% 20%

DOLCH 10% 10% 10% 10% Vocabulary 30% 20% 30% 20%

Literacy Proficiency Rating

Once all third grade reading and writing assessments have been entered into ePortfolio, the program will also calculate a Literacy Proficiency Rating (LPR). This rating is based on the administered assessments with identified benchmarks. Benchmarks are identified with the administration information of each assessment.

The definitions for use of the rating scale are as follows:

EXCEEDS BENCHMARKS A student receiving a 4 on the literacy proficiency rating MUST exceed all benchmarks set for the quarter or meet the maximum level/stage.

MEETS BENCHMARKS Students receiving a 3 as a literacy proficiency rating, meet all benchmarks set for the quarter. The students may exceed benchmarks in some areas, but not all.

REQUIRES STRATEGIC INTERVENTION A student receiving a literacy proficiency rating of 2 meets some or most of the benchmarks set for the quarter. Some of the student’s results are below the benchmarks. Teachers with students identified as strategic should take a closer look at his/her performance on each assessment to determine if intervention is required or if some targeted review lessons will help close the gap. Though it is not an automatic indicator that this child needs intervention services, a careful review of scores is warranted.

REQUIRES INTENSIVE INTERVENTION Students receiving a 1 as a literacy proficiency rating, do not meet any benchmarks set for the quarter. Students identified as “Intensive” should receive intervention services.

All portfolio assessments should be completed by the classroom teacher BEFORE completing report cards.


CONTENTS OF LITERACY PORTFOLIO FOLDER (3rd Grade)

(Reading and Writing)

1ST quarter:

Results of Fall PALS – if administered * Dolch Word Lists until mastery of 220 words DSA Form B – End of quarter NPS Vocabulary Assessment Results NPS Comprehension Assessment Results Scored baseline sample of writing (evaluated but not graded)** Three completed Composition Evaluation Sheets/samples of writing for 1st quarter

2nd Quarter: Dolch Word Lists until mastery of 220 words DSA Form A DRA2 – all students NPS Vocabulary Assessment Results NPS Comprehension Assessment Results Three completed Composition Evaluation Sheets/samples of writing for 2nd quarter

3rd Quarter: Dolch Word Lists until mastery of 220 words DSA Form B NPS Vocabulary Assessment Results NPS Comprehension Assessment Results Three completed Composition Evaluation Sheets/samples of writing for 3rd quarter

4th Quarter: Printed Summary Report of ePortfolio Dolch Word Lists-only students who haven’t mastered 2nd and 3rd grade lists DSA Form A DRA2 – if administered NPS Vocabulary Assessment Results NPS Comprehension Assessment Results Three completed Composition Evaluation Sheets/samples of writing for 4th quarter

* Students new to Virginia and students who did not meet Spring benchmarks should be tested in the Fall. Students who did not meet 3rd grade Fall benchmarks should be tested Midyear. **All students should complete an unedited, unrevised baseline writing sample, as soon after enrollment as possible. This includes all out-of-district transfers, regardless of entry date.


CONTENTS OF LITERACY PORTFOLIO FOLDER (4th and 5th Grade)

(Reading and Writing) 1ST quarter:

DSA Form B – End of quarter NPS Vocabulary Assessment Results NPS Comprehension Assessment Results Scored baseline sample of writing (evaluated but not graded)* Three completed Composition Evaluation Sheets/samples of writing for 1st quarter

2nd Quarter:

DSA Form A NPS Vocabulary Assessment Results NPS Comprehension Assessment Results Three completed Composition Evaluation Sheets/samples of writing for 2nd quarter

3rd Quarter:

DSA Form B NPS Vocabulary Assessment Results NPS Comprehension Assessment Results Three completed Composition Evaluation Sheets/samples of writing for 3rd quarter

4th Quarter:

DSA Form A NPS Vocabulary Assessment Results NPS Comprehension Assessment Results Three completed Composition Evaluation Sheets/samples of writing for 4th quarter

*All students should complete an unedited, unrevised baseline writing sample, as soon after enrollment as possible. This includes all out-of-district transfers, regardless of entry date.


READING ASSESSMENTS Dolch Word Lists (Grade 3)

The Dolch word lists are arranged by reading level from second to third grade level. The lists are to be administered in sequential order. A set of word lists should be maintained in the portfolio for each third grade student. The teacher may keep a record of the quarter in which the word was mastered by noting the results for each quarter in a different color of ink. The lists are used to measure automatic word recognition; therefore, a student should not be given credit for a word that is not recognized within one second. After a student masters the words on a list, it is not necessary to reassess those lists each quarter. Likewise, when re-administering a list that has not been mastered, it is not necessary to re-administer the entire list. Only the words that were not recognized automatically may be administered. The words and lists to be administered each quarter are determined by mastery from the previous quarter and grade level. Mastery of a list is automatic recognition of all words on the list (100%). Once a student misses any 10 words on a list, administration may be discontinued. After a student masters all lists, further assessment is not required. Recording of the scores into ePortfolio is cumulative and a total score should be entered into ePortfolio every quarter. Third Grade Dolch Word Rubric* * (Based upon total words recognized) All

Qtrs. Lists

Administered Exceeds

+ Exceeds Benchmark Strategic Intensive

Until Mastery

Preprimer, Primer, First, Second, & Third (220 words)

204- 220 189- 203 169- 188 153- 168 152 or fewer


Student’s Name__________________________________________________

DOLCH WORD LISTS

Directions: Check the words that the student recognizes automatically (within one second).

Preprimer Primer First

a to all she after take and two am so again thank

away up are soon an them big we at that any then blue where ate there as think can yellow be they ask walk

come you black this by were down brown too could when find but under every for came want fly

funny did was from go do well give

help eat went going here four what had

I get white has in good who her is have will him it he with his

jump into yes how little like just look must know make new let me no live my now may not on of one our old play out once red please open run pretty over said ran put see ride round the saw some

three say stop 1st Qtr ____/40

2nd Qtr ____/40

3rd Qtr ____/40

4th Qtr ____/40

1st Qtr ____/52

2nd Qtr ____/52

3rd Qtr ____/52

4th Qtr ____/52

1st Qtr ____/41

2nd Qtr ____/41

3rd Qtr ____/41

4th Qtr ____/41


Second Third

always wish about around work better because would bring

been write carry before your clean best cut both done buy draw call drink cold eight does fall don’t far fast full first got five grow

found hold gave hot goes hurt green if

its keep made kind many laugh off light or long

pull much read myself right never sing only sit own

sleep pick tell seven

their shall these show those six upon small us start use ten very today wash together which try Why warm

1st Qtr ____/46

2nd Qtr ____/46

3rd Qtr ____/46

4th Qtr ____/46

1st Qtr ____/41

2nd Qtr ____/41

3rd Qtr ____/41

4th Qtr ____/41


a it two

and jump up

away little we

big look where

blue make yellow

can me you

come my

down not

find one

for play

funny red

go run

help said

here see

I the

in three

is to


all he so yes

am into soon are like that at must there ate new they be no this black now too brown on under but our want came out was did please well do pretty went eat ran what four ride white get saw who good say will have she with

Primer


after him stop

again his take

an how thank

any just them

as know then

ask let think

by live walk

could may were

every of when

fly old

from once

give open

going over

had put

has round

her some

First


always goes upon

around green us

because its use

been made very

before many wash

best off which

both or why

buy pull wish

call read work

cold right would

does sing write

don’t sit your

fast sleep

first tell

five their

found these

gave those

Second


about hurt small

better if start

bring keep ten

carry kind today

clean laugh together

cut light try

done long warm

draw much

drink myself

eight never

fall only

far own

full pick

got seven

grow shall

hold show

hot six Third


Developmental Reading Assessment (DRA2) - 3rd Grade Only The Developmental Reading Assessment (DRA2) is used to determine a student’s independent and instructional reading levels. Use of an oral reading record is the most effective means of placing students at an appropriate instructional level and monitoring students’ reading to ensure that they are reading at an adequate independent level. This assessment also allows the teacher to assess the students’ use of reading strategies and skills as they interact with text and check comprehension levels in appropriate text through oral retellings and questioning strategy usage. The DRA2 is administered by following the directions provided on the assessment/record sheets that accompany each book. These sheets are used to record the oral reading and the student’s responses. The directions for introducing the book, recording the reading, and assessing the retelling change by level.

