San Diego Quick Assessment - Clover Sites
|San Diego Quick Assessment |
|of Reading Ability |
| |
|SKILL ASSESSED | |
| |WHAT This test measures the recognition of words out of context. Generally, proficient readers read as |
|Word Recognition |accurately both in and out of context. The test consists of 13 graded word lists from pre-primer to eleventh |
| |grade. The words within each list are of about equal difficulty. |
|Grade Level | |
| |WHY Weak readers over rely on context and recognize words in context more easily than out of context. |
|K-11 | |
| | |
|Language |HOW Begin with a list two or three sets below the student’s grade level and continue until the student |
| |makes three or more errors in a list. Present the Student Material word list to the student. Use a paper to |
|English |cover word lists not being read. Mark errors on the Record Form by crossing out each missed word. |
| |Mispronunciations can be written down next to the word. |
|Grouping | |
| |When the teacher says “next,” the student should move the paper down and read the next word. Encourage the |
|Individual |student to read words that he or she does not know so that you can identify the techniques used for word |
| |identification. Wait no longer than five seconds before moving on to the next word. |
|Approximate Testing Time | |
| | |
|10 Minutes | |
| | |
|Materials | |
| | |
|Record Form (p. 83) | |
|Student Material (pp 84-85) | |
| | |
|Source | |
| | |
|From “The Graded Word List: | |
|Quick Gauge of Reading Ability” | |
|by Margaret La Pray et al. | |
| |Errors/List Reading Level |
| |1 Error Independent Level |
| |2 Errors Instructional Level |
| |3 Errors Frustration Level |
| | |
| |Student Reading Level |
| |The student’s reading level is the last grade-level word list in which the |
| |student reads eight or more words correctly. |
| | |
|See Also… |WHAT’S NEXT? If students do well on this test but poorly on reading passages, fluency practice is beneficial. If |
|CORE Teaching |students do poorly on the assessment, further assessment is necessary to identify underlying causes. The CORE Phonics |
|Reading Sourcebook, |Survey will identify whether or not decoding skill knowledge is causing poor word recognition, and the CORE Phoneme |
|Section IV: Decoding and |Segmentation Test would isolate phoneme awareness as an underlying factor. |
|Word Attack | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- nrs test benchmarks for educational functioning levels
- charlie s reading intervention plan
- reading comprehension multiple choice
- reading level
- reading skills fluency comprehension
- teacher checklist basic reading skills
- san diego quick assessment record form
- using the tabe to assess basic skills proficiency
- san diego quick assessment clover sites
Related searches
- san diego gs pay scale
- uchs san diego bell schedule
- san diego writer s conference 2020
- university high school san diego ca
- san diego city high school
- san diego high schools
- san diego county high schools
- san diego writers conference
- san diego state teacher credential
- preliminary change of ownership san diego ca
- psychiatry conference san diego 2020
- aca conference san diego 2020