Wordless Books
Title Author/Series Publisher/Distributor
Anno’s Journey _ : Anno, Mitsumasa Philomel

Bobo's Dream Dial Press
Circus, The Millbrook Press
town Henry Holt
EDC Publishing
Puffin Books
Four Winds Press
Dial Press
‘Orchard Books
Putnam :
Mysteries of iiarris Burdick, The Van Allsburg, | Chris o Houghton Mifflin
Pancakes Breakfast Knopf :
Rain ‘Doubleday
REM Penguin
Snowman, The Random House
0 You We Harper Trophy
: Wright Group
HarperCollins
wn
Tooth Fairy, The Knopf
Tuesday Clarion
Up a Tree Harper & Row
What Whiskers Did E
Window : Greenwillow
Zoom Viking ,
Alphabet | Books
Title Author/Series Publisher/Distributor
26 Letters and 99 Cents Hoban, Tana Scholastic
\aron anc l fi j Black Butterfly
Alphabet Viking
Alphabetics Aladdin
Animal Alphabet Dial Press
Animals A to Z “McPhail, David Scholastic
Chicka Chicka Boom Boom “Martin: dr., Bill & Archambault Simon and Schuster
Eating the Alphabet Ehlert, ‘Lois Harcourt Brace & Jov.
Glorious ABC, The er, Edens MacMillan

16 © L.LA,P,



the scoring is based on the child’s ability to independently
apply these problem-solving techniques to the text. This
does not mean that the adult never helps the child with
prompts or leading questions. As with the beginning reader,
the tutor helps children to learn about the new features of
the text presented in books at this level. For example, the
tutor might say, “Since we know that this is a book about
whales, what do you think the word that begins with bl
might be?” In both the listening and reading comprehen-
sion sections, the adult still has a role in initiating or
extending the discussion. It is possible that a tutor could be
working with a child at the early independent reading stage
who has never been engaged in “teal discussions” about a
book but has only had to answer literal questions. In this
case the tutor may have to model how to respond to a
book. For example, the tutor might model using personal
experiences to discuss a book by saying, “A similar thing
happened to me when I...” or by asking the child, “Did
something like this ever happen to you?”

The Consistency Rating Scale

To evaluate a student's strategies/skills using L.L.A.P., you
will be deciding how consistently your child demonstrates
each of the competencies described in your student's read-
ing stage. There are four levels in the Consistency rating
scale; each is described on the following page:

L.LAP. © 37



Lower Early Independent

{kuin yea cae there.

Pohinve geacte

thd tae Petey

From And I Mean It, Stanley by Crosby Bonsall. Copyright ©1974 by Crosby Bonsall.
Reprinted by permission of HarperCollins Publishers.

BEST COPY AVAILABLE LLAP. #33

Palal

vt



Name of Child

Length of Session

Date

Record Keeping Form

PLAN

What Happened?
Description of the child’s responses to the session

Reread Familiar Books
Title:
Goal:

New Book
Title:

Goal (strategies and skills to be worked on):

Include some of the child's miscues

Other Activities (e.g., games):

Writing: Type of Writing:

Goal:

Include examples of the child's invented spelling

Reflection

* General impressions of the sessiun. Note any new strategies or skills the child is using.

* Plans for the next session.

© Note: books and other materials to bring reminders.

i<o)

tT



| The Second and Third Recording Periods

1 We suggest that the L.L.A.P be completed three times dur-
! ing the academic year—near the beginning, at mid-year,
: and at the end of the school year. Tutors should follow the

: same assessment procedures for each recording,

Between each assessment period, changes will occur in

| many students. Based on your sessions, you may decide to
move some of them to the next stage. On the following data

| sheet are some examples of the second and third uses of

" LIL.A.R, along with the data from the first observations.

i
Example of 2nd and 3rd Assessment Periods

L.L.A.P. Data Sheet for Reading

Tutors Name

Ast Assessment 2nd Assessment 3rd Assessment
Date: Date: Date:
“Child's Name Stage Points Stage Points Stage _|Points
1 Emergent 42 Emergent 65 Emergent | 80
2 Emergent 55 Emergent 90 Beginning | 132
3 Beginning 90 Early Indep. | 50 Early Indep. | 70
4 Early Indep. | _45 Early Indep. | 55 _| Early Indep.| 67
5 Beginning 80 Beginning | 105 Beginning | 120
6 Beginning | 62 | Beginning | 81 | Beginning | 88
7 Emergent 87 Beginning 57. Beginning | 70
8 Emergent 36 Emergent 62 Emergent | 73
9 Early Indep. | _69 Early Indep. | 89 _| Early Indep. | 100
10 Emergent 105 Beginning 71 Beginning | 123
1
42 © LLAP,
on



10 * L.L.AP.

5. View the writing activity segment of the tape. Allow
tutors to fill in their observations independently and
again process their notes together.

6.Complete the “Reflection and Planning” section of
the RKF together. Let the tutors know that rereading
their notes and spending time thinking about a child
will greatly improve the quality of the next session.



? Writing (continued)

Spelling When Writing

> Stretches words out and writes the most
predominant sounds heard. Example:

says “car” and writes “cr

Date:

Date: Date:

> Correctly spells some frequently used

words, Examples: the, and, I

TOTAL POINTS

Emergent Reader


v

senses - Appendix



L.L.A.P. Report Sheet for Writing

ist Assessment

Date:

2nd Assessment

Date:

Child’s Name

Stage

Points

Stage

Points

Raw Change

Points:

(+/-)

Comments

©1999 LEARNS - Linking Education and America Reads Through National Service

50° L.LAP.

ir



Digraphs

Combination of two letters that create one sound
when pronounced.

Initial Consonant Digraphs

sh wh th ch

56 ¢ LL.ALP.



Advanced Sight Words List

down Mr. between
part myself give
hand away house

town night ~—_—snever
before always until
their © does — because
don’t around made
please first been

after hold _—_ something
those good ready
work why _— got

school kind day
beautiful long — going
played himself water

60° L.L.A.P,

od



Tutor’s Name

L.L.A.P. Data Sheet for Writing

ist Assessment 2nd Assessment 3rd Assessment
Date: Date: Date:
Child’s Name Stage Points Stage Points Stage |Points

Comments

©1999 LEARNS ~ Linking Education and America Reads Through National Service

48 © L.LAP,

et
rae)


Upper Emergent

The cghtuing in the sky Soes

From City Storm by Rebel Williams, illustrated by Philip Howe. Copyright ©1990 by
The Wright Group. Reprinted by permission of The Wright Group.

20° LAP.

24 BEST COPY AVAILABLE



Rating Rating

Name Score
If your student shows
you should rate that rate;
Never 1 be 100% absence of a.s

g¢ about

sthe is
ot able-vo-usr the initial consonant}

picture clues, the studBai
strategy.

rif-your.scudent.appears to use’a’ particular straregy/skill ‘onee in-a

-while-tare thar competency sometimes. A-studéi

at this level will démonscrate the skill/stratégy in some situations,

but. there is-still’some inconsistency in his/her performance.
Sometimes 2 ~ Example: The student from the example above now shows evi-
dence of using initial letters, along with picture ot context clues to
figure out words. However, the child sometimes uses only one
skill/scrategy which does not help her/him read the word correctly.

If your student is using a skill/strategy on most occasions when it
could be used, rate that competency frequently. Now the child
appears to be using the skill/strategy far more often than not, but still
makes regular erors that suggest that the skill/strategy was not used.

Example: Our example student now predicts words which take
Frequently 3 into consideration the appropriate first letter, the context, and the
picture clues. When the student self-corrects, you observe thar the
are used to help the
student recognize an error. In some circumstances the student will
still ignore initial letter information when incorrectly using picture
and context clues.

first letcer along with context and picture clue

If your student demonstrates a skill/strategy on most occasions, rate}
that competency consistently. The rating consistently doesn't
mean chat the skill/stracegy will be present 100% of the time:
everyone makes mistakes.

Consistently) 4 Example: Using knowledge of letter/sound correspondence is
now one of the primary clues your student uses to predict words
and is often supported by picture and context clues. Student self
corrections show evidence that they are almost always looking at
the letters in the word when they recognize an error. Your student
only rarely ignores letter inforniation.

38 © L.LALP.

9 BESTCOPY AVAILABLE



Writing

» The ability to express thoughts
in written language.

i 1= Never

i 2= Sometimes
3= Frequently
4= Consistently

Date: Date: | Date: |

Idea Development

> Chooses topics to write about. Examples:
family, pets, important events

> Writes about a book just read. Example:
“Mrs. Wishy Washy is funny.”
— wien —

> Draws pictures as a way to organize and
represent thoughts.

> Rereads own writing, may make some H
minor revisions.

Conventions of Writing

> Writes from left to right. 1

> Writes from top to bottom.

» Leaves space between words.

> Experiments with punctuation marks.

continued on next page

Emergent Reader



Preface

LEARNS Literacy Assessment Profile (L.L.A.P.) was developed for the America
Reads initiative by Judith Gold, Program Director for the LEARNS Partners at Bank
Street College of Education, in collaboration with Lance Potter, Director of Program
Evaluation at the Corporation for National Service.
L.L.A.P. has been informed by and adapted from other existing early literacy publica-
tions and assessments:
* The Elementary Literacy Profile: A New York State Pilot Assessment developed by
Beverly Falk ac the National Center for Restructuring Education, Schools, and
Teaching, at Teacher's College, Columbia University.

* The “First Steps” Developmental Continuums of the Education Department of
Western Australia.

* The National Research Council’s “Preventing Reading Difficulties in Young
Children.”

* The work of Gay Su Pinnell and Irene C. Fountas in “Guided Reading: Good First
Teaching for All Children.”

Peggy McNamara and Helen Freidus, co-directors of the Bank Street College Reading
and Literacy Program, provided valuable input throughout the development of L.L.A.P.
Their expertise and insight are acknowledged wich deep appreciation.

Special thanks to Clarissa Wilder of BSC for her role in the conceptualizing, research-
ing, and editing of L.L.A.P., to Elise Goldman of BSC for writing the record keeping sec-
tion, and to Leslie Haynes of NWREL for her unending attention to detail and innovative
thinking.

LEARNS (Linking Education and America Reads through National Service)
‘A partnership of Northwest Regional Educational Laboratory, (800) 361-7890, and Bank Street College of Education, (800) 930-5664.

5



Book Handling / Concepts of Print

»The knowledge individuals have about
the common characteristics of books.

1= Never

2= Sometimes
3 Frequently
4~ Consistently

Date: Date: Date:

> Follows direction of print when text changes
in format or is interrupted by illustrations.

> Knows that people use writing for different
purposes. Examples: lists, recipes, stories

> Knows the difference between letters
and words.

> Knows the difference between a word and
a sentence.

TOTAL POINTS

Beginning Reader

ps ey



Stage,

nnn . Beginning Reader

Tutor’s Name

Student's Name

Name of Program

ct



? Reading Strategies
and Behaviors (continued)

1= Never

2= Sometimes

3 Frequently

4= Consistently

Date: | Date: (Date:

> Uses knowledge of prefixes & suffixes to read
words. Examples: -tion, -ing, -ed, pre-, in-, un- i |

7 4

|

> Stops reading at periods and pauses between
sentences.

|

> Changes tone of voice when reading sentence |
with exclamation point.