To maintain the integrity of the texts the following DRA2 Levels are the ceiling for each grade level. A student can only reach the ceiling if his or her reading is accompanied by SOLID comprehension.

• Kindergarten – Level 14 • Grade One – Level 20 • Grade Two – Level 34 • Grade Three – Level 40

Beaver, JM. (2006). DRA2: Developmental Reading Assessment. Celebration Press


Complete directions for administering the DRA2 are included in the DRA2 Teacher Resource Guide. Each kit also includes a training video to support mastery of administration.

The required data for portfolio entry include an independent level: 1. Accuracy Rating (WPM) 2. Oral Reading Fluency (using the DRA2 Continuum) 3. Comprehension (using the DRA2 Continuum).

Teachers will need to determine an independent reading level on the DRA2 to complete the NPS ePortfolio. Use the following chart as a guide:

Level of Success

Observations Accuracy Rate

DRA2 Retelling

Rating

DRA2 Fluency

Independent The text is easy when the reader has less than 1 error for every 20 words read (0-5 errors in 100 words).

95% and above

19 - 28

11 - 16

Instructional *Small group

instruction takes place at this level.

The text is challenging, but manageable for the reader with no more than approximately 1 in 10 words difficult for the reader (6-10 errors in 100 words).

94%

14 - 18

7 - 10

Frustrational

The text is too challenging for the reader with more than 1 in 10 words difficult for the reader (10+ errors in 100 words).

93% and below

7-13

4 - 6

Please note, a DRA2 level is only considered to be independent when the accuracy rating, retelling rating and fluency rating are all at independent levels. Rationale for identifying both the instructional and independent levels: Knowledge of both independent and instructional reading levels for a student is important as these levels determine the instructional path for guided and independent reading. In guided reading, it is important for the teacher to select carefully leveled books at the instructional level of the student. Providing support at each student’s instructional level is referred to as working within the “zone of proximal development” by Vygotsky (2003).

This scaffolding helps transition students between what they know and can use and what they still need to know. Text in the instructional range allows students to practice strategies in both decoding and comprehension with the support and prompting of the teacher. At that level, the student can read enough words to provide a context within which to solve reading problems, learn new words, and understand the ideas. Text that is too difficult does not allow students to focus on meaning. At the frustration level, a student is not able to employ enough reading strategies to experience success and too much energy is expended at the word level. Text that is too easy does not provide enough challenges to allow opportunity for students to apply strategies.


Developmental Spelling Assessment (DSA) The DSA Feature Inventories are administered as an entry assessment and then are reassessed at the end of every quarter. When analyzing a student’s spelling development, instructional decisions are based on the student’s mastery of individual features within a stage. At the beginning of the first quarter, all students (grades 3-5) are assessed on the Within Word Pattern Form A (whole group). If during administration, the teacher notices a particular student is struggling or frustrated, the assessment should stop for that student. The teacher should then assess this student with the Letter Name Assessment. If a student is independent at this stage, teachers should then administer the Syllable Juncture Pattern Form A assessment (small group). The following chart should be used when analyzing the results of their feature score.

Level of Success

Observations Action by Teacher

Exceeds

Feature Score of 5

Secure Understandings: The student is competent at this stage and demonstrates firmly developed understandings.

Administer the feature list for the next stage.

Benchmark

Feature score of 4

The student is experiencing a challenge. Something within the feature is used but still confused. Review.

Analyze to determine the last known feature with a solid score and begin instruction here. Once the review has been established, instruction should move gradually into the first “unknown” feature.

Strategic

Feature Score of 3

Although there is much at this stage that the speller hasn’t yet figured out, the student has a solid base of understandings from which to progress.

Back up to the last known feature in the previous stage/feature and build upon that instruction before beginning with the first feature in the new stage.

Intensive

Feature score <3

Too Much is Unknown: Scores below 12 reflect an overload of new issues.

Back up to the last known stage and/or feature and give a thorough review before cautiously moving forward.

Chart adapted from Word Journeys, Ganske 2000

The Developmental Spelling Assessment (DSA) words should not be “studied” prior to the assessment. The words should be called out and used in a sentence to be sure that students know the exact word. Scoring the test: Use the answer sheet to score each student’s assessment. These inventories are scored qualitatively so that children’s knowledge of specific spelling features can be determined as well as their ability to correctly spell entire words.

Considerations: • The Stage Score indicates the words that are spelled correctly. • Stage Scores cannot exceed 25, since there are only 25 words. • The Feature Score is used to make instructional decisions • The Inventory Score is based upon the feature score plus the correct word score. • The Inventory Score is the number entered into ePortfolio.


Assigning the points and analyzing the results:

The total point score will give the teacher a number that can be compared over time, but the most useful information is the feature analysis. By determining which features a student uses correctly and incorrectly, the teacher can design instruction to meet the needs of students and groups. Their control of these features will increase the number of words students spelled correctly, therefore; instructional decisions rely heavily on a student’s mastery of a feature. Use this chart when making instructional decisions. It will guide you in determining in which feature to Begin your instruction.

• A feature score 5 is considered mastery. • A feature score of 4 is considered “using but confusing”. • A feature score of 3 and below is insecure and additional instruction is needed.

Third Grade DSA Grading Rubric *Based on total inventory score. Qtr. Stage Goals Exceeds + Exceeds Benchmark

Strategic

Intensive

1 Within Word (F, G, H)

28 - 30 26 – 27 24 – 25 21 – 23 20 & Below

2 Within Word (F, G, H, I)

37 - 40 34 – 36 30 – 33 27 – 29 26 & Below

3 Within Word (F, G, H, I)

38 - 40 35 – 37 31 – 34 28 - 30 27 & Below

4 Within Word (F, G, H, I ,J)

47 - 50 43 – 46 39 – 42 35 – 38 34 & Below

Fourth Grade DSA Grading Rubric *Based on total inventory score. Qtr. Stage Goals Exceeds + Exceeds Benchmark

Strategic

Intensive

1 Within Word (F,G,H,I,J)

47 - 50 43 – 46 39 – 42 35 – 38 34 & Below

2 Within Word (All) and Syllable Juncture (K)

56 - 60 52 – 55 47 – 51 42 - 46 41 & Below

3 Within Word (All) and Syllable Juncture (K,L)

65 - 70 60 – 64 54 – 59 49 – 53 48 & Below


65 - 70 60 – 64 54 – 59 49 – 53 48 & Below

Fifth Grade DSA Grading Rubric *Based on total inventory score. Qtr. Stage Goals Exceeds + Exceeds Benchmark

Strategic Intensive


65 - 70 60 – 64 54 – 59 49 – 53 48 & Below


65 - 70 60 – 64 54 – 59 49 – 53 48 & Below

3 Within Word All and Syllable Juncture (K,L,M)

75 -80 69 – 74 62 – 68 56 – 61 55 & Below

4 Within Word (All) and Syllable Juncture (K,L,M,N)

84 - 90 78 – 83 70 – 77 63 – 69 62 & Below

*When a student has mastered the Within Word stage (50), it is not necessary to reassess the student in this stage.


The Class Record: Teachers may find it helpful to view the results of an entire class list at a glance. We recommend organizing the list from the student with the highest score to the student with the lowest score. This will allow a teacher to identify and highlight groups of students with common needs. Word Study groups should be formed with this data.


