Completing the Small-Group Placement Assessment for Sets …

Small-Group Placement Assessment for Sets1?5

Completing the Small-Group Placement Assessment for Sets1?5

You will use the placement assessment to identify students' reading levels for initial placement into Small-Group Reading Sets1?5. The first section evaluates students' phonological awareness. Completing this section will help you evaluate students' ability to identify initial sounds and rhyming words. Sections A?F assess the students' letter-name knowledge or their knowledge of content covered in Small-Group Reading Sets1?5.

PREPARING FOR THE ASSESSMENT

For each student you plan to assess, print the Phonological Awareness Screening Record and the Placement Assessment Records for Sets1?5 from the Learning Portal or copy them from pages 170?176.

Print one of each student card from the Learning Portal or make one copy of each from pages 177?182. You may wish to copy the sheets onto heavy-stock paper, glue each page onto a piece of card stock, or slip them into sheet protectors.

Review the Phonological Awareness Screening Record and the placement assessment records to help you prepare to evaluate each student's knowledge of letters, spellingsounds, and high-frequency words.

CONDUCTING THE PHONOLOGICAL AWARENESS SCREENING

For each student: 1. Tell the student that they will listen for sounds in words. 2. Follow the instructions for administering Section1 on the Phonological Awareness

Screening Record. For each correct response, put a check mark next the word. For each incorrect response, you may want to write exactly what the student says. Refrain from indicating whether an answer is correct or incorrect. 3. Follow the instructions for administering Section2 on the Phonological Awareness Screening Record. Circle the words that the student says rhyme. Put a check mark next to correct responses. Refrain from indicating whether an answer is correct or incorrect. 4. Continue on to Section A or B of the Small-Group Placement Assessment for Sets1?5.

CONDUCTING THE PLACEMENT ASSESSMENT

For each student: 1. Present the student cards one at a time, beginning with the card for Section A or B. (If

you have administered the Letter Name Assessment with your students, you do not need (continues)

168Being a ReaderTM Implementation Handbook, Grade K ? Center for the Collaborative Classroom

Small-Group Placement Assessment for Sets1?5 (continued)

to do Section A with those students who passed the Letter Name Assessment.) You may wish to place a blank index card under each row as the student reads it to help the student follow each row.

2. Have the student complete each part of the section as you record the responses on the corresponding Placement Assessment Record. When the student responds correctly, mark a check next to the sound, word, or letter. When the student responds incorrectly, cross out the sound, word, or letter. For each incorrect response, you may want to write exactly what the student says. Refrain from indicating whether an answer is correct or incorrect, and do not give the student the pronunciation for any sound, word, or letter during the assessment. Do not count acceptable variations in pronunciation as decoding errors(such as those associated with a student's regional accent).

3. After the student completes the section, record the number of sounds, words, or letters the student reads correctly and circle "Pass" or "Not Pass" for each part; then read the instructions at the end of the section to determine whether to continue the assessment. A student does not have to show complete mastery to advance to the next section of the assessment.

INTERPRETING THE ASSESSMENT RESULTS

The passing criterion for each section in the Small-Group Placement Assessment for Sets1?5 is set at80 percent. Note that any standard of this sort is somewhat arbitrary. If a higher or lower passing score is more compatible with your instruction, apply that criterion to the assessment.

Continue the assessment until the student does not pass a section. The first section that the student does not pass corresponds to the set in which instruction should begin. Record the student's placement on the "Reading Groups Class Record." Use this placement information to form small groups. For more information about forming reading groups, see "Forming and Managing Small Groups" in the Assessment section of the Implementation Handbook.

If the student places into Set 1 and did not pass the phonological awareness screening, use the lessons in Small-Group Reading Set 1: Extended Instruction and Practice. Students who pass Sections A?F of the placement assessment may be good candidates for Set6 instruction. Set6 is an optional transitional set focused on fluency and comprehension. When considering whether to place a student in Set6, ask yourself whether the student is reading fluently, using appropriate rate, intonation, and punctuation. You might have the student read aloud one of the books from Set5 to provide more information about their needs.

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Being a ReaderTM Implementation Handbook, Grade K169

Phonological Awareness Screening Record Section1: Initial Sound

Student's name:

Date:

Tell the student that they will listen for the first sound they hear when you say a word. Say each word normally, and then say it emphasizing the first sound. Ask the student to say the word, then ask:

Q What sound do you hear at the beginning of [sun]?

sun

mat

fan

cut

tip

Pass (3/5 correct) or Not Pass

Section2: Rhyme

Say the words star and are, and then have the students say the words aloud. Tell the students that star and are rhyme. Explain that when words rhyme, they sound the same at the end. Star and are both end with the sound /?r/. Then say each group of three words, asking the following question after each group.

Q What words did you hear that rhyme, or sound the same at the end?

cat

hat

pin

man

sit

fan

tap

map

sun

cup

pin

tin

top

mad

sad

Pass (3/5 correct) or Not Pass

Continue on to Section A of the Small-Group Placement Assessment for Sets1?5. If the student places in Set1 and did not pass the phonological awareness screening, use the lessons in Small-Group Reading Set1: Extended Instruction and Practice.