> Uses many strategies for reading; considers
meaning of story, structure of language,

sound-symbol relationships, and illustrations, | !

> Self-corrects when reading.

> Reads and rereads to clarify meaning or
confirm understanding of the text.

> Articulates strategies used to read. Example:
“I knew it didn’t make sense the first time
Tread it, so 1 went back and read it again
to figure out the right word.”

TOTAL POINTS
|

Beginning Reader



BOOK LIST BY LEVEL
Early Independent (Upper Range)

Title Author/Series

Publisher/Distributor

Animal Dads Sneed III, Collard

Animal Hide and Seek

the Mystery Series A
est, The
Chair for my Mother, A

“Bank ‘Street

Williams, Vera B.
Bulla, Clyde Robert
Williams, Vera B,

Cherries and Cherry Pits

Cloud Book, The

Dinner ‘Panda Palace
Don't Forget the Bacon
Flossie & & the Fox

Freckle
From Caterpillar to Butterfly
Happy Birthday, Moon

‘de Paola, Tomie
Cale , Stephanie
Hutchins, Pat

_Mckissack, Patricia

‘Heiligman, Deborah

Asch, Frank

I Love |
In the Swim

“Florian, | Douglas
Conford, Ellen
‘Cameron, Ann

“Parish, Peggy

“McCloskey, Robert

Christopher, Matt

Sachar, Louis
‘Allard, Harry

Harn Redpost sre
Miss Nelson Is Missing

More Stories Julian Tells
Nest Full of Eggs, A
One in the Middle is a

Green Kangaroo, The
Picking Apples and Pumpkins
Pickle Pass
Pinky ;

‘Cameron, Ann
Jenkins, Priscilla

Blume, Judy
Hutchins, A. & R.
‘Giff, Patricia Reilly
Howe, James

qo
at

_ General

Houghton Mifflin/
General

“Bantam/General

Puffin Books/General
Dell Publishing/General
Scholastic

Random House/General
Houghton Mifflin/

Scholastic
Harper Trophy/General_
Puffin Books/General
Scholastic

Dell Yearting/General
HarperCollins/General
Simon & Schuster/
General

Little Brown/General
Harcourt Brace/General

‘Little Brown/General

Random House/General
Dell Publishing/General
Little Brown/General :
Puffin Books/General
Little Brown/General
Random House/General
Houghton Mifflin/
General

Random House/General
HarperCollins/General

Dell Yearling/General
Scholastic

Deli Publishing/General
Avon Books/General

LLAP. © 31


BOOK LIST BY LEVEL

Emergent (Lower Level)

Title

Author/Series

Publisher/Distributor

At the Zoo

My Birthday Party
My Book

My Class.

My Room

One Hunter —
Ouch!
Spots

Spots, Feathers and Curly Tails

Stripes

What Can You See?
What Did Ben Want?
What is This?
Wheels!

Who Ate It?

Who Hi
Who Likes Ice Cream?
Who Wears This Hat?
Zoo Animals —

Heath Little Readers
Kloes, Carol
“Sunshine

‘Sunshine

Little Red Readers
“Florian, Douglas
kowski, Jan
“Hoban, Tana

Sunshine

‘Jellybeans

Tafuri, Nancy

Ready to Read

Sunshine
‘Visions

“Heath | tittle Readers

Maris, Ron

“Stewart, J. & Salem, L.
Carousel Earlybirds
‘Hutchins, Pat

i acy 2000

Visions

Tafuri, Nancy
Twig
‘Carousel Earlybirds
“Smart Start

Tiger Club

‘Cobb, Annie
Gomi, Taro

Gomi, Taro

Literacy 2000
Windmill-Look & Listen
Barton, Byron

D.C. Heath

Kaeden Books _
Wright Group
Wright Group
Sundance
Greenwillow/General
Penguin/General
“Macmillan/General
Wright Group

Rigby -
Greenwillow/General
Richard C. Owen
Wright Group :
Wright Group |
Wright Group _
Rigby
Righy
Macmillan/General
D.C. Heath
Viking/General
Seedling ~
Dominie Press
Greenwillow/General
Rigby

Wright Group —
Greenwillow/General
Wright Group
Dominie Press _

Rigby

Peguis

Random House/General
Millbrook Press
Millbrook Press
Rigby :
Wright Group
HarperCollins/General

LLA.P. ¢ 17



BOOK LIST BY LEVEL

Beginning (Upper Range)

Title

Author/Series

Publisher/Distributor

An Auto Mechanic

Click

Florian, Douglas

Rockwell, Anne ; :

“Hughes, Shirley

“Eastman, P..

Come Out ‘and Play Little Mouse “Kraus, Robert

Flower ‘Garden
Goodnigh Moon

Itchy Itchy Chicken Pox
Just Like Daddy

Just Like Everyone Else
Later, Rover

Legs _

Lucky Star

My Best Friend
My Little Sister Ate One Hare
New House for Mole and Mouse, A Ziefert, Harriet

No Ball Games Here
Noisy. Nora .
Rabbit, The .

Ba .
Burningham, John

“Bunting, Eve
ret Wise
Hutchins, Pat

“Fiefert, Harriet

“Hello Reader
Asch, Frank

“Zefert, Harriet

jams, Vera B.

Ziefert, Harriet
Wells, Rosemary

__Mulberry Books

, Crowell/General

Bani sm/General
Harcourt Brace/General
srCollins/General
Macmillan/General
Penguin/General
Penguin/General

larper & Row/General
tic
Scholastic

Simon & Schuster/
General

Har perCollins/General
Puffin Books/General

‘Simon & Schuster
Greenwillow/General

: Penguin/General

HarperCollins/General
Greenwillow/General
Crown
Penguin/General
Penguin/General
Scholastic

Crowell/ General

L.LA.P. © 23



Lower Emergent

a Ee arenes
up the steps,

From Dinner! by Joy Cowley, illustrated by Judith Cowley. Copyright ©1986 by Joy
Cowley. Illustrations copyright ©1986 by Judith Cowley. Reprinted by permission of The
Wright Group.

L.LA.P, © 19



BOOK LIST BY LEVEL
Early Independent (Upper Range) - continued

Title Author/Series

Publisher/Distributor

Plenty of Fish Selsam, Millicent

Russel Rides Again” ” "Hurwitz, Johanna

Second Grade—Friends Again! “Cohen, Miriam _

Seeds ai re Seeds sam, Millicent
Snakes : “Penner, Lucille
Third Base, The C ‘OF h
od-Bye

Stories Julian Tells

Tale of Peter Rabbit, The
What Will the Weather Be?
What’s ‘to Be a Fish?
Whistle for Willie

‘Keats, Ezra Jack :

32° LLAP,

«Scholastic
__Harper & Row/General

Harper & Row/General

” Puffin Books/General

Pp

n Books/General 7

Random ‘House/General

Harperolins/Generl
HarperCollins/General
Penguin/General



14° L.LAP.

| Bibliography of Children’s Books

The bibliography of children’s books on the follow-

ing pages has been organized according to the three
developmental stages included in this assessment tool: emer-
gent, beginning, and early independent reader.
i Each of the three lists includes books ranging from the
: lower to upper end of the particular developmental stage
cited. The books have been leveled according to guidelines
set forth by Fountas and Pinnell in Guided Reading: Good
First Teaching for All Children (Heinemann, 1996). Leveling
is a system that enables us to match books with children’s
developing literacy skills. Leveling books is not an exact sci-
ence; levels are not universally agreed upon between pub-
lishers. There will be occasions when you, the tutor, will
have to use your judgment to decide if a particular book is
on the appropriate instructional level for your child.

This bibliography is composed mainly of books that can
be found in public libraries. We have also included some
titles, especially at the emergent level, that are usually not
found in public libraries. These books are specifically writ-
ten and published for early reading instruction. (In the
appendix, you will find a list of companies that publish
these books.) Many of you will be working in schools that
have these books in their classrooms and school libraries.



Writing

testes +++-=The ability to express thoughts
in written language.

Idea Development

P Writes for different purposes: reports,
letters, fiction.

1= Never
2= Sometimes
3= Frequently

Date:

> Responds to story in written form by
including specific details from the text.
Example: “The story was funny because the
clown popped the balloons.”

> Revises writing to make content changes.

Organization of Writing

> Writes with awareness of the beginning,
middle, and end.

> Stays on topic throughout writing.

continued on next page

Senet ie

Early Independent Reader



Reading Strategies and Behaviors

--»The ways in which individuals
make meaning out of print.

> Relies primarily on print to read.

1= Never
2= Sometimes
3= Frequently

Date: | | Date:

> Uses picture clues and content of the story
to make appropriate predictions about words.

> Uses knowledge of English syntax to know
when something doesn’t make sense or doesn't |
sound right. {

> Recognizes words that appear repeatedly
in a text.

> Uses beginning letter sounds to predict words.

> Uses ending letter sounds to predict words.

> Uses digraphs to sound out words.
Examples: sh, ch, th, wh

> Uses consonant blends to sound out words.
Examples: cr, st, str

continued on next page

Beginning Reader



Upper and Lower Case
Letters

Suggest that tutor only show student one line at a

B G | K P
wtto is vu
A T JS F C
X R Q DM
N V Z E H Y
b g i k p
w loo osu
a t j f ¢ a
x r q dmg
nv z eoh y

be



.

Points to Remember

Tt is important for children
to reread familiar books.
Rereading allows them to
become fluent with the
strategies and skills they are
using. It gives children a
sense of satisfaction and
makes them feel competent
about reading.

ticular level of reading, they
need to read many books at
that level. This allows them
to consolidate their leamn-
ing, apply new skills to the
text, and read with increas-

Lo

6° LALA.

‘Once children reach a par-

i Beginning Your Work Together

| Children enjoy being read to. Begin your work by bringing
several books; allow the child to select the book. Tutors can
learn a great deal about children based on their responses to
} stories. You might read to the child for a few sessions before
: you begin the process of book selection. See the Listening
Comprehension section of the assessment form for more

information.

W Emergent Reader

1, Bring a few books from the lower level emergent list if
you know your child ist’t reading. (See pp. 17.)

2.Allow the child to select a book that you will work on
together.

3. Take a “picture walk” with the child through the
book. Give the child time to look at the pictures.
Encourage the child to make predictions abour the
content of the story.

4, Ask the child who should read the book first—you or the
child. Give the child time to look ar the pictures.
Encourage the child to make predictions about the con-
tent of the story.

ing levels of independence.

5. Discuss the book with the child. Topics you might
raise include: the match between the story and the
predictions; the connections between the story and
the child’s personal experience.

6. Suggest that che child take a turn reading the book.
Encourage the child to use the picture clues and any
other reading strategies. If the child refuses to read the
book, say that you will read the book together.

7.Point to the words, read slowly, and when you come

i to a predictable word, pause and see if the child can
i fill ic in,

8. Observe the reading behaviors of the child. Ask your-
self: What skills and strategies is the child trying to
use to read? Is the child using the pictures, language
patterns, and context of the story to figure out the
words? Does the child try to use the initial consonant

i sounds?