DSA Form A: Letter Name Answer Sheet

Name__________________________ Grade_____ Date________

Feature FS CW Feature Results

1. j et D A

2. sh ip B B

3. b e t C C

4. g ot A D

5. c a p C E

6. dr um D Feature Score

7. bu mp E *Instruction begins in the first feature in which a student

scores below a 4. 8. mu ch D

9. wi th E

10. ma p A

11. h o p C

12. pl an B

13. th at B

14. sl id B

15. m u d C

16. gr ab B

17. ch op D

18. fa st E

19. di sh E

20. we nt E

21. wi n A

22. f ed A

23. tr ip D

24. r ub A Key

25. f i t C Feature Score FS

Totals Correct Words CW

Inventory Score (Recorded in EPortfolio)

FS + CW = Inventory score


DSA Form A: Letter Name Feature List

1. jet The jet mad e a safe landing. jet

2. ship The ship sailed across the water. ship

3. bet I bet you will finish the book today. bet

4. got The boy got a new dog. got

5. cap The new baseball cap was red. cap

6. drum We could hear the drum beat. drum

7. bump The bump on his head hurt. bump

8. much The boy didn’t have much homework. much

9. with My brother will come with us. with

10. map The woman looked at the map of the city map

11. hop A rabbit can hop. hop

12. plan The class will plan a party. plan

13. that What is making that noise? that

14. slid The player slid into second base. slid

15. mud There was mud on the floor. mud

16. grab She had to grab her hat in the wind. grab

17. chop Please chop the carrots into pieces. chop

18. fast The girl is a fast runner. fast

19. dish The dish fell and broke. dish

20. went The car went past our house. went

21. win Let’s try to win the game. win

22. fed The farmer fed the cow hay. fed

23. trip The family took a trip to the beach. trip

24. rub I will rub the penny to make it shine. rub

25. fit The dress did not fit the girl. fit


DSA Form B: Letter Name Answer Sheet Name__________________________ Grade_____ Date________

Feature FS CW

Feature Analysis

1. pa th E A

2. ca mp E B

3. l a p C C

4. dr op D D

5. t op A E

6. r i p C Feature Score

7. c u t A *Instruction begins in the first feature in which a

student scores below a 4. 8. sh op B

9. ch in D

10. va n A

11. w e t C

12. ne st E

13. gl ad B

14. h o t C

15. di g A

16. ri ch D

17. t u b C

18. hu nt E

19. th is B

20. y es A

21. sp ot B

22. tr ot D

23. fi sh E

24. cr ib B Key

25. j ob D Feature Score FS

Totals Toals

Correct Words CW


FS + CW = Inventory score


DSA Form B: Letter Name Feature List

1. path We walked on the path. path

2. camp The family will camp at the park. camp

3. lap They ran one lap on the track. lap

4. drop She tried not to drop the vase. drop

5. top A top can spin round and round. top

6. rip Try not to rip the paper. rip

7. cut Scissors can cut paper. cut

8. shop The toy shop was closed. shop

9. chin Your chin is below your mouth. chin

10. van Dad drives us to school in his van. van

11. wet The grass is wet after a rain. wet

12. nest There were three eggs in the nest. nest

13. glad I am glad the work is done. glad

14. hot Summertime can be very hot. hot

15. dig Dogs like to dig holes. dig

16. rich The rich man lived in a castle rich

17. tub The tub has water in it. tub

18. hunt The Indians used to hunt buffalo. hunt

19. this What is this thing? this

20. yes The teacher answered “Yes,” to my question. yes

21. spot The girl has a spot on her new dress. spot

22. trot Horses sometimes trot. trot

23. fish There are many fish in the ocean. fish

24. crib The baby was sleeping in a crib. crib

25. job He drives 10 miles to his job. job


DSA Form A: Within Word Pattern Answer Sheet

Name__________________________ Grade_____ Date________


1. pa tch I F

2. c ou ch J G

3. st ee p H H

4. c u t e F I

5. bri dge I J

6. gl are G Feature Score

7. scr ap I *Instruction begins in the first feature in which a student scores below a

4. 8. m igh t H

9. g ir l G

10. fr ow n J

11. sm o k e F

12. flo ck I

13. st oo d J

14. l ea st H

15. sh or t G

16. qu ite I

17. gr a p e F

18. y aw n J

19. dr i v e F

20. c oa st H

21. h ur t G

22. p oi nt J

23. r i p e F

24. f ear G Key

25. p ai nt H Feature Score FS


Inventory Score(Recorded in EPortfolio)

FS + CW = Inventory Score


DSA Form A: Within Word Pattern Feature List

1. patch The pirate had a patch on his eye. patch

2. couch His grandmother sat on the couch reading. couch

3. steep The hill was very steep. steep

4. cute Everyone thought the baby was cute. cute

5. bridge The bridge had to be fixed. bridge

6. glare The glare of the sun made it hard to see. glare

7. scrap A scrap of paper was found on the floor. scrap

8. might It might rain tomorrow. might

9. girl The girl opened the envelope. girl

10. frown You could tell by her frown that the woman was upset. frown

11. smoke Smoke came out of the chimney. smoke

12. flock A flock of geese flew overhead. flock

13. stood The boy stood on his tiptoes to reach the box. stood

14. least The opposite of most is least. least

15. short The girl has short hair. short

16. quite It is quite sunny outside today. quite

17. grape The grape juice tasted good. grape

18. yawn When you’re tired, you sometimes yawn. yawn

19. drive They will drive to the grocery store. drive

20. coast It’s fun to coast downhill on a bicycle. coast

21. hurt The old man fell and hurt his back. hurt

22. point The teacher asked the child to point to the letter b. point

23. ripe A banana is ripe when it is yellow. ripe

24. fear He has a fear of the dark. fear

25. paint The men were going to paint the house. paint


DSA Form B: Within Word Pattern Answer Sheet

Name__________________________ Grade_____ Date________


1. br o k e F F

2. b ur n G G

3. p i n e F H

4. sp oi l J I

5. sc are G J

6. qu een I Feature Score

7. c u b e F *Instruction begins in the first feature in which a student

scores below a 4. 8. scr ub I

9. sl i d e F

10. st or m G

11. tr ai n H

12. bri ck I

13. gr ow l J

14. p ea ch H

15. dawn J

16. t igh t H

17. ca tch I

18. m ou nd J

19. sh ee t H

20. sh oo k J

21. r oa st H

22. d ir t G

23. ri dge I

24. fr a m e F

25. cl ear G Key

Feature Score FS





DSA Form B: Within Word Pattern Feature List

1. broke The glass broke when it fell. broke

2. burn Be careful, so you don’t burn your finger. burn

3. pine The pine tree was very tall. pine

4. spoil Put the meat in the refrigerator, so it won’t spoil. spoil

5. scare Some people scare easily. scare

6. queen The queen waved goodbye from the castle door. queen

7. cube Each side of a cube is shaped like a square. cube

8. scrub Cinderella had to scrub the floor. scrub

9. slide It’s fun to go down the slide. slide

10. storm The storm blew down a tree. storm

11. train The train arrived on time. train

12. brick The brick building is a school. brick

13. growl We heard the dog growl at the stranger. growl

14. peach The peach was very juicy. peach

15. dawn It begins to get light at dawn. dawn

16. tight His jacket was too tight. tight

17. catch The little boy tried to catch the ball. catch

18. mound The baseball pitcher stepped onto the mound. mound

19. sheet The sheet of paper was covered with lines. sheet

20. shook She shook the grass off her coat. shook

21. roast You can roast marshmallows over a fire. roast

22. dirt There was a lot of dirt on the dirt. dirt

23. ridge The house is on top of the ridge. ridge

24. frame The picture has a wooden frame. frame

25. clear The water is very clear. clear


DSA Form A: Syllable Juncture Answer Sheet

Name__________________________ Grade_____ Date________


1. f ur nace N K

2. ma king ** K L

3. s ob er * L M

4. compl ai nt M N

5. p il ot * L O

6. t er mite N Feature Score

7. pol ar O *Instruction begins in the first feature in which a student

scores below a 4. 8. pi ling ** K

9. cla pped ** K

10. esc a p e M

11. dist ur b N

12. tramp le O

13. c ir cus N

14. surv i v e M

15. swi mming ** K

16. b ur den N

17. ba gg age * L

18. fount ai n O

19. expl o d e M

20. may or O

21. s a lute O

22. mi nn ow * L

23. tro tted ** K

24. te nn is * L Key

25. comp e t e M Feature Score FS



FS + CW= Inventory Score

* A vowel must follow the underlined letters. One must also proceed the underlined letters in words 17, 22, 24. ** A single vowel must precede the underlined letters.


