Phonological Awareness WHY? The two best predictors of early reading success are alphabet recognition and phonemic awareness (Adams, 1990). Many studies have established that phonemic awareness (the ability to identify the individual sounds in words) and phonics (the representation of those sounds with letters) are essential for skilled reading (Adams, 1994; Ehri, 2004; Torgesen et al., 2001). Free Assessments: Rhyme Syllables Alliteration Segmenting Beginning/Ending Sounds MLPP – Rhyme Choice and Supply Segmenting Blending Onset and Rime Literacy Beginnings Fountas and Pinnell (2011) Initial Sounds p. 222 Rhyming Words p. 223 Assessment for Reading Instruction McKenna and Stahl (2015) Tests of Phonological Awareness p.102-104 Hearing and Recording Sounds p. 105-106 Benchmarks: 1st Grade: Hears and counts syllables and changes words by adding, deleting, or substituting phonemes. Kindergarten: Plays with syllables and hears rhyme, onset & rime, segmenting, blending. Pre-Kindergarten: Plays with rhyme and learns the alphabet song. Knowledge of Alphabet WHY?
: Developing Transferable Knowledge and Skills in the 21st Century (2012) Reading Comprehension Key Ideas Details Summary Inferences CCGR Q1 – What does the text say? CCGR written response Grade Level CCGR Rubric SAT Rubric Critical Reading/Analysis Language Structure Style Connecting (Cross-text) Arguing Extending (Cross-text) CCGR Q2 - How does the text say it? (Basis for What does the text mean?) CCGR written response Grade Level CCGR Rubric SAT Rubric Generative Reading/Thinking Conceptual Thinking Analogical Thinking (SAT) Abstraction/Levels of Meaning Metaphorical Thinking CCGR Q3 - What does the text mean? CCGR written response Grade Level CCGR Rubric SAT Rubric Profundity Scales Application Connecting/Extending Beyond Text CCGR Q4 - What does the text mean to me? Grade Level CCGR Rubric Free Assessments: See attached scoring rubrics Benchmarks: A holistic score of “3” on the rubric
Reading Fluency Rubric 1 2 3 4 Expression and Volume Reads in a quiet voice as if to get words out. The reading does not sound natural like talking to a friend. Reads in a quiet voice. The reading sounds natural in part of the text, but the reader does not always sound like they are talking to a friend. Reads with volume and expression. However, sometimes the reader slips into expressionless reading and does not sound like they are talking to a friend. Reads with varied volume and expression. The reader sounds like they are talking to a friend with their voice matching the interpretation of the passage. Phrasing Reads in a monotone voice. Reads in two or three word phrases, not adhering to punctuation, stress and intonation. Reads with a mixture of run-ons, mid sentence pauses for breath, and some choppiness. There is reasonable stress and intonation. Reads with good phrasing; adhering to punctuation, stress and intonation. Smoothness Frequently hesitates while reading, sounds out words, and repeats words or phrases. The reader makes multiple attempts to read the same passage. Reads with extended pauses or hesitations. The reader has many “rough spots.” Reads with occasional breaks in rhythm. The reader has difficulty with specific words and/or sentence structures. Reads smoothly with some breaks, but self-corrects with difficult words and/ or sentence structures.
Linguistic Spillover Use of language, conventions, and/or format from the selection reflects an elaborated and personalized understanding of the story. Use of language, conventions, and/or format from the selection indicates basic understanding of the story. Use of language, conventions, and/or format from the selection may indicate superficial understanding. Retelling includes little or no use of language, conventions, and/or format from the story. MLPP RETELLING RUBRIC K - 12 INFORMATIONAL TEXT Qualities of Retelling 4 Mature 3 Capable 2 Developing 1 Beginning Central Purpose/Gist Retelling indicates a clear and elaborated understanding of the central purpose of the selection. Retelling indicates a basic understanding of the central purpose of the selection. Retelling indicates an incomplete or inaccurate understanding of the central purpose of the selection. Retelling indicates no understanding of the central purpose of the selection. Restatement/ Elements Retelling contains a clear and accurate restatement of important and supporting elements. May contain related prior knowledge. Retelling contains a clear and accurate restatement of most important and supporting elements. Retelling lacks important elements and/or contains inaccurate information. Retelling is minimal and inaccurate. Organization Important and supporting elements are logically presented and clearly connected. Most important and supporting elements are presented logically and connected. Elements are presented in a random or disconnected order. There is little or no development of elements. Linguistic Spillover Use of language, conventions, and/or format from the selection reflects an elaborated and personalized Use of language, conventions, and/or format from the selection indicates Use of language, conventions, and/or format from the selection may indicate Retelling includes little or no use of language, conventions,