BOOK LIST BY LEVEL
Early Independent (Lower Range) - continued

Title Author/Series

Publisher/Distributor

Good Morning, Chick — Ginsburg, Mirra

Green Eags and am
y, Dear Duck ;

Jamberry
Just Us Wo

: “Degen, Bruce
n Caines, Jeannette
Bear

Last Puppy, The

iet’s Be Enemies

Little Black, A Pony
d Little Yellow

“Weinman Sharmat, M,

“Bank Street |
‘Lobel, Arnold
‘Lobel, Arnold
“Keats, Ezra Jack

Pancake, The
Peter's Chair

Piggle . . ‘Bonsall, Crosby
Sammy the Seal Hoff, Syd
Small Pig Lobel, Arnold

[Se)
to

_ Greenwillow/General

Avon Camelot/General

_ ‘Random House/General

Cla ‘General

: Aladdin/General

HarperCollins/General
Bantam/General

. Scholastic

Harper & Row/General
Scholastic

7 Harper & Row/General

Simon & Schuster/
General

Harper & Row/General
Harper & Row/General
HarperCollins/General
Harper Trophy/General
Random House/General
Scholastic
HarperCollins General
Bantam/General
HarperCollins/General
Harper & Row/General
HarperCollins/General
Holt/General

“Harcourt Brace/General

Dell Publishing/General
Bantam/General
Bantam/General
HarperCollins/General
Dell Publishing/General
Harper Trophy/General
HarperCollins/General
Harper & Row/General
Harper Trophy/General
Harper Trophy/General

L.L.A.P, © 29



Phonics and Phonemic Awareness

>The knowledge of the sounds in words and
the relationship between sounds and letters.

1s Never
2= Sometimes
3= Frequently

“TEE

> Recognizes that words have different number
of syllables. Example: Can tap out syllables in
own name.

> Understands what rhyming means and can
thyme words. Example: When presented with
word groupings, child can pick out pairs that

: rhyme. bed/head, tent/rent, tent/tub H

> Blends words that have been divided into \ |
syllables. Example: The adult says “wa ter” and |
the child says “water.”

> Rhymes word family patterns.
Examples: cat, rat, fat, sat, hat.

TOTAL POINTS

continued on next page

Emergent Reader



Listening Comprehension

> Pays attention to story. May make comments
about illustrations and/or story while being
read to.

»The ability to use prior knowledge to make
meaning of the text while listening to a story.

1= Never

2= Sometimes
3= Frequently

| Dat

et Date:

> Makes predictions about what might happen
next in story.

> Recalls and retells story in own words.

> Expresses ideas about characters or events
in the story.

> Makes connections between content of book
and personal experiences or prior knowledge.
Examples: “My grandmother has a dog like
that.” “I have cake at my birthday party.”

» Compares book being listened to with other
books.

TOTAL POINTS

ot
ray

Emergent Reader


Reading Comprehension

>The ability to use prior knowledge to
understand the meaning of written text.

1= Never

2= Sometimes

3= Frequently

4= Consistently

Date: Date: | Date: |

> Talks about book; comments might include: |
opinions, reactions, ideas about the book.

» Makes connections between content of book
and personal experiences or prior knowledge.
Examples: “My grandmother has a dog like
that.” “I have cake at my birthday party.”

> Notices similarities between this book and
other known books; these comments can
include features of the text Example:
“This book says ‘in goes the’ on each page.” Hl
or content similarities Example: “We read
another book about baseball.” |

> Recalls and retells story in own words. j

» Demonstrates understanding of book
through drawing or writing. |

TOTAL POINTS

Emergent Reader

72



Under my shirt.
: Under my socks.

Itchy, itchy
chicken pox.

From Itchy, Itchy Chicken Pox by Grace Maccarone, illustrated by Betsy Lewin.
Copyright ©1996 by Grace Maccarone, Illustrations copyright ©1996 by Betsy Lewin,
Reprinted by permission of Scholastic Inc.

26° L.LAP.

to
QC



Reading Comprehension

»The ability to use prior knowledge to
understand the meaning of written text.

1= Never

2= Sometimes
3TM Frequently
4= Consistently

® Discusses own ideas and opinions of the story. |

> Makes connections between personal
experience and the characters or incidents
in a book.

> Makes connections between the book being
read and other books,

> Identifies the main ideas in a story or
non-fiction book.

> Retells the story, including details about
characters, events, and setting.

» Demonstrates awareness of sequence of events
when retelling a story. : i

TOTAL POINTS i

Beginning Reader

62 .



Educational Laboratory, Bank Street College of Education,
and Southern Regional Council. We provide support and
training to national service projects focused on literacy and
education. Please call Bank Street College of Education,
(800) 930-5664, or Northwest Regional Educational
Laboratory (800) 361-7890, with any questions you may
have about the implementation of L.L.A.R.

Introducing L.L.A.P. to Tutors

‘We recommend that L.L.A.P. be introduced as part

of the initial literacy trainings given to your tutors.
In combination with your present literacy training it will
help tutors deepen their understanding of the literacy skills
and strategies children need to learn. This information will
enable them to plan for their cutoring sessions and allow
them to see the link between assessment and instruction.

It is essential that tutors understand that L.L.A.P is not
a reading test. The results of the assessment are not an indi-
cation of the quality of the tutor’s and student’s work
together. The training will help tutors use assessment to
learn which skills and strategies their children are acquiring.
It will allow them to plan instruction based on the needs of
the individual child and record the progress that a child
makes over time.

The skills and strategies listed on the assessment form
are demonstrated in a series of three videotapes produced by
LEARNS at Bank Street College of Education. These tapes
will support your training efforts; companion guides analyze
the work of the child and the teacher and offer suggestions
‘on ways to use the tapes for literacy trainings.

Lisa and Crystal: Learning to Read

Viewers see the many strategies that Lisa, the teacher, uses
to help seven-year-old Crystal, a beginning reader, work on
increasing her ability to read and discuss a book. Viewers
will be able to analyze Crystal’s strengths and weaknesses,
and think about appropriate next steps.

aI

training document for |

tutors. It articulates the
skills and strategies chil-
dren need to acquire at
each literacy stage to
become successful readers |

and writers. |
Lo

W

LLA.P. has been designed |
to give tutors a way to: 1
© understand the range |
of skills and strategies |
involved in literacy i
teaching

© assess student needs |
|

© plan instruction based
on these assessed
needs

© keep records of their
sessions with children

* evaluate student
progress over time

LALA. © 3



v

Who Should
Use L.L.A.P.?

There is enormous variety in
the program models used
within the America Reads
initiative. Different pro-
grams have different goals.
No single form of evidence
is ideal for measuring the
outcomes of all programs.
L.LA.P. has been designed
to be most effective for pro-
grams that are engaged in
one-on-one tutoring in
reading instruction.
Programs in which tutors
work with individual stu-
dents from 30 to 60 min-
utes or more per week and
have some flexibility in
designing their tutoring ses-
sions will find this tool tai-
lored to their assessment
needs.

The decision about
whether or not to use
L.L.A.P. will be made by
individual programs. We
» suggest that you examine |
the materials to discover
which components of the
system will support your
program. The assessment
form itself is a valuable

2° L LAP,

Introduction

Supporting literacy development through national
service is challenging and important work. L.L.A.R
is a student assessment system that has been designed to
improve your ability to deliver high quality literacy pro-
grams to students. It will enable you to assess your students’
literacy understanding, set appropriate instructional goals,
and evaluate the effectiveness of your work together.
Effective assessment shows a child’s strengths as well as
areas that need additional support. Using L.L.A.P. will
allow tutors to see how assessment can give them rich infor-
mation about what their children are understanding about
reading and writing. In addition, tutors will come to under-
stand how assessment informs instruction, enabling them
to design sessions that meet the specific needs of individual
children.
L-LALP. will facilitate your ability to:
* Identify and implement the multiple skills and scrate-
gies that children need to become successful readers
and writers.

* Assess children’s literacy progress over time.

* Provide a system through which you will be able to
record and analyze data needed for program evaluation.

Current research demonstrates that children need a
wide range of literacy skills and strategies to become com-
petent readers and writers (Clay, 1991; Snow and Burns,
ds., 1998). Guided by this research, L.L.A-P. identifies the
arly stages of literacy acquisition and the behaviors chil-
dren need to develop as they pass through these stages.
Understanding these behaviors enables tutors to help chil-
ren become skilled readers and writers.

L.L.A.P. addresses three particular stages of literacy
levelopment: emergent, beginning, and early independent
eading. Different theorists apply a variety of labels for
hese stages; however, the sequence of literacy behaviors
hey describe tends to be consistent. These behaviors are

‘lated to the stages of literacy development; they are not
age or grade specific,

The enclosed documents explain how to use L.L.A.P.
and offer suggestions for training your tutors.
LEARNS is a partnership of the Northwest Regional



Emergent Reader
Stage I

Books for emergent readers include some or all
of the following characteristics:
* colorful illustrations depicting familiar objects and
actions.

illustrations that closely correspond to the printed
words,

large, well-spaced print.

language familiar to young children.

rhyming patterns.

simple language patterns such as repetitive words,
phrases, or sentences.

An emergent reader is developing the following
understandings:

* knows that words on a page are related to pictures.
* knows that printed words tell a story.

* looks through illustrations in a book and makes rea-
sonable guesses about what might happen in the story.

identifies some letter sounds and narnes.

listens to a simple story and can retell in own words.

reads a simple story and can talk about the story.

stretches words out and writes the most predominant
sounds heard. Example: says “car” and writes “cr.”

LLAP, © 15



Book Selection
How do you select an appropriate book for your child? (See

pp. 6-8.)

Suggestions for Using Record Keeping Form
Outlining clear procedures will minimize confusion and
ensure that tutors use the form consistently and effectively.

(See pp. 9-13 for further discussion of this topic.)

Administrative Procedures

How often do you use L..L.A.P.? (See p. 35.)

What is the role of the adult when determining the consis-
tency scale? (See pp. 36-37.)

When do you move a child on to the next level? (See p. 39.)
Explanation of the Consistency Scale (See p. 38.)

Data Recording: The Tutor’s Role. (See pp. 40-42.)
Aggregating the Data and Constructing Reports. (See pp. 43-50.)

W Getting Started
Building a Relationship

Many of the children you will be working with have already
experienced frustration and difficulty with reading and wi
ing. Therefore, the tutor’s first task is to create a learning
environment that allows the child to feel comfortable and

safe enough to take risks, Remember that you are a new
adult in the lives of these children. Children need time to
get to know and trust you.

Establishing Routines

Children feel more comfortable and, therefore, work more
effectively when they know the schedule and other routines
of tutoring sessions. Start off by making sure the child knows:
1,Who you are. Be sure to explain that you are part of
program that brings volunteers into the school to
work with children.

2.When you will work together. You might write out a
schedule for the child that includes the days and
times you will be working together.

3.Where you will work together.
4,.What kinds of activities you will be doing together.

trial and error, It is better |

to start with a book that |
is too easy for a child

than one that is too diffi-
cult. Let your child be |
part of this process.
Children will often let you
know what they can read
and what they are inter-
ested in wading |

LLAP. © S



? Writing (continued)

1= Never

2= Sometimes
3= Frequently
4= Consistently

Date: Date: Date:

Conventions of Writing : : 1

> Uses appropriate spaces between words.