DSA Form A: Syllable Juncture Feature List

1. furnace The furnace was broken, so it was cold in the house. furnace

2. making The children were making paper airplanes. making

3. sober The family became very sober when they heard the news. sober

4. complaint A complaint was made about the restaurant’s food. complaint

5. pilot The pilot made a safe landing on the runway. pilot

6. termite A termite is a harmful insect. termite

7. polar The polar bear lives in cold regions. polar

8. piling They were piling the books into stacks. piling

9. clapped Everyone clapped at the end of the play. clapped

10. escape The criminal tried to escape from the police. escape

11. disturb The sign said: Do Not Disturb. disturb

12. trample Horses will trample the flowers if they walk on them. trample

13. circus We saw a clown at the circus. circus

14. survive We need water in order to survive. survive

15. swimming Many people enjoy swimming in a pool. swimming

16. burden The man carried his burden up the steps. burden

17. baggage The men loaded the baggage onto the plane. baggage

18. fountain You can drink water at the fountain. fountain

19. explode We could see the firecrackers explode into beautiful colors. explode

20. mayor The townspeople elected a new mayor. mayor

21. salute The soldiers will salute the flag when it passes. salute

22. minnow We saw a minnow in the pool of water. minnow

23. trotted The pony trotted up the hill. trotted

24. tennis The tennis ball bounced out of the court. tennis

25. compete The athletes will compete on Saturday. compete


DSA Form B: Syllable Juncture Answer Sheet

Name__________________________ Grade_____ Date________


1. ca bb age * L A

2. conc er n N B

3. ta ping ** K C

4. adv i c e M D

5. st ur dy N E

6. th ir ty N Feature Score

7. mount ai n O *Instruction begins in the first feature in which a student scores below a

4. 8. tail or O

9. spo tted ** K

10. refr ai n M

11. sol ar O

12. sha ll ow * L

13. ski pping ** K

14. cont ai n M

15. dimp le O

16. p ur chase N

17. p a rade O

18. gra bbed ** K

19. extr e m e M

20. m om ent ** L

21. comp o s e M

22. ri ding ** K

23. m er maid N

24. f ib er * L Key

25. bo nn et * L Feature Score FS


Inventory Score(Recorded in EPortfolio)


* A vowel must follow the underlined letters. One must also precede the underlined letters in words 1, 12, 25. ** A single vowel must precede the underlined letters.


DSA Form B: Syllable Juncture Feature List

1. cabbage The cabbage was cut up for the salad. cabbage

2. concern They showed their concern by offering to help. concern

3. taping “Why are you taping that shut?” she asked. taping

4. advice It is good advice to rest when you are sick. advice

5. sturdy The bench is well made and sturdy. sturdy

6. thirty There were thirty people at the table. thirty

7. mountain The skiers raced down the mountain. mountain

8. tailor A tailor makes clothing for people tailor

9. spotted A Dalmation is a spotted dog. spotted

10. refrain Please refrain from kicking the table. refrain

11. solar They heat their house with solar energy. solar

12. shallow The shallow water was frozen. shallow

13. skipping She keeps skipping the last line. skipping

14. contain What does the box contain? contain

15. dimple We could see her dimple when she smiled. dimple

16. purchase The family decided to purchase a new car. purchase

17. parade The band marched in the parade. parade

18. grabbed The football player grabbed the ball and ran. grabbed

19. extreme The temperatures were extreme in July. extreme

20. moment The car stopped for a moment and then drove away. moment

21. compose The man is trying to compose a song. compose

22. riding They like riding their horses. riding

23. mermaid A mermaid is part fish and part woman. mermaid

24. fiber You need lots of fiber in your diet. fiber

25. bonnet The pioneer woman wore a sun bonnet. bonnet


NPS Vocabulary Assessment

At the end of each quarter, teachers in grades 3-5 will assess their students’ acquisition of word learning strategies such as:

1. How to use dictionaries and other reference materials 2. How to use information about word parts (common prefixes and

suffixes) to figure out the meaning of words in texts 3. How to use context clues to determine word meanings

All blueprinted vocabulary standards are subject to testing on this assessment (see p. 18). In grade 3, teachers should enter the student’s performance on the Vocabulary Assessment into ePortfolio. In grades 4 and 5, teachers should enter the student’s score on the Vocabulary Assessment directly into eSembler. Norfolk Comprehension Assessment The Norfolk Comprehension Assessment is a combination of multiple choice questions and an Exemplar graphic organizer. It is intended to provide information about the mastery of a few key comprehension strategies covered throughout each quarter. After reading the designated passage:

1. The students will answer each of the multiple choice questions. 2. The students will complete the accompanied graphic organizer.

Each of these two components will have a set point value. In grade 3, teachers should enter the student’s performance on the Comprehension Assessment into ePortfolio. In grades 4 and 5, teachers should enter the student’s score on the Comprehension Assessment directly into eSembler. Copies of this assessment will be distributed near the end of each quarter by your Communication Skills Specialist.

Exceeds +

Exceeds Benchmark Strategic Intensive

93 - 100% 80 – 89% 70 - 79% 64 - 69% 0 - 63% These students are demonstrating a strong understanding of the standards.

Analyze results to determine which standards need to be re-taught.

These students should receive explicit intervention services.


WRITING IN NORFOLK PUBLIC SCHOOLS

A balanced writing program compliments a balanced reading program by scaffolding student instruction and including these three components:

1. Writing to/ for children: Modeling writing on large charts, overhead or Smartboards provides models of actual writing in context that have authentic purposes.

2. Writing with children: Utilizing interactive writing (sharing the pen) and guided writing to help children learn directionality, letter formations, and sounding out words; understanding the process of writing and eventually moving toward independence.

3. Writing by children: Allow students to develop their own voice as writers. Giving students the opportunity to write for a variety of purposes provides teachers with insights into areas in which students need assistance.

Examples of Writing Instruction

Modeled Writing

Modeled Writing is the demonstration of the act of writing by thinking aloud as he/she composes a text in front of students. Modeled Writing allows students to hear the thinking that accompanies the process of writing, such as topic choice, how to start the piece, looking for a better word, revising, and editing.

Shared Writing

Shared Writing is an activity that is either whole class or small-group in which the teacher and students share the composing process. The key is the composition. By recording in front of the students, the teacher reinforces concepts of print, directionality, and print conventions. Shared Writing helps students to learn about the writing process through structured conversations during the sessions. The focus is on the content of the message. The content can be daily message, response to literature, and innovation of a previously read book, a group story, or a model of a new type of writing.

Interactive Writing

Interactive Writing takes place when the teacher and students interact to compose a text. The students “share the pen” with the teacher at strategic points in the writing process. Teachers and students collaborate on text development.

Guided Writing

Guided Writing occurs when the teacher works with individual students or a small group of students who have similar needs and he/she coaches them as they write a composition. Guided Writing provides focused instruction to students in order to lead them to Independent Writing.

Writer’s Workshop

Writer’s Workshop is a formal strategy to teach the writing process from planning to drafting to editing to the final copy. The use of literature as a model of the writer’s craft is an important part of writer’s workshop. The teacher provides formal instruction through the use of mini-lessons that emphasize both content and form and by conferring with small groups and individual students. Mini-lessons are short and address specific topics, and are the vehicles for teacher demonstrations of the stages of the writing process. Writer’s Workshop provides structured opportunities for students to write and receive feedback in order to learn about the writing process.

Independent Writing

Independent Writing is initiated by students through daily journals, writing assignments, or notes to classmates, teachers, and/or parents. Independent Writing is the result of good instruction and provides students with the opportunity to practice their writing skills. Students are encouraged to experiment and explore the uses of written language.

Adapted from the “Principal’s Flip Chart in Reading” in the NPS Guide, “Best Practices in Balanced Literacy Instruction, 2002.