170Being a ReaderTM Implementation Handbook, Grade K ? Center for the Collaborative Classroom

Placement Assessment Record for Sets1?5 Section A

Student's name:

Date:

Mark a check for each letter the student reads correctly from the student card. Cross out incorrect letters.

L E T T E R R ECO G N I T I O N (5-second limit per letter)

x

l

d

o

g

y

h

c

i

k

w

q

z

n

u

t

p

j

e

b

m

s

v

a

r

f

Letter Recognition score:

/26

Pass (21?26 correct) or Not Pass

If the student passes, go on to Section B.

If the student does not pass, the student is not ready for small-group reading instruction. Instead, the student needs additional instruction in letter names. Analyze the data from Section A and identify which letters the student does not know. Create a small group of students with similar results on the section and teach the letters the students do not know. For suggested activities, see "Letter-Name Instruction" in the Instructional Support section of the Implementation Handbook.

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Being a ReaderTM Implementation Handbook, Grade K171

Placement Assessment Record for Sets1?5 Section B

Student's name:

Date:

Mark a check for each word the student reads correctly from the student card. Cross out incorrect sounds and words.

S P E L L I N G -S O U N DS (5-second limit per letter)

s

n

m

t

r

f

h

d

c

k

Spelling-Sound score:

/14

Pass (12?14 correct) or Not Pass

H I G H - F R EQ U E N C Y WO R DS (2-second limit per word)

he

she

can't

isn't

to

get

no

yes

down

go

where

my

by

here

saw

High-Frequency Word score:

/16

Pass (13?16 correct) or Not Pass

they

If the student passes, go on to Section C of the assessment.

If the student does not pass spelling-sounds, place the student in Set1, Week1.

If the student passes spelling-sounds but does not pass high-frequency words, go on to Section C but make a note of the missed high-frequency words. When you have placed the student based on phonics, pre-teach all the missed high-frequency words before beginning instruction in that Set.

172Being a ReaderTM Implementation Handbook, Grade K ? Center for the Collaborative Classroom

Placement Assessment Record for Sets1?5 Section C

Student's name:

Date:

Mark a check for each word the student reads correctly from the student card. Cross out incorrect sounds and words.

S P E L L I N G -S O U N DS (5-second limit per letter)

b

p

l

g

w

th

y

v

sh

x

ch

z

j

Spelling-Sound score:

/14

Pass (12?14 correct) or Not Pass

H I G H - F R EQ U E N C Y WO R DS (2-second limit per word)

was

little

put

what

do

like

have

home

said

of

her

his

some

come

out

say

says

so

High-Frequency Word score:

/18

Pass (14?18 correct) or Not Pass

If the student passes, go on to Section D of the assessment.

If the student does not pass spelling-sounds, place the student in Set2, Week1.

If the student passes spelling-sounds but does not pass high-frequency words, go on to Section D but make a note of the missed high-frequency words. When you have placed the student based on phonics, pre-teach all the missed high-frequency words before beginning instruction in that Set.

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Being a ReaderTM Implementation Handbook, Grade K173

Placement Assessment Record for Sets1?5 Section D

Student's name:

Date:

Mark a check for each word the student reads correctly from the student card. Cross out incorrect words.

D ECO DA B L E WO R DS (5-second limit per word)

whack

sing

quit

tapped

snap

stack

flip

frog

pits

grip

drop

plot

smog

spin

clop

skip

slip

Decodable Word score:

/17

Pass (13?17 correct) or Not Pass

H I G H - F R EQ U E N C Y WO R DS (2-second limit per word)

make

there

be

look

good

want

water

from

for

again

many

people

your

very

could

should

were

both

does

High-Frequency Word score:

/19

Pass (15?19 correct) or Not Pass

If the student passes, go on to Section E of the assessment.

If the student does not pass decodable words, place the student in Set3, Week1.

If the student passes spelling-sounds but does not pass high-frequency words, go on to Section E but make a note of the missed high-frequency words. When you have placed the student based on phonics, pre-teach all the missed high-frequency words before beginning instruction in that Set.

174Being a ReaderTM Implementation Handbook, Grade K ? Center for the Collaborative Classroom

Placement Assessment Record for Sets1?5 Section E

Student's name:

Date:

Mark a check for each word the student reads correctly from the student card. Cross out incorrect words.

D ECO DA B L E WO R DS (5-second limit per word)

cape

ice

eve

fuse

hopes

taping

sleep

leap

burn

corn

park

Decodable Word score:

/14

Pass (11?14 correct) or Not Pass

poke shined tern

H I G H - F R EQ U E N C Y WO R DS (2-second limit per word)

every

other

brother

woman

women

boy

toward

over

their

cold

one

two

don't

won't

too

who

school

thought

father

High-Frequency Word score:

/19

Pass (15?19 correct) or Not Pass

If the student passes, go on to Section F of the assessment.

If the student does not pass decodable words, place the student in Set4, Week1.

If the student passes spelling-sounds but does not pass high-frequency words, go on to Section F but make a note of the missed high-frequency words. When you have placed the student based on phonics, pre-teach all the missed high-frequency words before beginning instruction in that Set.

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