> Punctuates sentences using periods,
exclamation points, and question marks.

> Uses upper- and lowercase letters conrectly.

> Uses simple and compound sentences.

> Rereads writing to make grammatical changes. |

Spelling When Writing

> Uses knowledge of word families, vowel 1
combinations, consonant blends, and digraphs
when spelling. Examples: “brathr’-brother;
“tethr’ -feather.

; > Recognizes and attempts to correct
i misspellings.

> Spells a number of words | correctly.

\
TOTAL POINTS |

Early Independent Reader


Writing (continued)

1= Never

2= Sometimes
3= Frequently
4= Consistently

| Date: | Date: | Date:

Conventions of Writing

> Uses upper- and lowercase letters.

> Uses periods, question marks, and
exclamation points.

p> Leaves spaces between words.

> Rereads writing, notices and corrects
sentences that don’t make sense,
catches some spelling errors.

Spelling When Writing

} Represents complete sound of a word when
spelling independently. Examples: “btafl”
- beautiful, “purrd” - purred

> Spells some words correctly when writing.

TOTAL POINTS

Beginning Reader


: Reading Strategies
: and Behaviors (continued) t= Never

2= Sometimes
3= Frequently
4= Consistently

Date: Date: | Date: |

> Uses knowledge of how to break words
into syllables to figure out unknown words.

> Identifies words within words to read the |
complete word. Examples: schoolyard, |
birthday, herself, matter i

> Easily reads words that appear repeatedly
in text.

> Recognizes a large body of sight words.

> Reads using basic punctuation; stops at
period, pauses at comma.

> Changes tone of voice when reading dialogue.

> Identifies multiple strategies used to read.

> Uses several different strategies to read.

« . if
> Monitors reading and self-corrects when a !
mistake is perceived.

TOTAL POINTS

: Early Independent Reader

fon)
=}


Beginning Reader
Stage IT

Books for beginning readers include some or all
of the following characteristics:

A beginning reader is developing the following
understandings:

familiar objects and actions.

illustrations that closely correspond to the story.
longer sentences.

varied placement of text on page.

many high frequency words.

words appear repeatedly in the text.

dialogue between the characters.

reflected vocabulary (i.e. word endings such as -ing,
-ed, -s).

stories with simple plots, problems and solutions.

uses many strategies for reading; considers meaning o
story, structure of language, sound-symbol relation-
ships, and illustrations.

uses knowledge of English syntax to know when
something doesn’t make sense or doesn't sound right.
understands that words can be broken up into differ-
ent syllables.

knows to look for words within words to read.
Example: “mat” in “matter.”

retells story including details about characters, events,
and setting.

demonstrates awareness of sequence of events when
retelling a story. i
represents complete sound of a word when spelling

independently. Examples: “brafl” — beautiful, “purrd”
= purred

LLAP. © 21



DOCUMENT RESUME

ED 450 340 CS 014 251

AUTHOR Gold, Judith; Potter, Lance

TITLE LEARNS Literacy Assessment Profile: A System for Student
Assessment and Program Evaluation.

INSTITUTION Northwest Regional Educational Lab., Portland, OR.; Bank

Street Coll. of Education, New York, NY. Center for Family
Support.; Corporation for National Service, Washington, DC.

PUB DATE 1999-10-00

NOTE 92p.

CONTRACT 980CAOR0002

AVAILABLE FROM Northwest Regional Educational Lab., 101 S.W. Main, Suite
500, Portland, OR 97204. Tel: 800-361-7890 (Toll Free). For

full text:
http: //www.nwrel .org/learns/resources/llap/pdf html.

PUB TYPE Guides - Non-Classroom (055) -- Reference Materials -
Bibliographies (131) -- Tests/Questionnaires (160)

EDRS PRICE MFO1/PC04 Plus Postage.

DESCRIPTORS Beginning Reading; Emergent Literacy; Evaluation Methods;

*Literacy; Primary Education; Program Effectiveness;
*Reading Achievement; *Tutorial Programs; *Tutoring;
*Writing Achievement.

ABSTRACT

Developed for the America Reads initiative, this paper
presents the LEARNS (Linking Education and America Reads through National
Service) Literacy Assessment Profile (LLAP), a student assessment system that
is designed to improve providers' ability to deliver high quality literacy
programs to students, assess students' literacy understanding, set
appropriate instructional goals, and evaluate program effectiveness. The LLAP
facilitates identification and implementation of the multiple skills and
strategies children need to become successful readers and writers; assesses
children's literacy progress over time; and provides a system for recording
and analyzing data needed for program evaluation. The LLAP presented in the
paper addresses three particular stages of literacy development: emergent,
beginning, and early independent. Sections of the paper discuss: introducing
the LLAP to tutors; getting started; and suggestions for helping tutors use
the record keeping form. Three sample record keeping forms and a bibliography
of children's books organized by the three developmental stages are included.
The paper also discusses when, during the year, to use the LLAP; the role of
the adult when determining a rating; determining the most appropriate text
for children; the tutor's role in data recording; aggregating data and
constructing reports. Contains 13 references and numerous recording forms and
sample data tabulations. Appended are the forms for each stage of literacy
development: emergent, beginning, and early independent. (RS)

Reproductions supplied by EDRS are the best that can be made
from the original document.



Listening Comprehension

eetseenenes »The ability to use prior knowledge to make
meaning of the text while listening to a story.

1= Never

2= Sometimes
3= Frequently
4= Consistently

Date: Date: | “|

: DP Makes sensible predictions about story based H
{on title and illustrations. |

| )

i DP Revises initial predictions as story unfolds.
> Recalls and retells sequence of events in story
in detail.

ae as - |

> Incorporates language from text when
discussing book. Examples: “The lion's mane
was the color of the sun.” “The wolf huffed
and he puffed and he blew the house down.”

> Makes interpretations about events in story. |
Example: “The boy did that because he was
angry with ister.”

> Makes personal connections to story. Example:
“That story reminds me of my grandfather.” |

TOTAL POINTS

Early Independent Reader



i Example of Aggregated Data

L.L.A.P. Report Sheet for Reading

1st Assessment 2nd Assessment
Dates _____ Date: ___
Child’s Name Stage | Points Stage [Points| Raw Change /Points
(+/-)
1 Emergent | 42 Emergent | 65 +23 +21
2 Emergent | 55. Emergent | 90 +35 +31
3 Beginning | _90 Early Indep.|_ 50 | Advanced 1 stage] N/A
4 Early Indep.| 45 Early Indep.|_55 +10 +9
5 Beginning | 80 Beginning | 105 +25 +16
6 Beginning | _62 Beginning | 81 +19 +12
7 Emergent | 87 Beginning | 57 __| Advanced 1 stage| N/A
8 Emergent | 36 Emergent | 62 +26 +23
9 Early Indep.| 69 Early Indep.| 89 +20 +19
10 Emergent | 105 Beginning | _71 Advanced 1 stage| N/A
' Reporting the Data at Mid-Year
Data from the L.L.A.P. assessment are easily reported to
your stakeholders. From the example above, a mid-year
| progress report might say:
: The students are tutored at Sunnyside Elementary School.
i Each receives roughly 45 minutes of one-on-one tutoring twice
| each week. During the reporting period of September through
! January, three (30%) moved to the next stage of reading devel-
| opment. Among those remaining within a developmental stage,
| gains ranged from 9 to 31 points on a scale of 75. The average
; gain across all within-stage students tutored was 18.7 points.
: Reporting the Data at the End of the Year
; After the third assessment, you will be able to calculate
| change between the second and third assessments or
i between the first and third assessment.
44° LAP.



WwW

Points to Remember

From the beginning of a
child’s literacy instruction,
discussing and understand-
ing the meaning of the
story is an important part of
your work with children.
Comprehension is not a skill
that children acquire once
they leam “how to read.”
They acquire it through
ongoing practice with
authentic reading materials.

Always try to bring a selec-
tion of books so children
can choose which book they
want to read. This helps
children feel responsible for
their own leaming.

Be LAP,

4 Early Independent Reader

Children often have an excellent understanding of the level
f books most appropriate for them. If you know your child
is reading, you might offer books that represent both the
pper and lower range of beginning and independent levels.
Have the child select the book. (See pp. 28-30 for a list of
these books.)

1. Discuss the topic of the book with the child. Find out
what the child knows about the topic. Note: Children
may be able to read books on harder levels when they
have extensive background knowledge on the topic.

2.Ask the child for examples of the kind of vocabulary
that might be used in a book on this topic.

3.Ask the child to read a few pages of the book.

4. Discuss the book with the child. Make sure s/he
understands the book and can discuss the story.

Select a Book

a) Decide if this is an appropriate book based on the
number of errors the child makes and how well the
child understands the text.

b)If the book appears to be too difficult, offer the child
an easier book.



Select a Book

a) If the child has not read the book with ease, then s/he
is an early emergent reader.

b) If the child has read the book with ease, choose another
early emergent book. Take the picture walk and this
time see if the child can read the book without you
reading it first.

c) If the child reads the early emergent books easily,

choose a book at the upper range of the emergent
level.

Ww Beginning Reader

If you have reason to believe that the child may be a begin-
ning reader, put out books at both the emergent and begin-
ning levels and ask che child to select a book. (See pp.
22-24 for book suggestions at this level.)

1. Take a picture walk to make predictions about the
content of the book.

2.Ask the child to elaborate on these predictions based
on what s/he knows about the topic of the book.

3.Ask the child what kind of words might be used in a
story about a specific topic, for example, pets.

4.Ask the child to read a couple of pages of the book.

5. Discuss what has happened so far in the book to see i
the child understands the story while reading.

Select a Book

a) Decide if this is an appropriate book, based on the
child’s understanding and the number of errors made
in reading. Note: Typically, if a child makes more
than five errors on a page, the book is too hard. Ir
might take a few sessions before you find a book thar
is on an appropriate level for your child.

b) IF you feel this book is too challenging, offer the child
an easier book.

11

W

Points to Remember

The best indicator of
whether or not a book is
suitable for a child is how
that child responds to the
book. Sometimes a child's
interest in the subject mat-
ter, personal experiences, |
and determination enable
the child to read a book
that might be considered |
“above level.”

L.LAP. © 7



Blends

Consists of two or more letters that must be com-
bined to arrive at the correct pronunciation. The
letters cannot be sounded out separately for proper
pronunciation.

Initial Consonant Blends

br or dr fr gr pr tr
bl cl fl pl sl sp st
sc sk sm sn sw tw
scr spr str thr spl

L.LA.P. © 57

ol


W

Remember, L.LA.P. is not a
reading test. It is a tool
that can assist you to make
detailed observations about
students in your program.
Tutors’ notes on the Record
Keeping Formwill be valu-
able to help decide how
consistently students
demonstrate each compe-
tency. Tutors may also want
to have L.LA.P, available
during turoing sessions to
tefresh their memories
about the competencies.

‘ Data Recording: The Tutor’s Role

: One of the important features of L.L.A.P is that it can be

" used to document each student's reading and writing devel-
| opment. In the section we describe how that can be done

; during the tutoring year.

| The Initial Recording Period

It will probably take tutors eight to ten sessions to become
sufficiently familiar with students’ reading and writing abili-
ties. Tutors should begin using L.L.A.P. as soon as they feel
they know the student well enough to complete the assess-
ment form. The following outlines the three simple steps to
recording student data.