Components of Writing Instruction

• Daily focus lesson (mini-lesson) – direct instruction provided by the teacher • Independent writing time – writing or conducting research for their writing • Sharing opportunities - author’s chair, publishing parties, peer or group readings • Conferences- with teacher or peers

“Writing is something you do, not something you know. Students need time just to write so they can gain experiences as writers.”Peterson, R. (2000)

Daily Focus Lessons (Mini- lessons)

Mini-lessons can be categorized in four broad areas: organization, strategies, skills, and author’s craft. This chart contains suggested mini-lessons. Refer to your curriculum guide to obtain the applicable standards.

Organization (What to do)

Strategies (Composing)

Author’s Craft (Written Expression)

Skills (Mechanics and Usage)

• Rules and guidelines • How to locate your

materials • How to help yourself

when no one is available

• How to request a teacher conference

• How to respond to peers when they share

• How to use writing checklists

• How to set up your writer’s notebook/ journal

• How to match your words with your pictures

• How to use details to describe

• How to stick to a topic • How to organize

writing with a beginning, middle and end

• How to use illustrations to convey information

• How to use time order words

• How to create “mind pictures”

• How to use sensory writing

• How to extend a sentence with elaboration.

• How to use talk bubbles

• How to describe the setting

• How to describe the character

• How to create a good lead

• How to create a catchy ending

• How to use strong action verbs

• How to revise for word choice

• How to eliminate unnecessary or redundant information

• How to write in complete sentences

• How to use and edit punctuation

• Subject and verb agreement

• How to use pronouns correctly

• How to edit for spelling

• How to use your resources to self-correct

• How to use editing marks

In addition to providing daily opportunities to write, teachers should: • provide a consistent scheduled writing time • provide a structured management system for supplies • support high expectations • value student attempts at writing • kid watch • provide choices about content • talk about student writing • confer with students • have publication rituals • provide opportunities for students to share their writing


Independent Writing Time

During this time, students work as writers (which may include time to write and time to investigate what they will write) while the teacher confers with individuals or small groups. It is important to establish the routines, expectations, and procedures to which students must adhere during this time of independent practice. Suggestions for specific classroom activities include the following:

1. Use diaries or journals to promote fluency in writing and to help students see writing as one means of self-expression (Kreeft et al., 1984).

2. Utilize personal narratives, modeled writing, and writing workshop techniques to help learners become comfortable with the craft of drafting, sharing, revising, and editing their pieces (Samway, 1987; Urzua, 1987).

3. Make the reading-writing connection by exposing learners to a wide variety of literary forms in reading and then provide opportunities for learners to construct their own forms to share with others (Allen, 1986; Flores et al., 1985).

4. Incorporate various writing assignments in cross-curricula study.

The Writing Process Teachers are encouraged to teach writing as a process by modeling each genre of writing with their class. Modeling and writing with the class is a critical part in teaching the writing process. Students in grades 3-5 should participate in using the writing process with the teacher throughout the year. Students should be able to use and apply all steps in the writing process. Instruction should be explicit and provide ample time to practice and complete each stage of the writing process. Adequately pacing the completion of quarterly compositions enables students to maximize the benefits of classroom instruction. NPS views writing as an ongoing process in which the students follow a given set of procedures for planning, drafting, revising, editing, and publishing. It is a time during which the classroom teacher offers students the opportunity to go back and revisit their writing over and over again to make certain their message is clear and organized.

It is important to note that writers move back and forth between the different processes of writing. They learn that their first attempts at writing may not be their best and need to be refined.


Steps in the Writing Process I. Prewriting/Planning

• Brainstorm ideas and possible topics. • Choose one topic of focus. • Use drawing or graphic organizers to organize information: webs, lists, Venn

diagrams, etc. • Gather information to support the topic. • Arrange ideas in logical order.

II. First Draft

• Begin writing using prewriting notes/sheets. • Write in complete sentences. • Skip lines to make room for later revisions. • Put ideas in logical order. • Reread first draft, when finished writing.

III. Revising

• Reread your first draft. • Meet with the teacher or peer to determine if the piece makes sense, is

sequenced correctly, and includes necessary details. • Elaborate when necessary. • Rearrange, add, delete, substitute, or expand words, phrases, or sentences

to improve clarity. IV. Editing

• Reread your draft. • Proofread paper alone and with a peer. • Correct grammatical errors. • Correct misspellings, capitalization, and punctuation errors. • Reread paper a final time.

V. Publishing/Final Draft

• Type or write final draft. • Illustrate, if desired. • Publish in a variety of formats. • Share with an audience.


Writing Conferences The writing conference is the opportunity for the teacher to have one-on-one or small group interaction with the students. Conferencing can be incorporated during ANY stage of the writing process. Conferences should range from brief, informal encounters to more direct, individual guidance. During this time, the teacher reaffirms the student as a writer with praise before an area for redirection is offered. Considerations for conducting conferences:

1. Conference with each student at least once a week. Meeting with each student every day is impossible.

2. Listen to the student. Leaning forward, eyes alert, and attentive reinforces that

you have come to hear this young author.

3. Guide revising and editing without taking the control of the pen from the student. Probing is helpful when addressing revision concerns. Prompt students to provide more details through open-ended questioning. When addressing editing concerns, place editor’s marks in the margin on the line where an edit needs to be made. This holds students accountable for their own learning. Remember that the writing is the student’s work.

4. Teach just one thing. Teach the writer not the writing. Minimize your instruction in

order to maximize the writer’s control of the writing.

5. Build on the students strengths and give them concrete praise at the start of the conference.

6. Check the status of the class (where each student is in the writing process) daily to

provide accountability for students, identify when conferencing is needed, and provide documentation for student performance.

7. Understand the writer’s stage of development, strengths and weaknesses.

8. Assist the student in determining if the topic is of interest or should be abandoned.

Follow their energy.


Stages of Writing Development Just as children advance through stages of reading development, they also advance through stages of writing development. Children develop as writers when they are motivated to write through activities that are meaningful to them.

Children come to us with different literacy needs and word levels and develop at different rates. They may skip a stage altogether. The effectiveness of teacher observation, intervention, and encouragement will impact the rate of student progress. Monitoring how the student is progressing and documenting that growth throughout the year is an important task. Research has identified five developmental stages of writing. In NPS, we should be mindful that within each stage, students may demonstrate a continuum of writing control. However, we are able to identify specific benchmark behaviors along this continuum that determine the stage of writing development. When analyzing samples of children’s writing, knowing what to look for and how to interpret it will assist the teacher in monitoring the student’s progress effectively. These factors will also aid in making appropriate instructional decisions. The following descriptions will help the teacher assess the development and progress of each student:

A. Random Letters Writing at this stage contains scribbles, circles, scrawls, and lines with a few letters thrown in at random. These letters are usually “just there” and connections between letters and words are coincidental. At this stage a student:

• begins with scribbling and then develops towards knowledge of alphabet, evident by use of some letter forms.

• strings random letters and numbers. • shows preference for uppercase letters when writing. • probably not showing left to right directionality. • uses a lot of drawing to convey their meaning. • demonstrates little/no knowledge of sound-symbol relationships. • repeats use of a few known alphabet symbols resulting in long

lists of alphabet letters. • progresses towards an understanding that their writing has

meaning.


B. Semi-phonetic Stage

The second stage can be seen when words begin to be represented by a letter or two. Some beginning and ending sounds will start to appear. Type might be written with a “t” or “tp.” This stage indicates that the child is beginning to understand letter-sound relationships. At this stage a student:

• produces drawings that often hold meaning and can be read back over time by the writer.

• develops alphabet knowledge and letter formation (may reverse some letters).

• uses one beginning letter or prominent sound to write a word, e.g. m = mom, t = not.

• uses resources around the room to record letters and familiar words • represents words, sounds, or syllables with the letters that match

their letter names, e.g. c = s, y = w. • begins to use spaces between words/letters although not consistently. • progresses towards demonstrating left to right sequential

arrangements of letters in words • shows developing ability to hear sounds in sequence in words. • rarely uses punctuation. • begins to read back their own writing

My mom blew out my candles.

I have a goldfish named Alfred.

I love my sister because she loves me.


