Maria Martins, a second grader, was administered the CORE ...



CORE Reading Assessment Summary Tally

Name:_______________________ Date:__________ Grade:_________

Students are assessed using the following Performance Levels:

Benchmark Level: Meets grade level expectations and occasionally may need differentiated instruction

Strategic Level: Below grade-level expectations and requires targeted assistance for progress

Intensive Level: Significantly below grade level expectation and requires substantial intensive instruction

Basic Reading Skills:

CORE Phoneme Deletion Test (Grade K-1; 2-12 if indicated):

|Part |Subtest |Score |Performance Level |

| | | |(CORE Manual p. 23) |

|A |Initial Sound (Late K, Grade 1) | /5 | |

|B |Final Sound (Grade 1) | /5 | |

|C |First Sound of a Consonant Blend (Grade 2) | /5 | |

|D |Embedded Sound of a Consonant Blend (Grade 3) | /5 | |

CORE Phonological Segmentation Test (Grade K-1; 2-12 if indicated):

|Part |Subtest |Score |Performance Level |

| | | |(CORE Manual p. 28) |

|A |Sentences into Words | /5 | |

|B |Words into Syllables | /8 | |

|C |Words into Phonemes | /10 | |

CORE Phoneme Segmentation Test (Grade 2-12 if indicated):

|Score |Performance Level |

| |(CORE Manual p. 32) |

| /15 | |

CORE Phonics Survey (Grade K-2; 3-12 if indicated):

|Part |Subtest |Score |Performance Level |

| |(Grade K; 1-3 if indicated) | |CORE Manual p. 43 |

|A |Letter Names - Uppercase | /26 | |

|B |Letter Names – Lowercase | /26 | |

|C |Consonant Sounds | /21 | |

|D |Long Vowel Sounds | /5 | |

| |Short Vowel Sounds |/5 | |

|A-D | | /83 | |

|Part |Subtest (Grade 1-2; 3+ if indicated) |Score |Performance Level |

| | | |CORE Manual p. 43 |

|E |Short Vowels in CVC Words | /15 | |

|F |Consonant Blends with Short Vowels | /15 | |

|G |Short Vowels, Digraphs, and –tch Trigraph | /15 | |

|H |R-Controlled Vowels | /15 | |

|I |Long Vowel Spelling | /15 | |

|J |Variant Vowels | /15 | |

|K |Low Frequency Vowel & Consonant Spellings | /15 | |

|L |Multisyllabic Words |/24 | |

San Diego Quick Assessment (Grade K-1; 2-3 if desired; 4- 12 if indicated):

|Performance Level |Grade Level |Score |

|Independent Reading Level (1 error) | | /10 |

|Instructional Reading Level (2 errors) | | /10 |

|Frustration Reading Level (3 errors) | | /10 |

Reading Fluency

CORE Graded High-Frequency Word Survey (Grade 1-3 for mastery; 4-12 if indicated)

|List |Score |Performance Level |

| | |CORE Manual p. 64 |

|List K | /10 | |

|List I | /24 | |

|List II | /24 | |

|List III | /24 | |

|List IV | /24 | |

CORE MASI-R Oral Reading Fluency Measures (Grade 1-3; 4-6 if indicated):

|Grade Level |Passages |Accuracy |Rate (Fluency) |

| |3 Passages. |Words Correct in the first 100 |Words per |50th percentile or above = Benchmark |

| |Use Median Score |words |Minute |25th -50th percentile = Strategic |

| | |Expected Score: 95-100% | |0 - 25th percentile = Intensive |

| | | | |CORE Manual page. 80 |

| |Passage A | | | |

| |Passage B | | | |

| |Passage C | | | |

Reading Vocabulary and Reading Comprehension

CORE Vocabulary Screening (Grade 1-6; 7-12 if indicated):

|Form |Score |Performance Level |

|(Grade Level Only) | |CORE Manual p. 121 |

| | /30 | |

CORE Reading Maze Comprehension (Grade 2-6; 7-12 if indicated):

Timed for 3 minuets

|Passage |Number Correct |Performance Level |

| | |CORE Manual p. 153 |

| | | |

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