: Steps:
+ Begin by putting the date on the top of the column.

¢ In the first column, mark the appropriate points for

each competency—from 1 to 4—for each competency.

* Add up the total points for reading. Add up the total

points for writing, if appropriate.

You now have the total point count for your first obser-
vation. Place the total for reading on the L.L.A.P. Data Sheet
for Reading. Do the same for writing using the L.L.A.P. Data
Sheet for Writing. (See pp. 48-49.) The maximum number
! of points for reading and writing in each stage of L.L.A.P. is
| shown below in the column labeled Maximum Points.

i Maximum Points is calculated by multiplying the number of

} competencies by the maximum possible point score or 4 —
j the score for the most consistent use of the competency.

Stage Reading Writing
Number of Maximum Number of | Maximum
Competencies Points Competencies Points
Emergent 28 112 10 40
Beginning 39 156 12 48
Early Independent 27 108 13 52
40 * LLAP.



| scene - Early
Independent
Reader

Tutor’s Name
Student's Name

Name of Program

hs)



BOOK LIST BY LEVEL

Early Independent (Lower Range)

Title

Author/Series

Publisher/Distributor

Amelia Bedelia series

Baseball Ballerina
Beans on
Bear Goes to Town
Bear Shadow

Bear's Bargain

Beavers Beware!

Bony. ‘Legs

Danny and the Dinosaur
Dinosaur Time

Do You Like Cats?

Dog’ s Tale, A

Donkey's ‘ale, The
Doorbell Rang, The
Father Bear Comes Home
Flower of Sheba, The

Frog and Toad Together
Frog and Toad Are Friends
Ghosts :

Go and Hush the Baby

28 © L.LA.P.

__Parish, Peggy

“Hoban, Lillian

Cristaldi, Kathryn

“Browne, Anthony
“Asch, Frank

“Asch, , Frank —_
reet_

“Cole, Joanna ~~ ~

Seuss, Dr.

Parish, , Peggy
“Bank Street

‘Bank ‘Street

“Hutchins, Pat

Orgel, Doris/Schecter, Ellen
|, Arnold

Tobet Arnold

Schwartz, Alvin

_Avon CamelotGeneral

Doubleday/General
Simon & Schuster/

Bantam/General
Ban m/General
Greenwillow/General
HarperCollins/General
Bank Street/Bantam
HarperCollins/General
Harper & Row/General
HarperCollins /General
Viki g/General



Example of Aggregated Data:
Assessment 2 and Assessment 3

L.L.A.P. Report Sheet for Reading
2nd Assessment 3rd Assessment
Date: Date:
Child’s Name Stage Points Stage [Points Raw Change Points:
(+/-)
1 Emergent | 65 Emergent | 80 +15 +13
2 Emergent |_ 90 Beginning | 132 __| Advanced 1 stage| N/A.
3 Early Indep.| 50 Early Indep.|_70 +20 +19
4 Early Indep.| 55 Early Indep.| _67 +12 +11
5 Beginning | 105 Beginning | 120 +15 +10
6 Beginning |_81 Beginning | 88 +7 +4
7 Beginning | 57 Beginning | 70 +13 +8
8 Emergent | 62 Emergent | 73 +11 +10
9 Early Indep.| 89 Early Indep.| 100 +11 +10
10 Beginning | 71 Beginning | 123 +52 +33
Example of Aggregated Data:
Assessment 1 and Assessment 3
L.L.A.P. Report Sheet for Reading
Ast Assessment 3rd Assessment
Date: Date:
Child’s Name Stage Points Stage {Points Raw Change [Points
(+/-)
1 Emergent | 42 Emergent | 80 +38 +34
2 Emergent | .55 Beginning | 132 [Advanced 1 stage] N/A
3 Beginning | 90 Early Indep.| 70 _|Advanced 1 stage} N/A
4 Early Indep.|_ 45 Early Indep.| 67 +22 +20
5 Beginning | 80 Beginning | 120 +40 +26
6 Beginning | 62 Beginning | 88 +26 +17
7 Emergent | 87 Beginning | 70 [Advanced 1 stage| N/A
8 Emergent | 36 Emergent |_73 +37 +33
9 Early Indep.|_69 Early Indep.| 100 +31 +28
10 Emergent | 105 Beginning | 123 _|Advanced 1 stage] N/A
L.LAP. © 45



Early Independent Reader
Stage Til

Books for early independent readers include
some or all of the following characteristics:
* illustrations that confirm rather than predict the
meaning of text.

smaller print.

paragraphs rather than simple sentences.

short chapters.

different genres (i.e. science, humor, mystery, biogra-
phy).

literacy language structures integrated with natural
language (ie. metaphors, similes).

An early independent reader is developing the
following range of skills:
* recognizes a large body of sight words.

monitors reading and self-corrects when a mistake is
perceived.

incorporates language from text when discussing
book. Examples: “The lion's mane was the color of the
sun.” “The wolf huffed and he puffed and he blew
the house down.”

compares books to one another with attention to both
similarities and differences.

supports own ideas or interpretations by giving exam-
ples from text.

identifies main idea of a passage of text.

consonant blends, and digraphs when spelling.
Examples: “brathr” — brother; “fethr” — feather

more complex plots, themes, problems, and solutions. |
picx pi P

uses knowledge of word families, vowel combinations,

L.LA.P. © 27



Reading Strategies and Behaviors

secseesseeepe Fhe Ways in which individuals
make meaning out of print.

i= Never
i 2= Sometimes
: 3= Frequently

4= Consistently

Date: | Date: | Date: |

p> Looks through illustrations in a book and
makes reasonable guesses about what might
happen in the story.

DP Uses illustrations to help figure out words.

b> Recognizes repetitive patterns in text and
uses those patterns to help predict words.
Example: “In went the cow. In went the dog.
In the pig.”

> Uses beginning letter sounds to predict words.

> Recognizes some common words by sight.
Examples: the, I, dog, house, cat

> stops and questions when words read don't
make sense.

D> Pauses at the end of a sentence, in response
to a discussion about periods.

i TOTAL POINTS

; Emergent Reader

Cc.
ao



W

} Yolene and Blayn: Reading Comprehension

Blayn, a third grader, is having a reading comprehension
conference with his teacher, Yolene. Viewers see how the
conversation reflects Blayn’s understanding of the book, and
the questions Yolene uses to extend his ability to analyze

Book Selection

Many of you will be working
‘in schools where the
teacher or reading specialist
will provide you with read-
ing material for the child.
For those of you who are
making your own book
selections, we have created
a list of books that corre-
spond to the three literacy
stages of the assessment
form: emergent, beginning,
and early independent. (See
pp. 14-28.)

We suggest that you
prepare yourself by read-
ing the descriptions of
each stage. This will famil-
jarize you with the charac-
teristics of the three
stages and the kinds of
text that are most appro-
priate for your child.
Finding an appropriate
book is often a process of

and interpret the characters in the book. The session
includes Blayn playing a reading comprehension game and
writing about the book.

Rosa and Metany: Reading In English

Viewers observe the teaching strategies that effectively sup-
port linguistically and culturally diverse children as the
teacher, Rosa, reads, plays an initial consontant game, and
writes with seven-year-old Melany. This tape is helpful for
anyone working with emergent readers,

Videotape orders may be placed with the National
Resource Center at EIR Associates. Fax (831) 430-9471.
Phone (800) 860-2684, ext. 142.

w Planning Your Training Sessions

Programs will vary in how they choose to introduce
L.L.A.P to their tutors. Tutors will need time to understand
the components of the system as well as practice using it.
We suggest that trainings be organized according to the fol-
lowing topics and be spread over a few sessions.

verview of L.L.A.P. System
‘There are three main components: a record keeping form,

ook selection suggestion and materials, and the assessment

GOL LAP,

‘orm itself. You will want to describe each component
riefly before going into depth.

xplanation of Skills and Strategies
Each stage of the assessment form—emergent, beginning,

ind early independent—lists skills and strategies that char-
cterize that stage. You'll want to be sure the tutors under-
cand both the terms themselves and the reading behaviors
pp: 15, 21, and 27). (See Glossary, pp. 53-55.)

o



BOOK LIST BY LEVEL

Emergent (Upper Range)

Title Author/Series Pubtisher/Distributor
All of Me Literacy 2000 Rigby
Animal Homes: ‘Little Red Readers Sundance
cy 2 Rigby
ttle Red Readers Sundance
Reading Corners Dominie Press
‘Hoff, Syd Harper Trophy/General

Brown Bear, Brown Bear,
What Do You See?

Cat on the Mat

Cat Traps “

Chocolate Cake

, Season

City Bus, The.

Clown, The

Colors in the City
Dog a

Don’t Wake the Baby
Follow the Leader
Food to Eat

Fun With Hats

Here Is
Honk!
How Many i
Giant's Bre
Giant's Day Out, The

Going Up? .

Great Enormous Hamburger
Im Hungry

Mommy, Where Are You?
My Home
My Puppy
Skin, Skin
Sleepy Dog ~
Winter Day, A
Yuck Soup

18 © LLALP.

Martin, Bill Jr.
‘Wildsmith, Brian

Coxe, Molly

Storybox
“Brandenberg, Alexa
‘Visions

Twig”

‘Voyages

‘Urmston, K. & Evans, K.
‘Urmston, K. & Evans, K
“Ready to Read
Literacy 2000
“Windmill—Look & Listen
“Heath Little Readers
“Malka, Lucy

“Carousel Earlybirds
“Smith, Sue :
Cohen, Caron Lee

tit racy 2000

“Smart Start

‘Little Celebrations
Sunshine

‘Visions

‘Tiefert, Harriet
“Sunshine

‘Sunshine

‘Noonan, Diana

Ziefert, Harriet

Florian, Douglas
Sunshine

Henry Holt and Co.
Oxford :

Random House/General
Wright Group

Harcourt Brace/General
Wright Group

Wright Group |

SRA ~

Kaeder: Books

Kaeden Books

Richard C. Owen

Rigby .

Wright Group

D.C. Heath

Mondo

Dominie Press

Mondo
HarperCollins/General
Rigby
Rigby
Scott Foresman

Wright Group

Wright Group

Puffin Books/General
Wright Group

Wright Group

Wright Group

Random House/General
Greenwillow/General
Wright Group



Reading Strategies and Behaviors

make meaning out of print.

p Uses genre (e.g. fairy tales, letters) to
figure out unknown words. Example:
Letter begins with “Dear.”

» The ways in which individuals

1= Never
2= Sometimes
3= Frequently

Consistently

Date:

| | Date: | Date:

> Uses content to figure out unknown words.

Example: Topic is baseball, word beginning
with “c” is “catcher.”

> Rereads text in order to clarify meaning.

|

> Uses knowledge of book language and English
syntax to facilitate reading. Example: “Once

upon a time...”

> Figures out unknown words by applying

knowledge of:

* Consonant blends in beginning, middle,
and end of words

¢ Digraphs in beginning, middle, and end
of words

© Long vowels

Short vowels

> Uses prefixes and suffixes to figure out

unknown words. Example: -tion, -ing

continued on next page

Early Independent Reader



| miscues.