C. Phonetic Stage

In the third stage, vowels will begin to appear. The vowels are not necessarily the correct vowels but they are used. Most sounds are represented by at least one letter. Type will probably be written “tip.” When children are in this stage you can read most of what they write. At this stage a student:

• consistently controls consonant sounds. • includes some vowels but often not the correct ones. • shows consistent left to right direction, letter orientation, and word

spacing. • frequently assigns letters strictly on the basis of sound, e.g. confusing

c/k, s/c, and t/ed. • confuses letter sequence with words, e.g., nad = and. • spells some high frequency words correctly in a sentence. • produces drawings and one or two sentences that can be read back

over time. • begins to use punctuation. • uses but confuses capitalization.

Once upon a time, there was four butterflies. They went on an adventure in the woods.


D. Transitional Stage In this stage all sounds are represented and the spelling is usually an English spelling even though it may not be the correct spelling. Vowels will appear in each syllable. Type might be spelled “tipe.” At this stage a student:

• shows evidence of transition from reliance on sound. • uses learned words in great abundance. • correctly spells several high frequency words in sentences. • begins to insert vowels in every syllable, e.g. tayol = tal= tail. • writes more than one sentence that can be read back. • uses punctuation most of the time. • uses capitalization correctly most of the time.


E. Conventional Stage

Finally, the child reaches the conventional stage. Children at this stage are composing freely and independently using both invented and conventional spelling. At this stage a student:

• uses both invented and conventional spelling. • correctly spells most high frequency words. • uses more complex and varied sentence structures. • uses capitalization and punctuation correctly. • writes freely, creatively, and independently. • demonstrates voice and tone. • writes a 4 or 5 sentence paragraph on a related topic. • displays growing accuracy in use of consonants and an “s” doubling

consonants. • utilizes knowledge of word structures, prefixes, contractions, and

compound words. • shows understanding of irregular spellings. • reads their written message back over time.


Writing Genres

Our students need to develop and utilize an understanding of the characteristics of various simple genres (e.g., fables, realistic fiction, folk tales, poetry, and humorous stories). This understanding is enhanced when students compose writing aligned to these genres. Types of writing include: 1. Narrative Writing Narrative writing occurs when the writer writes a chronological sequence of events telling a story that may or may not have happened. Simple narratives consist of at least three events: a beginning, middle, and an end. Transition words are used to show time order. Complex narrative stories may include a description of the setting, the characters’ feelings, and a moral to the story. Some forms of narrative writing include:

• adventures • friendly letters • biographies/autobiographies • short stories • creative story retellings • folktales • mysteries • time lines • science fiction • chain of event stories

2. Descriptive Writing Descriptive writing occurs when the writer describes a person, place, thing, or event. The purpose of descriptive writing is to help the reader clearly visualize what is being described. Descriptive writing makes use of adjectives, similes, and adverbs. Paragraphs, consisting of a topic sentence and two or more detail sentences, are elements of descriptive writing. Some forms of descriptive writing include:

• “all about” books • field trip reports • book summaries • predictions • character sketches • science articles • fact books • definitions


3. Functional Writing (“How To”) Informative writing occurs when the writer is explaining how something is done. The writing begins with a topic sentence telling what will be explained. Next directions or steps are given in chronological order. Each of the directions should contain a clear, precise action word to the reader. Directions often begin with transition words or phrases (such as first, second, next, after that, then, finally) to signal the order of the steps. Some forms of “how- to” writing include:

• recipes • how-to-do-it manuals • rules • instructions • travel directions • survival manuals • game directions

4. Informative/ Research Writing Research reports occur when writers learn and search for information on a subject. They organize their knowledge and put it in written form. This search often includes observations, interviews, library research, and Internet research and may include note taking and the citing of resources. Some forms of reports include:

• “all about….” reports • fact books • research reports

5. Expressive Writing Expressive writing occurs when students are able to express their thoughts using creative forms of writing. Expressive writing may include: Some forms of reports include: poetry (haiku, limerick, diamante, acrostic, rhyme, free verse, concrete) songs (raps, jingles, chants, ballads, folk songs) journal writing sensory writing group cheers


WRITING ASSESSMENTS

The ultimate goal of writing assessment is the improvement of students’ writing skills. In addition to reading assessment documentation, the Literacy Portfolio must also contain three writing samples for every student in grades 3- 5. Depending upon the unit, one sample may be scored for a particular stage of the writing process, such as prewriting or first draft. The other two samples must be completed writings showing the entire writing process. Students should be given the opportunity through-out the year to review the work in their portfolios. In addition, these folders are to be kept in a place that can be easily accessed by the teachers, students, parents, and administrators. If a student transfers to another school within the school year, their entire portfolio should be sent to their new school. Baseline Writing Samples At the beginning of the school year, teachers should collect a baseline sample. This sample serves as a starting point for your instruction. This sample should be evaluated, but not graded. At the end of the quarter, this baseline is returned to each student. The student should then have the opportunity to revisit the piece using your feedback and instructional expectations set forth throughout the quarter. After the student has had a chance to edit and revise this piece, it can be recollected and scored. Assessing Writing throughout the Quarter The collection process of writing samples is outlined in each grade level’s pacing documents. Writing samples can be collected and assessed in two different ways. In designated quarters, two writing samples are collected to reflect all stages of the writing process and one sample is collected at a specific stage of the writing process. The rubric should only address the skills and expectations of the student before the piece has been taken through the entire writing process. The NPS Composition Evaluation sheet is a tool designed to assist teachers in giving specific, focused feedback to students about a single piece of writing. Composition evaluation sheets assess individual pieces of writing in each of the three domains: Composing, Written Expression, and Mechanics/Usage. A completed composition evaluation sheet or writing process rubric is to be attached to each of these pieces of writing. All steps used in the writing process, including the draft, should be stapled together with the dated final copy on the top. Writing samples taken through the entire writing process should reflect the students’ best writing.


Waiting to collect and assess three pieces of writing at the end of a grading period will not drive instruction. The composition evaluation sheets should be used to confer with students. They are an excellent way to help the students focus on specific aspects of their independent writing. Comments on all composition evaluation sheets are required. Teachers can limit these remarks to one strength and one goal. They serve as a record of growth during the school year and provide useful information for assessment purposes as well as parent conferences. Comments should relate directly to student performance in writing and avoid statements that relate to student behavior or attitude.

The composition evaluation sheet should be used to grade a piece of writing. It is recommended that a child’s first attempt at a new genre of writing not be graded.

Examples of acceptable comments: (S = student’s name) S understands and uses the steps of the writing process. S is willing to take risks and try to spell difficult words. S is beginning to self-edit. S is improving his grammar. S has developed style and voice in his writing. S uses colorful language and vocabulary in his writing. S often needs to add details to his stories. S needs to work on using more descriptive words.

A sample instructional sequence for teaching and grading writing is provided below: 1. The teacher reads stories/and or books that demonstrate the genre being studied. 2. Students learn about the characteristics of the genre. 3. The teacher models how to write a particular genre. 4. The class composes a group piece, through shared or interactive writing, focusing

on the primary traits of the genre being studied. 5. Students compose a first draft. 6. The teacher looks quickly for the primary characteristics of this type of writing and

gives informal feedback. 7. Students may revise and rewrite their draft. 8. Following peer and teacher revision and editing, the teacher can use the scale

provided on the composition evaluation sheet to record a grade.


Determining Writing Grades Scores from each writing sample, common grade level assessments, and homework should be recorded on eSembler to obtain a final grade each nine weeks. The following chart explains how these tasks are used to compile a writing grade each quarter.

eSembler WeightsWriting Sample 1 15% Writing Sample 2 15% Writing Sample 3 15%

Scoring the Composition Evaluation Sheets Each composition evaluation sheet assesses student performance in each of the three domains of writing: Composing, Written Expression, and Mechanics/Usage. A score is assigned to each of these domains on a scale of 1-4. These three final numbers are totaled and this conversion scale is used to compute the grade for entry into eSembler.