; Early independent: a reader who can use a variety of
strategies to figure out an unknown word and reads using
basic punctuation to make sense of the text. Even so, this
‘reader still relies on many of the sources of information
that the beginning reader uses. This reader makes predic-
tions about the story and personal connections to the
story while reading.

Fluent: a reader who can read unfamiliar and unpredicat-
able text with case. This reader uses a varitety of strate-
gies, and demonstrates good comprehension of the mater-
ial read.

; Sound/symbol relationship (or correspondence): the

; different sounds made by specific letters or letter combina-

: tions. For example, “c” can make a “kuh” sound (as in
“cake”) or a “sss” sound (as in “Cinderella”).

Writing conventions: details that have become expecta-
tions to writers. These include use of traditional book lan-
guage (“Once upon a time...”) as well as mechanics (from
: early awareness that print goes from left to right, to use of
: spaces between words, to using capital letters and puncta-
j tion marks properly.

ALA, © 55



Writing

-»The ability to express thoughts in
written language.

1= Never
2= Sometimes
3= Frequently

Idea Development

> Chooses topics to write about and writes

independently. |

—_— H . i

> Responds to story in written form, including |

details and opinions. Example: “I like the
book because it is about a girl.”

> Revises writing.

Organization of Writing

> Writes in sentences, using connectors.
Examples: then, and

> Writes using book language. Example: “Once
upon a time”

> Writes using repeated language patterns found
in books, Example: The cat is walking. The cat
is running.

i

i
H
i

i
!
continued on next page |

Beginning Reader

fon]
Lo)



Reading Comprehension

> Uses prior knowledge and personal experi-
ences when discussing a book. Example:
“I just knew she was going to fall—that’s
what happened to me and my friends when
we were learning how to skateboard.”

> Describes similarities and differences among
books. Examples: “Most kids’ books have

H happy endings.” “Mystery books always try

to trick you.”

> Visualizes and describes scenes and characters
in books with few illustrations.

> Supports own ideas or interpretations by
giving examples from text.

> Identifies the main ideas in a story or
non-fiction book.

> Describes characters’ moods and motives.

TOTAL POINTS

a9

-sseeeeeeeeeThe ability to use prior knowledge to
understand the meaning of written text.

1= Never
2= Sometimes
3= Frequently

Date: | | Date: | Date:

|

Early Independent Reader


_--- Emergent Reader

Tutor’s Name

Student's Name

Name of Program

v6


When, during the year,
do you use L.L.A.P.?

L.L.A.P. will typically be used three times during a tutoring
year. .

Beginning of the year

By completing the assessment form in the beginning of the
year, tutors will acquire baseline data on their students and
obtain essential diagnostic information for planning lessons.
There is not a hard and fast rule about when to begin to use
the form. However, we encourage tutors to become familiar
with the form early in their work because it will help them
think about the kinds of discussions to have with children
about books and reading. It is likely that tutors will have
enough information by October to complete the form.

Mid-year

The mid-year use of the assessment form allows the tutor to
take the time to review her/his work with the student.
Completing the form will encourage tutors to reflect upon
the areas in which their students have made progress as well
as those areas in which the student needs more support.
Mid-year use of the form provides programs with documen-
tation of the “progress over time” that each child is making.

End of the Year

The end of the year reporting period allows the tutor to
report the gains the child has achieved over the year and to
identify the areas in which the child still needs support. The
assessment form is a valuable tool for those programs who
share student progress with parents and school personnel. It.
has additional value for those programs who work with the
same children from one year to the next. Beginning the year ,
with the information provided by the assessment form will
give the next tutor important information about the learn-
ing needs and style of each child.

L.LA.P, © 35,


Phonics and Phonemic Awareness

>The knowledge of the sounds in words and
the relationship between sounds and letters.

1= Never
2= Sometimes
3= Frequently

{Dates Date: | Date:

> Knows consonant sounds.

> Knows that a, e, i, 0, u, and sometimes i
y are vowels.

> Knows sounds of digraphs.

»> Knows sounds of consonant blends.

> Knows short vowel word families.
Examples: at, an, ap, on, it, in

> Breaks words into syllables.

> Looks for words within words when reading |
unknown words. Example: “mat” in “matter” |
a |

> Substitutes or adds letters to make new
words. Example: When asked to take away
the “t” in the word “tan,” can the child
say the word is “an”? Can the child put
the “t” on “an” to make “ant”?

ee a pee
|
TOTAL POINTS | | '

Beginning Reader
re
79



36 ¢ LLAP,

: The role of the adult

when determining the rating.
Tutors will need guidelines to help them to understand how
to score the assessment form. It might be helpful to think
about L.L.A.P. as a way of guiding the conversation that
{ goes on between the child and the tutor. This is not a test,
‘and test conditions, as we know them, do not apply. It is
: important to note that within each of these stages there will

. be a range of abilities; once children reach the upper range
: of a stage they will need less assistance than they previously
; Tequired.

Emergent Reader

By definition, an emergent reader is one who needs a great

i deal of assistance and support from the adult. We do not,

: therefore, expect children to independently and consistently

apply the skills and strategies described in the assessment

| form. In this stage, the question for tutors to ask when scor-
ing the form is: “Does the child demonstrate an understand-

_ ing of these skills and strategies?” For example, can the child

; respond when you say, “Let's look at the pictures and make

: predictions about the story”? See the video Rosa and
Melany: Reading in English for an excellent example of

, looking at the pictures and making predictions.

! Beginning Reader

: At this stage reading may require considerable effort or

* some effort on the part of the child. Tutors help children to

: problem solve and learn about the new features of the text.

Children will begin to independently apply the strategies

and skills they have learned, but assistance from the adult is

: both expected and appropriate. In both the listening and
reading comprehension section the child may initiate some

, of the discussions bur the scoring is based on the child’s

: ability to engage in a conversation of the book once the

adult has initiated the discussion. For example, the tutor

might ask, “Does the character in this book remind you of

anyone in the last book that we read?”

. Early Independent Reader
The early independent reader is a child who is gaining con-
fidence and proficiency in his/her abiliry to apply the skills
i and strategies described in the assessment form. Therefore,

oe
loo)



References i

Clay, M.M. (1991). Becoming Literate: The i
Construction of Inner Control. Portsmouth, NH:
1991.

Falk, B. (1998) Early Literacy Profile: A New York State |
Pilot Assessment. NY: National Center for :
Restructuring Education, Schools, and Teaching,

Heilman, A.W. (1993). Phonics in Proper Perspective.
New York, NY: Simon & Schuster.

Henderson, E. (1985). Teaching Spelling. Boston, MA: ;
Houghton Mifflin Co. ‘

Laminack, L.L., & Wood, K. (1996). Spelling in Use:
Looking Closely at Spelling in Whole Language
Classrooms. Urbana, IL: National Council of Teachers
of English.

Morrow, L.M. (1993). Literacy Development in the
Early Years: Helping Children Read and Write (2nd
ed.). New York, NY: Simon & Schuster.

National Research Council. (1998). Preventing Reading :
Difficulties in Young Children. Washington, DC:
National Academy Press. .

Pinnell, G.S., & Fountas, ILC. (1996). Guided Reading:
Good First Teaching for All Children. Portsmouth,
NH: Heinemann,

Pinnell, G.S., 8 Fountas, ILC. (1998). Word Matters:
Teaching Phonics and Spelling in the Reading /
Writing Classroom, Portsmouth, NH: Heinemann.

Raison, G., & Rivalland, J. (1994). First Steps: Writing
Developmental Continuum Melbourne: Longman.

Rees, D., & Rivalland, J. (1994). First Steps: Spelling
Developmental Continuum. Melbourne: Longman.

Rees D., & Shortland-Jones, B. (1994). First Steps:
Reading Developmental Continuum. Melbourne:
Longman,

Weaver, C. (1988). Reading Process and Practice: From
Socio-Linguistics to Whole Language. Portsmouth,
NH: Heinemann.

LLAP. © 51



BOOK LIST BY LEVEL
Beginning (Upper Range) - continued

Title Author/Series

Publisher/Distributor

Rebus Bears, The Bank Street

Seven Little Monsters Sendak, Maurice

Sheep in a Shop Shaw, Nancy

Sheep Out to Eat “shaw, Nancy

Snow, The
Splash
Thank You Nicky!

‘Burningham, John
as, Ann

24 © LILA.

tome)
Go

Bantam/General
Macmillan/General

‘HarperCollins/General

Houghton Mifflin/
General

Houghton Mifflin/
General
Crowell/General
Greenwillow/General
Penguin/General
Harcourt Brace/General
Penguin/General
Philomel/General
Children’s Press/General
Random House/General
Children’s Press/General



are paying attention to reading the words, while simultane-
ously attending to overall sense and sound of what is being
read.

Picture walk: a first glance through a book, looking only
at the pictures and their details. As the child and adult read
the pictures, the child tells the probable story, and the adult
ties to elicit some of the language used in the text.

Phonemic Awareness: the understanding that words are
made up of a sequence of identifiable sounds.

Phonics: a term usually meaning the rules and patterns
associated with others and the sounds they make.

Prior knowledge: information a reader brings to unfamil-
iar reading material. This might mean knowledge of the
topic of the book or experience with reading this type of
genre or reading material. It could even involve expectations
built from having read other things by this author. Prior
knowledge helps a reader make predictions about the lan-
guage and/or content of the reading material, thereby get-
ting greater meaning ftom it,

Self-correction: the ability a reader has (through effective
monitoring) of catching miscue (with no prompting) and
reading the correct word(s).

Stages of reading:

Emergent: a child who shows awareness of book conven-
tions, can read a story by looking at the pictures and
using appropriate language, is beginning to make some
associations between letters and the sounds they make,
and is beginning to recognize familiar signs or words by
sight (“exit,” “McDonald's,” etc.)

Beginning readers: a child who relies on the pictures,
the language pattern of the book, the conversation prior
to reading the book to help with reading the print. This
reader recognizes many common words and is developing
the ability to sound out unfamiliar words using phonics
knowledge. This reader is also beginning to self-correct

54° LLAP.

Ct
o



Book Handling / Concepts of Print

eoeeee +-«=The knowledge individuals have about
the common characteristics of books.

1= Never

2= Sometimes

3= Frequently

4= Consistently

Date: | Date: | Date:

» Knows that words on a page are related to i
pictures and that pictures will help
explain words.

story.

> Knows that English text reads from
left to right and top to bottom.

> Knows that books have titles.

~~.

> Knows that people called authors write books
and that people called illustrators draw
pictures.

: b Correctly identifies number of words on a page; |
: does not confuse individual letters with words. |
: I

TOTAL POINTS | |

Emergent Reader

Cc.
st



Corporation for National Service
ORATION 1201 New York Avenue, N.W.

‘OR NATIONAL Washington, D.C. 20525
Gisexvice Tel. (202) 606-5000

TDD (202) 565-2799

Website: www.nationalservice.org

Northwest Regional Educational Laboratory
101 SW Main Street

Portland, OR 97204

Tel. (800) 361-7890

Website: www.nwrel.org

Bank Street College of Education

B 1 S t 610 West 112th Street

New York NY 10025
Tel. (800) 930-5664
Website: www.bnkst.edu_

This publication is a joint project of the Corporation for National
Service and LEARNS—Linking Education and America Read through
National Service—a partnership of the Northwest Regional Education
Laboratory and Bank Street College of Education. LEARNS provides
training and technical assistance to literacy and education-focused
projects under cooperative agreement 980CAOR0002 with the
Corporation for National Service.

October 1999

Cover photograph by Judy Blankenship appears in “So That Every Child
Can Read,” NWREL.

Copies of LEARNS Literacy Assessment Profilecan be obtained from the
National Service Resource Center (NSRC), ETR Associates/PO Box 1830,
Santa Cruz, California 95061-1830, telephone 1-800-860-2684, ext.
142, fax number 831-438-3618. They can also be downloaded from
both the National Service Resource Center website at:
www.etr.org/NSRC and the LEARNS website at: www.nwrel.org/learns/



Aggregating the Data
and Constructing Reports

The L.L.A.P. Data Sheets for Reading and Writing are now
ready to be used co aggregate the data for reporting to your
stakeholders. We have designed L.L.A.P. to report data in
two categories:

* Between-Stage Progress

* Within-Stage Progress

Between-Stage Progress

This category of progress is the number or proportion of
students who have moved from one stage to the next since
the last assessment. In our examples, students 3, 7, and 10
have moved from one stage to the next. Because the stages
of L.L.A-P. represent different stages of reading and writing
development, progress from one stage to the next indicated
a meaningful increase in reading competency or writing
competency. Following our example, three of ten students,
or 30%, have moved to the next stage.

Within-Stage Progress
This category of progress is a measure of the development that

i

students have made without changing stages since the last assess- :

ment. Many, perhaps most, students will not change stages

between any two assessments; however, that does not mean that

they did not improve their reading and writing competencies.

In the next table are the scores of the students who
remained within a single stage between assessments. The
column labeled “Raw Change” is calculated by subtracting
the first assessment points from the second assessment
points for each child. The column labeled “Points (+/-)” is
calculated by dividing the Raw Change number by the
Maximum Points for that stage of L.L.A.R

For example, Child 1 scored 42 points at the first assess- :

ment, then 65 points at the second assessment. The Raw
Change is calculated by subtracting 42 from 65, which
results in a Raw Change of 23 points, The Points (+/-) are
calculated by taking the Raw Change points of 23 and
dividing it by the Maximum Number of Points for the
Emergent Stage or 112 (see page 00). The result is a point
gain of 21. Within each stage of reading, the maximum pos-
sible gain is 75 points. Thus, Student 1 gained 21 of a pos-
sible 75 points between the first and second assessments.

47

LLALP. © 43


Having added up the points, the data will look some-
thing like the examples shown in the table below. The initial
use of L.L.A.P. data as an assessment tool is complete. The
data tutors have collected becomes the baseline data that
programs will use to demonstrate growth and changes in

reading over time.

Example of 1st Assessment Data

VW

i and the letters that a child
| can write are not given

+] the assessment to assist
! | tutors in planning instruc-
! | tion for their students.

In the Emergent and
Beginning Reader stages of
LLA.P., the Phonics and
Phonemic Awareness section
contains a set of skills that
are not included in the
point count. The records
about the letter names and |
sounds a child can identify

scores. They are included in

L.L.A.P. Data Sheet for Reading

Tutor’s Name

1st Assessment 2nd Assessment 3rd Assessment
Date: Date: Date:
Child’s Name Stage Points Stage Points Stage | Points
1 Emergent 42
2 Emergent_| 55
3 Beginning 90
4 Early Indep. | __45
5 Beginning | 80
6 Beginning | 62
7 Emergent 87
8 Emergent 36
9 Early Indep. | 69
10 Emergent 105

we

ur

LLAP. © 42



Phonics and Phonemic Awareness
(continued)

Sometimes Consistently

Identifies Letter Names & Sounds

In appropriate column to the right, list the
letter names the student recognizes.

In appropriate column to the right, list the
letter sounds the student recognizes.

Letter Writing i

In uppropriate column to the right, list the '
lowercase letters the student can write |
without assistance, !

In appropriate column to the right, list the
uppercase letters the student can write
without assistance.

i Emergent Reader

<1

Qa



Name of Child

Length of Session

Date

Record Keeping Form

PLAN

What Happened?
Description of the child’s responses to the session

Reread Familiar Books

New Book

Title: Accidents

Goal (strategies and skills to be worked on):
Building vocabulary - clarified meaning
of “Accidents” and words in text. Also

general discussion through picture
walk.

Include some of the child's miscues

-Melany is very focused. She picked up
lots of details from the pictures and
described them well.

-Said “break” instead of “tear”
-Didn‘t know the word (i.e. not simply
a miscue - didn’t have the language
needed to make an accurate predic-
tion).

Other Activities (e.g., games):

Game to reinforce initial consonant
sounds.

Melany needed some vocabulary (“bug”)
to play the game. She quickly picked
up on the initial consonants, once she
had the vocabulary.

Writing: Type of Writing: Fiction: “Get Ready
for A Party”

Goal: To use vocabulary to write a
story. Worked with Melany to plan out
her story, thinking about the words she
wants to use and using her phonics
knowledge to do this.

Include examples of the child’s invented spelling

Melany has a good background in book
conventions. She wrote a little
first, and then was clear about the
sequence of her book (how much on
each page, etc.) She also said (but
didn’t write) a strong ending.

Reflection

* General impressions of the session. Note any new strategies or skills the child is using.

Melany is willing to take risks in the session. She is using her phonics
knowledge more during writing than reading.

Plans for the next session.

Continue activities that elicit language. Bring another game. During writing,
help her notice spelling of “the” and “and,” usingccidents as a reference
to check these words (since she can read them as sight words).

Note: books and other materials to bring reminders.

Accidents
New books

blank book for more writing

Game with pictures to work on final consonants

(and discuss pictures)

L.LA.P. © 11

ba
Lon



| L.L.A.P. Glossary

j Authentic reading material: reading material that is the

: type a fluent reader encounters. This includes books with

' interesting stories and pictures, magazines and newspapers,
or even signs and posters in the environment. Basically, ic
means “real life” reading material, as opposed to word sheets
| or primers with stilted, unnatural language.

Book Conventions: details chat have become expectations
about books. Some examples are: the title and author are

: found on the front cover, a dedication page, clear indica-
tions about the end of the story (often “the end”). Children
become familiar with these conventions (and, therefore, bet-
ter predictors while reading) through repeated exposure to

books.

Context: the information in the book that helps the reader
, think about the meaning of the text. Context “clues” can be
the pictures, knowledge about the topic or genre a reader
brings to the page, or simply the meaning gleaned so far

: from the book, Using the context can help a struggling

_ teader through a difficult word or phrase.

Language patterns (of a story): the repetition or rhyme
built into the structure of the story (“In went the cow. In
went the pig. In____. the dog”). Beginning readers cue in to
these patterns to help them read the text.

Leveling: a system of determining difficulty of reading
material based on the amount of print per page, the pre-

: dictability of the language used in the text, and the correla-
tion of the text with the pictures, Using leveled reading
materials makes it easier to match the text to the skills of
the individual reader.

Miscue: a mistake made while reading aloud. This term has
; @ more positive implication than “mistake,” because it sug-
: gests that the reader is attending to the cueing systems

| (meaning, structure of language, and visual), but has
focussed on the wrong cue at the wrong time.

i
| Monitoring reading; a skill thac readers develop where they

L.LALP. © 53



Basic Sight Words List

and
it

me
the
for
with
car
here
get
jump
dog
shoe
not

ball

like
come
in
you
are
going
went
see
to
sleep
at
play
yes
stop .

up
said
can

|

this
am
they
big
what
now
there
look
on

but

L.LA.P, © 59


Name of Child

Length of Session

Date

Record Keeping Form

PLAN

What Happened?
Description of the child’s responses to the session

Reread Familiar Books

Title:
Goal:

New Book Include some of the child’s miscues
Title: Accidents “toll” instead of “toy”
Goal (strategies and skills to be worked on): “break” instead of “tear”

Use phonics knowledge to cross check
predictions.

-Look at initial consonant for “toy”
-Tried with “tear”

Rosa almost said “sweater” (which she
had said during the picture walk),
read it “jacket” (correct) instead.

but

Other Activities (e.g., games).
Game to reinforce initial consonant
sounds.

Melany needed an opportunity to move a
little and make a little noise. she
has good sound/symbol correspondence.

Writing: Type of Writing: Fiction: “Get Ready
for A Party”

Goal: | Use phonetic spelling to write a
story. Practiced writing conventions.

Include examples of the child’s invented spelling

Melany is a confident writer. She
sounds out words carefully. Her accu-
racy improved as she wrote (e.g.,
“prtee,” “prft.”) On the reread she
caught several errors ("Go” to “Get”
- even though she said “Get” and made
additions.

Reflection

* General impressions of the session. Note any new strategies or skills the child is using.

Melany has good sound/symbol sense,
primary strategy for predicting words.

* Plans for the next session.

although she relies on context as her

Continue reinforcing her thinking about meaning and context.

Make a flip book with “at”
initial consonants.
* Note: books and other materials to bring reminders.
Accidents flip book (blank)

New books

family words to reinforce attention to

blank book for a new story and markers

LLAP. © 13,



LEARNS
Literacy Assessment
Profile

This publication is a joint project of the Corporation for National Service and the LEARNS Partners.
The publication was written by Judith Gold, Program Director for the LEARNS Partners
at Bank Street College of Education, and
Lance Potter, Director of Program Evaluation
at the Corporation for National Service.

Corporation for National Service
1201 New York Avenue, N.W.
Washington, 0.C. 20525

LEARNS (Linking Education and America Reads through National Service)
A partnership of the Northwest Regional Educational Laboratory
and Bank Street Cotlege of Education

Loe)



Upper Early Independent

i les
ee BP teen Lae ee
dere

Tet eae boveby te se

From The Stories Julian Tells by Ann Cameron, illustrated by Ann Strugnell.
Copyright ©1981 by Ann Cameron. Illustrations copyright ©1981 by Ann Strugnell.
Reprinted by permission of Alfred A. Knopf, Inc.

mene BEST COPY AVAILABLE

qo
fe)



? Phonics and Phonemic Awareness

? (continued)
i List the short vowel sounds the student knows. ~

{List the long vowel sounds the student knows.

Beginning Reader

q
v7



BOOK LIST BY LEVEL
Beginning (Lower Range)

Title

Author/Series

Publisher/Distributor

Animal Babies

Baby, The

Ball Bounced, The

Bears in the Night
Bears on Wheels

Big Egg

Biscuit

Biscuit Finds a Friend
Brave Mary ~
Brown Bear, Brown Bear
Daddy and I

Fire Truck

Flying

Happy Egg

Hi, Clouds!