Composition Score

Domain Scores

Letter Grade

e-Sembler Grade

12 3(4’s) A 100-93

11 2(4’s) and 1(3) A- 92-90 10 1(4) and 2(3’s) B+ 89-87 10 2(4’s) and 1(2) B 86-83 9 Any combination

that totals 9 points B- 82-80

8 2(3’s) and 1(2) C+ 79-77

8 1(4) and 2(2’s) C 76-73 7 Any combination

that totals 7 points C- 72-70

6 Any combination that totals 6 points

D+ 69-67

5 Any combination that totals 5 points

D 66-65

4 1(2) and 2(1’s) D 64 3 3(1’s) E 63 and

below


Sharing Writing Samples with Parents Teachers must place three analytically scored writing samples into portfolio folders each quarter. Two writing samples should go home for parents to review and return prior to the close of the quarter. We recommend that teachers establish a clear “Review & Return” policy with parents/guardians to ensure that at end of each quarter, 3 samples are left in each portfolio. TIPS

• Teach students (grades 3-5) how to use the composition evaluation sheet for the self-assessment and peer revision or editing.

• Shrink the Composition Evaluation Sheet so students can use this to evaluate and self-assess their own pieces of writing.

• Enlarge the composition evaluation sheet to create a poster that can be displayed and referred to while students are working on their own writing.

• Collaboratively score students’ writing samples with grade level colleagues on a regular basis. This practice increases the standardization of grading at a particular grade level.


END OF THE YEAR LITERACY PORTFOLIO CONTENTS

(Grades 3 & 4)

Literacy folder contents must be purged at the end of the fourth quarter each school year. A final ePortfolio Student Summary Report should be printed and placed into each student’s folder.

Fifth Grade End of the Year Portfolio Procedures At the end of the fifth grade Elementary Literacy Portfolios should be closed out. This means that all contents can be removed. One printed copy of the Fifth Grade ePortfolio student summary sheet should be placed in the student’s cumulative record. Records and assessments from previous years should be properly discarded (shredded if possible). Student writing samples should be compiled into a large collage-type portfolio and sent home for the parents to enjoy. These samples reflect a wondrous amount of growth and achievement from the student’s elementary years. Parents will surely cherish its contents.

Purge Keep -Teacher-made tests

-Quizzes

-Reading logs

-2 samples from each quarter

-ePortfolio Student Summary Report

-PALS Student Summary sheets (3rd

Grade)

-Dolch Word Lists (3rd Grade)

-DSA documentation

-Baseline writing sample

-One writing sample from each quarter

-Assessment documentation


ePortfolio Information for Students with Individual Education Plans (IEPs)

Special Education teachers may have a few instances in which ePortfolio assessment data is not available. In these cases, the teachers must provide alternate forms of assessment as dictated by the student’s IEP. In the event that a particular assessment is inappropriate for a student, the teacher should select N/A from the ePortfolio assessment drop down menu. The N/A designation should only occur in extreme cases and the use of this coding will be monitored closely by school administrators.

Special Education teachers should do their best to find ways to adjust administration methods to meet the needs of a particular student.

Assessment Accommodations to consider: • If the student is overwhelmed by the list of words on the Dolch Word Assessment,

the teacher should put the words on index cards and administer the assessment in smaller increments.

• The Developmental Spelling Inventories should be administered one on one in shorter sessions (if possible). Teachers should see their Communication Skills Specialist if they need to drop down to lower stages of spelling development.

• The English Office strongly encourages Special Education teachers to administer the DRA2 to their students who are not reading on grade level. Without this information a teacher cannot target the students’ zone of proximal development or ZPD. See your Communication Skills Specialist for these assessment materials.

• Special Education students may require more teacher or peer conferences when working on writing assignments.

• Composition Evaluation forms from alternate grade levels can be used.

A student’s IEP is the ultimate indicator of the student’s expected benchmarks and goals.

• If the student’s IEP indicates “None Required” under the section titled Program Modifications, the student should be able to participate in all ePortfolio Assessments required for that student’s grade level and that student will be graded according to content standards in all content areas.

• If the student’s IEP indicates “Alternative grading” under the section titled Program Modifications, the General Education and Special Education teacher need to collaboratively determine grading for the student in the specified area(s) in which the student’s identified disability affects learning.

• If the student’s IEP indicates “Content standards have been modified” under the section titles Program Modifications, then this student will be participating in the Virginia Alternative Assessment Program (VAAP) and administration of the ePortfolio Assessments may not be appropriate.


**Only 3rd grade students who didn’t meet the Spring benchmarks and students new to VA are assessed.

Norfolk Public Schools 3 – 5 Literacy Assessments

Grade Level Entry First Quarter Second Quarter Third Quarter Fourth Quarter

Third Grade • Baseline Writing Sample

• DSA Form A

• **PALS- 3rd Grade Students

• Dolch Word List until mastery of 220 words

• DSA Form B

• NPS Comprehension & Vocabulary Assessment

• 3 Scored Writing Samples


• DSA Form A

• DRA 2




• DSA Form B




• DRA2

• DSA Form A



Fourth Grade • Scored Baseline Writing Sample

• DSA Form A

• DSA Form B



• DSA Form A



• DSA Form B



• DSA Form A



Fifth Grade • Scored Baseline Writing Sample

• DSA Form A

• DSA Form B



• DSA Form A



• DSA Form B



• DSA Form A



Special Education Teachers

Special Education Teachers will administer the NPS assessments to students that they service.

Special Education Teachers are strongly encouraged to administer the DRA2 to any students with IEPs who are not reading on grade level.


Suggested Assessment Pacing Guide for 3rd Grade

Recording data into ePortfolio as assessments are completed is an excellent time management strategy. Week 1

9/6 – 9/9 Week 2 9/12 – 9/16

Week 3 9/26 – 9/30

Week 4 10/3 – 10/7

Week 5 10/10 – 10/14

Week 6 10/17 – 10/21

Week 7 10/24 – 10/28

Week 8 10/31 – 11/4

1st Qtr.

Baseline Writing Sample DSA Form A

***PALS Begin Dolch DSA Form B

NPS Comp/Vocab. Assessment

DSA Form B ePortfolio data due

Week 1 11/7 – 11/11

Week 2 11/14 – 11/18

Week 3 11/21 – 11/23

Week 4 11/28 – 12/2

Week 5 12/5-12/9

Week 6 12/12 – 12/16

Weeks 7 & 8 12/19 –12/21 1/3 – 1/6

Week 9 & 10 1/9- 1/13 1/16 – 1/20

Week 11 1/23 - 1/26

2nd Qtr.

♦Begin Dolch

Begin DRA2 DSA Form A NPS Comp/Vocab. Assessment

ePortfolio Data Due

Week 1 1/30 – 2/3

Week 2 2/6 – 2/10

Week 3 2/13 – 2/17

Week 4 2/20 – 2/24

Week 5 2/27 – 3/2

Week 6 3/5 – 3/9

Week 7 3/12 – 3/16

Week 8 3/19 – 3/23

Weeks 9 & 10 3/26 – 4/6

3rd Qtr.

♦Begin Dolch DSA Form B


ePortfolio Data Due

Week 1 4/16 – 4/20

Week 2 4/23 – 4/27

Week 3 4/30 – 5/4

Week 4 5/7 – 5/11

Week 5 5/14 – 5/18

Week 6 5/21 – 5/25

Week 7 5/29 – 6/1

Week 8 6/4 – 6/8

Week 9 6/11 – 6/15

4th Qtr.

Begin DRA2 ♦Begin Dolch NPS Comp/Vocab. Assessment

DSA Form A ePortfolio Data Due 6/11

**All 3rd grade students are DRA tested until they are reading at a level 38. Begin DRA2 testing with your high students. ***Only students who are new to Virginia and students who didn’t make Spring benchmarks are tested in the Fall on PALS. ♦The DOLCH Word assessment can be discontinued when the student has mastered all 220 words.


Suggested Assessment Pacing Guide for 4th Grade & 5th Grade Recording data as assessments are completed is an excellent time management strategy.