I Dress Up Like Mam
IGet Ready f for School

I Love Cats

I Want a Pet

If I Were You

Tt Looked Like Spilt Milk
Joshua James Likes Trucks
Just Like Me

Just Like Me

My Doll, Keshia

School Bus -

Shoes Shoes Shoes

Sid and Sam

Spots, Feathers and Curly Tails
Things I Like

22 LAP,

Rookie Reader

Berenstain, Stan/Jan

“Coxe, Molly”

Capuci i, Alyssa $ Satin

Brimner, Larry Dane
Martin, Bill
Greenfield, Eloise
Sis, Peter

Crews, Donald
Kraus, Robert

Gregorich
Wildsmith, Brian
Shaw, Charles
Rookie Reader
Neasi, Barbara
Rookie Reader
Greenfield, Eloise
Crews, Donald
Morris, Ann
Buck, Nola
Tafuri, Nancy ,
Browne, Anthony

Children’s Press/General

Mor! row/General
Random House/General
Random House/General
Random House/General
HarperCollins/General
Collins /General
Children’s Press/General
Holt/General

School Zone :

Harper & Row/General
Children’s Press/General
Children’s Press/General
Children’s Press/General
Black Butterfly
Morrow/General
Lothrop, Lee & Shepard
Harper Trophy/General
Morrow/General
Random House/General



LEARNS
Literacy Assessment
Profile

ED 450 340

A system for student assessment and
program evaluation

Corporation for National Service
1201 New York Avenue, N.W.
Washington, D.C. 20525

LEARNS (Linking Education and America Reads through National Service)
A partnership of the Northwest Regional Educational Laboratory
and Bank Street College of Education US peearruenr oF ou
Erne
EDUGATIONAL RESOURCES INFORMATION
CENTER ERIC)

Tvs document has been reproduced as
tecewed irom the person cr orgam/aion
ongraating

© Minos ctiangos have bean mado Yo

BEST COF’/ AVAILABLE Improve raprodveton guy

2 © Points of viow oF opimons stated in this,
documant do nel necnssarily represent
official OER position or policy

CS 014 251

nen TEE EEE EEE



46° LL.AP.

: Following the final assessment, at the end of the school

| year, you will have three data points for the year for each stu-
: dent. In a final report you could describe the progress made

‘ between mid-year and the end-of-year assessments, but most
| programs will prefer to highlight the progress made over the
| entire service year. The table above is an example of the data
for the ten Sunnyside Elementary students for the baseline
(1st Assessment) and the year-end (3rd Assessment). From
this data you could write the following type of analysis:

, Examples of Analysis based on the Data

The students were tutored at Sunnyside Elementary School.
Each received roughly 45 minutes of one-to-one tutoring twice
each week from September through the collection of the final
L.L.A.P. assessment, in mid-May. During that period, four stu-
| dents or 40%, advanced to the next stage of reading develop-

; ment, This indicates general mastery of the reading competen-
j cies present at the beginning of the school year, and represents a
' substantial increase in the complexity of their reading ability.
: Among those remaining within a single developmental stage

throughout the year, gains ranged from 17 to 34 points on a
, scale of 75. The average gain across all within-stage students
! tutored was 26 of 75 points.

All tutored students made steady progress this year. More

| than half made substantial progress, either advancing to the
next developmental level or through nearly half their initial
stage. The minimum score in L.L.A.P. is 28 points; hence two
of our students (Child 1 and Child 8) began their year with
1 almost no emergent reading competencies. In general, I am
' pleased, and believe that with some training modifications we
: can achieve more progress next year.

Although the total number of students is too small for statis-
tical analysis, it appears that we made the most significant
progress with students at the earlier stages of reading develop-
ment. For example, three of the four students who advanced a
stage began at the Emergent Stage, and of those six who

remained within stage, the two largest gains were by students at

+ the emergent level. No student mastered the skills at the Early
Independent level during the year, but this is not surprising
given their age and general reading readiness at the beginning
of the year. We will review the data from our other sites to see if

| a similar pattern of progress emerges and, if so, make adjust-
ments to our training for working with more advanced students,



BOOK LIST BY LEVEL
Early Independent (Lower Range) — continued

Title Author/Series Publisher/Distributor
Snowy Day, The Keats, Ezra Jack Scholastic
Spaghetti Party, The “Bank Street _ ~ Bantam/General
St ~~ — HarperCollins/General
“Hutchins, Pat Macmillan/General
Scholastic
Very Hungry Caterpillar, The ” Putnam/General

What Makes a Shadow?
Where the Wild Things Are.

30 * LLALP,,

HarperCollins/General

Harper & Row/General
Dragonfly Books/Knopf
Harper Trophy/General



W Determining the Most Appropriate Text
for Children: When should you move
children to the next level?

One of the goals of tutors is to enable children to read more

difficult books with increasing levels of independence.
Children are ready to attempt more complex books when

they demonstrate they can use their current skills and strate- :
gies to attend to the more complex features of text presented |

in the next level. (Clay, 1991) One of the most important
indicators of whether children are ready to read more diffi-
cult text is their ability to read proficiently and to under-
stand the content of the books at the level they are presently
reading.

Important Considerations about Changing Levels:

* Reading many books on the same level promotes chil-

dren's fluency and independent reading.

* Children need to be able to both read and understand :

the books at the next level.

* Children need to develop multiple strategies for read-
ing more complex text.

Proficiency in one strategy alone will not enable chil-

dren to read more difficult text. When we increase the com- ;

plexity of text, it is expected the number of strategies a child }

is ready to use will also increase.

(See the Reading Strategies and Behaviors listed in each
stage of the assessment form.)

ray
i<3)

LILA.P. © 39



We hang upside down.

4

From Going to the Park with Granddaddy by Patricia Tefft Cousin, Claudette C.
Mitchell and Gracie R. Porter, illustrated by Michael J. McBride and James R. Threalkill.
Copyright ©1995 by The Wright Group. Reprinted by permission of The Wright Group.

L.LA.P. © 25

nD
ico)



Suggestions for Helping Tutors Use the Record
Keeping Form

People don't like paperwork unless it benefits them. Tutors
will understand that the Record Keeping Form (RKF) is a
tool for their own teaching as well as for overall accountabil:
ity. With your help, rereading a month’s worth of RKFs
will allow tutors to see patterns of growth and to plan more
effectively for the next sessions. In addition, having these
records will make working on the assessment forms much
easier.

Typical training around this form might extend over sev-
eral sessions and cover the material in the following way:

1. Give everyone a blank RKF. Read it over and discuss

the form.

2. View the first part of “Rosa and Melany: Reading in
English” (the section in which they are reading a
book). Ask the participants to think about the form
while watching—another purpose of the RKF is to
sharpen tutors’ abilities to observe children at work
and to effectively record their observations.

3.Ask the tutors to brainstorm their ideas for complet-
ing the RKF. Use an overhead transparency to record
everyone's ideas. Please note that a few sample “filled
out” RKFs have been included. These do not repre-
sent the “right” answers, but a range of possible obser-
vations and plans an experienced tutor might make.

(See pp. 11-13.)

4. View the next part of the video, where Rosa and
Melany play the game. Invite tutors to make notes on
their RKFs while watching.

a) Give them about five minutes to write after viewing

the tape.

b) Discuss how each has filled out the “Related
Activities” section, perhaps creating a composite
RKF on the overhead transparency.

The purpose of this is twofold: Tutors need support and
practice filling out the RKE They also need experi-
ence observing children and recording their behaviors.
The opportunity to do so in a group will broaden
their repertoire of behaviors to look for.

13

VW

Some final suggestions j

You may wish to have
tutors repeat this activity
alone or in a group using
the other tapes we provide. |
This will give greater prac-
tice in “kidwatching.” We
strongly recommend that.
the RKF be filled out during
and/or immediately after a
tutoring session. Not only
will the tutor’s memory be
fresh, but the RKF can also
be used to share accom-
plishments with the child.
Previous RKFs can be com-
pared with a current one to
allow the child to appreci-
ate how far s/he has come.
At first, children may ask
the tutor, “What are you
writing?” It is fine to either
read the notes or para-
phrase or to simply state,
“I'm writing about what
we're doing together so I
can find better ways to help
you.” A tutoring session is a
collaboration between tutor
and child, It is not a secret;
everyone can benefit from
celebrating the process of
leaming.

L.LA.P. © 9



Publishing Companies

Mondo Publishing
One Plaza Road
Greenvale, NY 11548
800/242-3650

Oxford University Press
Order Department
2001 Evans Road
Cary, NC 27513
800/230-3242

Richard C. Owen Publishers, Inc.

135 Katonah Avenue
Katonah, NY 10536
800/336-5588

Rigby Education USA

PO. Box 797

Crystal Lake, IL 60039-0797
800/822-8661

Scholastic Inc.
PO. Box 7502
Jefferson City, MO 65102
800/325-6149

Wright Group

19201 120th Avenue N.E.
Bothell, WA 98011-9512
800/523-2371

an

L.LALP, © 62


Listening Comprehension

> Gives reasons for predictions made about a
story. Example: “This book can’t be true
because people don't fly.”

> Evaluates the accuracy of predictions,
after the story is completed.

»The ability to use prior knowledge to make
meaning of the text while listening to a story.

T= Never

2= Sometimes

3= Frequently

4= Consistently

Date:

> Recalls and retells story in sequence.

> Expresses ideas about characters or events

> Makes connections between book being
listened to and other books.

TOTAL POINTS

81

Beginning Reader


L.L.A.P. Data Sheet for Reading

Tutor’s Name

1st Assessment

Date:

2nd Assessment
Date:

3rd Assessment

Date:

Child’s Name

Stage

Points

Stage Points

Stage

Points

Comments

©1999 LEARNS — Linking Education and America Reads Through National Service

ct

pas

LALAP, © 47



L.L.A.P. Report Sheet for Reading

/ 1st Assessment 2nd Assessment
| Date: Date:
Child’s Name Stage [Points Stage | Points | Raw Change | Points

(+/-)

Comments

©1999 LEARNS - Linking Education and America Reads Through National Service

LILAP. ¢ 49

Ct
&>



Name of Child
Length of Session Date

Record Keeping Form

PLAN What Happened?
Description of the child’s responses to the session

Reread Familiar Books

Title:
Goal:
New Book Include some of the child’s miscues
Title: Accidents Melany noticed many of the details in
Goal (strategies and skills to be worked on): the pictures, helping her make predic-
Picture walk to enable Melany to make tions about the text.

accurate predictions based on context.

Miscues: “Some” instead of “Sometimes”
Reinforcing skipping difficult words and| “break” instead of “tear”

making predictions based on context. “Doll” instead of “toy” - most kept
meaning intact. (needs more work on
using phonics to check predictions) *

Other Activities (e.g., games):

Writing: Type of Writing: Fiction: “Get Ready Include examples of the child's invented spelling
for A Party”
Goal: | Help Melany plan what she wants Melany planned aloud a little. She is

to say before she writes. Asked her to| a confident writer and moved quickly.
vocalize her sentences before she wrote, I’m not sure if her final product was
them. what she initially had in mind. She
did make changes on the reread, so
she did write with a clear intention.

Reflection
* General impressions of the session. Note any new strategies or skills the child is using.

Melany reads (and writes) with a strong awareness of the meaning of words. She

has grasped and can easily skip a difficult word and make a prediction based on
context.
Plans for the next session.

*Spend time paying attention to the initial and final consonants in the tricky
words. Play initial consonant game again.

Note: books and other materials to bring reminders.
Accidents

New books (her choice)

Initial consonant game

12 © L.LALP.