Week 1 9/6 – 9/9

Week 2 9/12 – 9/16

Week 3 9/26 – 9/30

Week 4 10/3 – 10/7

Week 5 10/10 – 10/14

Week 6 10/17 – 10/21

Week 7 10/24 – 10/28

Week 8 10/31 – 11/4

1st Quarter

Baseline Writing Sample DSA Form A

DSA Form B


Portfolio data due

Week 1 11/7 – 11/11

Week 2 11/14 – 11/18

Week 3 11/21 – 11/23

Week 4 11/28 – 12/2

Week 5 12/5-12/9

Week 6 12/12 – 12/16

Weeks 7 & 8 12/19 –12/21 1/3 – 1/6

Week 9 & 10 1/9- 1/13 1/16 – 1/20

Week 11 1/23 - 1/26

2nd Quarter

DSA Form A


Portfolio Data Due

Week 1 1/30 – 2/3

Week 2 2/6 – 2/10

Week 3 2/13 – 2/17

Week 4 2/20 – 2/24

Week 5 2/27 – 3/2

Week 6 3/5 – 3/9

Week 7 3/12 – 3/16

Week 8 3/19 – 3/23

Weeks 9 & 10 3/26 – 4/6

3rd Quarter

DSA Form B


Portfolio Data Due

Week 1 4/16 – 4/20

Week 2 4/23 – 4/27

Week 3 4/30 – 5/4

Week 4 5/7 – 5/11

Week 5 5/14 – 5/18

Week 6 5/21 – 5/25

Week 7 5/29 – 6/1

Week 8 6/4 – 6/8

Week 9 6/11 – 6/15

4th Quarter


DSA Form A Portfolio Data Due 6/11


GRADES 3-5 READING LOG

Student: __________________________________ Year: ________ School: __________________________________

Date Title Author Pages Read

Rating Low - High

1 2 3 4 5

A-158


CREATING YOUR ePORTFOLIO ACCOUNT

ePortfolio website: https://k5a.nps.k12.va.us/k5a/welcome.php

The Username is the front part of your email address. The Password is the same password you use for GroupWise. Registering Your ePortfolio Account Upon your first login each school year, you will be prompted to *REGISTER*. The first page of the registration dialog asks you to select the type of account you need. Select Teacher if you are a classroom teacher who will input assessment data for your students. Select School-level User if you are an Interventionist, Communication Skills Specialist, or another role who needs access to various classes in your school. Select District-level User if you are an administrator who needs access to classes in various schools throughout the district. If you are a Teacher, your account has already been reserved using information from Starbase. Your account is waiting for you to complete this registration process in order to become active. If your School Data Specialist has input your information correctly, the process should flow smoothly. If the registration process does not succeed, you should have your SDS update your Starbase record, then wait until the following day and complete the registration process after the nightly Starbase to ePortfolio update has had a chance to run. If you are a School-level User or District-level User, your account has already been reserved by the ePortfolio Program Coordinator (currently Charlene Feliton), and it is waiting for you to complete this registration process in order to become active. Once your account has been created, this page will send Teachers to the Pick Student screen, and will send School-level Users and District-level Users to the Pick Teacher screen. If you have problems with your ePortfolio account access, please see your Communication Skills Specialist.


Lesson Plan Requirements Daily Lesson plans should be written for all components of the Communication Skills Block. Each administrator may have his/her own preferred format for each component (whole group, small group, and writing). Lesson plans should be neatly organized and easily accessible for review throughout the school year. Lesson plans should include: • a focus SOL. • text title. • vocabulary that needs to be discussed. • a before reading activity. • during reading stopping points (if applicable). • an after reading focus for discussion. In addition, small group lesson plans should include the names of members of each group and the text level being used. Please keep in mind that lesson plans should be specific for each day of instruction. Cutting and pasting the same information from one day to the next does not reflect an appropriate focus for daily instruction. The following small group lesson plan formats are suggestions from the English Office.


Small Group Reading Lesson Plan

DRA 20 + Not all components of this plan are required every day, but they should be covered throughout the week of instruction.

Members of the Group:

Level:

Date:

Fluent Practice:

o Independent sight word practice o Rereading familiar text o Speed Sort

Instructional Focus:

SOL(s):

Guided Instruction: Before Reading:

o Book introduction/background knowledge

o Introduce vocabulary o Story predictions o Text feature preview/discussion o Revisit prior reading o Other:

During Reading: o Students reading independently while

teacher reinforces literacy strategies o The teacher stops the students

periodically to monitor comprehension.

After Reading: o Story retelling/summarize what was

learned o Revisit predictions o Strategy discussion o Graphic organizer

Text: Pages to be read: Vocabulary to discuss: Before Reading Questions: During Reading Stopping Points & Questions: After Reading Questions/Activity: Evaluation: [ ] Observation [ ] Running Record [ ] Written Response [ ] Other:

This portion of the lesson may not be appropriate every day and it may take place at the beginning or end of the lesson. Word Study/Vocabulary:

o Vocabulary activity o Word Building o Word Analogies o Other :

Word Study Focus: Procedure/Notes:


PROGRESS REPORT CONSIDERATIONS

Because ePortfolio assessments form a significant portion of a student’s grade in reading and most of these assessments are administered during the middle to the end of each quarter, composing a progress report grade becomes an additional consideration. In the first quarter, teachers should use their PALS data (if administered), anecdotal records, and observations to determine if the student is making steady progress towards the end of the quarter goals. If a student is at an instructional level significantly below the targeted end of quarter goal, their progress report should reflect this deficiency. These are your intensive or strategic students. Likewise, if a student is already reading at or above benchmark designations, their progress report should reflect this achievement. This means that the teachers should enter all of their common grade level assessments, let eSembler calculate the grade, and then override it if observations and notations deem appropriate. Teachers should override with caution during this quarter. If a student is not making adequate progress, you should have data to support this decision. Please remember that this override is only applicable for the first quarter Progress Report. In quarters 2, 3, and 4, teachers should use the previous quarter’s eSembler grade calculated by ePortfolio as a “place marker” until new assessment data is available and has been posted. At the end of the quarter, teachers should enter the new eSembler grade calculated by ePortfolio.

Please consult your Communication Skills Specialist if you have any questions or concerns regarding this procedure.


References

Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2008). Words their way: Word study for phonics, vocabulary, and spelling instruction. Upper Sadle River: Pearson/ Prentice Hall.

Center for the Improvement of Early Reading Achievement (2001). Put reading first:

The research building blocks for teaching children to read. Washington, DC: US Department of Education.

Developmental Studies Center. (2005). Making meaning: Strategies that build

comprehension and community. Dorn, L.J. & Soffos, C. (2001). Scaffolding young writers: A writers’ workshop approach.

Portland: Stenhouse Publishers. Feldgus, E.G. & Cardonick, I. (1999). Kid writing: A systematic approach to phonics,

journals, and writing workshop, 2nd Ed. Chicago: Wright Group/ McGraw- Hill. Ganske, K. (2000). Word journeys: Assessment- guided phonics, spelling, and

vocabulary instruction. New York: The Guilford Press.

McCarrier, A., Pinnell, G.S. & Fountas, I.C. (2000). Interactive writing: How language & lieracy come together, k-2. Portsmouth, NH: Heinemann.

Ray, K.W. & Laminack, L.L. (2001). Urbana, Illinois: National Council of Teachers of

English. Retrieved in July and August, 2008 from http://pals.virginia.edu/contact.html Retrieved in July and August, 2008 from http://www.readingrockets.org/ Tyner, B. (2004). Small group reading instruction: A differentiated teaching model for

beginning and struggling readers. Newark: International Reading Association. U.S. Department of Health and Human Services (2000). Report of the national reading

panel: Teaching children to read. Retrieved in July and August, 2008 from http://www.usu.edu/teachall/text/reading/report.htm.

Walpole, S. & McKenna, J. (2008). Presentation for NPS (’08): Differentiated Reading

Instruction: Strategies for the Primary Grades. Kozulin, A., Gindis, B., Ageyev, V., Miller, S. (2003) Vygotsky’s Educational Theory in

Cultural Context. New York: Cambridge University Press.

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