Assessment – Panning For Treasure

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Row 4. Materials required: Sound to Symbol Chart. Present chart to student and say, “What do these letters say together?”

Row 5. Materials required: Sound to Symbol Chart. Present chart to student and say, “What do these letters say together?”

Row 6. Materials required: Sound to Symbol Chart. Present chart to student and say, “What do these letters say together?”

Row 7. Materials required: Sound to Symbol Chart. Present chart to student and say, “What do these letters say together?”

Row 8. Materials required: Sound to Symbol Chart. Present chart to student and say, “What do these letters say together?”

Row 9. Materials required: Sound to Symbol Chart. Present chart to student and say, “Tell me the name of the letter and the sound it makes". For the digraphs, "What do these letters say together?”

Row 10. Materials required: Sound to Symbol Chart. Present chart to student and say, “Tell me the name of the letter and the sound it makes". For the digraphs, "What do these letters say together?”

Syllable Cards - Materials required: Boxes 1-4. (Use 80% or more known sounds from Rows 1-10). DO NOT FILL THIS SPACE.

Choose a VC / CV Word – Box 1-(Bks 1:1-1:4)

VC / CV Word - “I’m going to show you a card with a word on it. When I take it away, I’ll ask you some questions about the word.”

1VC / CV -How many letters did you see?
1VC / CV -What are the letters you saw?
1VC / CV -What do those letters say?
1VC / CV -What was the first/middle/last, 2nd, 3rd... letter you saw?
1VC / CV -If I change the '-' to a/an '-', what would those letters say?
1VC / CV -Tell me the letters Backwards

Choose a VC / CV Word – Box 1-(Bks 1:1-1:4)

VC / CV Word “I’m going to show you a card with a word on it. When I take it away, I’ll ask you some questions about the word.”

2VC / CV -How many letters did you see?
2VC / CV -What are the letters you saw?
2VC / CV -What do those letters say?
2VC / CV -What was the first/middle/last, 2nd, 3rd... letter you saw?
2VC / CV -If I change the '-' to a/an '-', what would those letters say?
2VC / CV -Tell me the letters Backwards

Choose a VC / CV Word – Box 1-(Bks 1:1-1:4)

VC / CV Word “I’m going to show you a card with a word on it. When I take it away, I’ll ask you some questions about the word.”

3VC / CV -How many letters did you see?
3VC / CV -What are the letters you saw?
3VC / CV -What do those letters say?
3VC / CV -What was the first/middle/last, 2nd, 3rd... letter you saw?
3VC / CV -If I change the '-' to a/an '-', what would those letters say?
3VC / CV -Tell me the letters Backwards

Choose a CVC Word – Box 1-(Bk1:5), Box 2-(Bks 2:6-2:10)

CVC Word “I’m going to show you a card with a word on it. When I take it away, I’ll ask you some questions about the word.”

1CVC -How many letters did you see?
1CVC -What are the letters you saw?
1CVC -What do those letters say?
1CVC -What was the first/middle/last, 2nd, 3rd... letter you saw?
1CVC -If I change the '-' to a/an '-', what would those letters say?
1CVC -Tell me the letters Backwards

Choose a CVC Word – Box 1-(Bk1:5), Box 2-(Bks 2:6-2:10)

CVC Word - “I’m going to show you a card with a word on it. When I take it away, I’ll ask you some questions about the word.”

2CVC -How many letters did you see?
2CVC -What are the letters you saw?
2CVC -What do those letters say?
2CVC -What was the first/middle/last, 2nd, 3rd... letter you saw?
2CVC -If I change the '-' to a/an '-', what would those letters say?
2CVC -Tell me the letters Backwards

Choose a CVC Word – Box 1-(Bk1:5), Box 2-(Bks 2:6-2:10)

CVC Word - “I’m going to show you a card with a word on it. When I take it away, I’ll ask you some questions about the word.”

3CVC -How many letters did you see?
3CVC -What are the letters you saw?
3CVC -What do those letters say?
3CVC -What was the first/middle/last, 2nd, 3rd... letter you saw?
3CVC -If I change the '-' to a/an '-', what would those letters say?
3CVC -Tell me the letters Backwards

Choose a CVCC/CCVC Word – Box 3-(Bk3:4-3:5), Box 4-(4:6-4:7).

CVCC/CCVC Word - “I’m going to show you a card with a word on it. When I take it away, I’ll ask you some questions about the word.”

1CVCC/CCVC -How many letters did you see?
1CVCC/CCVC -What are the letters you saw?
1CVCC/CCVC -What do those letters say?
1CVCC/CCVC -What was the first/middle/last, 2nd, 3rd... letter you saw?
1CVCC/CCVC -If I change the '-' to a/an '-', what would those letters say?
1CVCC/CCVC -Tell me the letters Backwards

Choose a CVCC/CCVC Word – Box 3-(Bk3:4-3:5), Box 4-(4:6-4:7).

CVCC/CCVC Word - “I’m going to show you a card with a word on it. When I take it away, I’ll ask you some questions about the word.”

2CVCC/CCVC -How many letters did you see?
2CVCC/CCVC -What are the letters you saw?
2CVCC/CCVC -What do those letters say?
2CVCC/CCVC -What was the first/middle/last, 2nd, 3rd... letter you saw?
2CVCC/CCVC -If I change the '-' to a/an '-', what would those letters say?
2CVCC/CCVC -Tell me the letters Backwards

Choose a CVCC/CCVC Word – Box 3-(Bk3:4-3:5), Box 4-(4:6-4:7).

CVCC/CCVC Word - “I’m going to show you a card with a word on it. When I take it away, I’ll ask you some questions about the word.”

3CVCC/CCVC -How many letters did you see?
3CVCC/CCVC -What are the letters you saw?
3CVCC/CCVC -What do those letters say?
3CVCC/CCVC -What was the first/middle/last, 2nd, 3rd... letter you saw?
3CVCC/CCVC -If I change the '-' to a/an '-', what would those letters say?
3CVCC/CCVC -Tell me the letters Backwards

Choose a CCVCC Word – Box 4-(Bk4:8-4:10)

CCVCC - “I’m going to show you a card with a word on it. When I take it away, I’ll ask you some questions about the word.”

1CCVCC -How many letters did you see?
1CCVCC -What are the letters you saw?
1CCVCC -What do those letters say?
1CCVCC -What was the first/middle/last, 2nd, 3rd... letter you saw?
1CCVCC -If I change the '-' to a/an '-', what would those letters say?
1CCVCC -Tell me the letters Backwards

Choose a CCVCC Word – Box 4-(Bk4:8-4:10)

CCVCC - “I’m going to show you a card with a word on it. When I take it away, I’ll ask you some questions about the word.”

2CCVCC -How many letters did you see?
2CCVCC -What are the letters you saw?
2CCVCC -What do those letters say?
2CCVCC -What was the first/middle/last, 2nd, 3rd... letter you saw?
2CCVCC -If I change the '-' to a/an '-', what would those letters say?
2CCVCC -Tell me the letters Backwards

Choose a CCVCC Word – Box 4-(Bk4:8-4:10)

CCVCC - “I’m going to show you a card with a word on it. When I take it away, I’ll ask you some questions about the word.”

3CCVCC -How many letters did you see?
3CCVCC -What are the letters you saw?
3CCVCC -What do those letters say?
3CCVCC -What was the first/middle/last, 2nd, 3rd... letter you saw?
3CCVCC -If I change the '-' to a/an '-', what would those letters say?
3CCVCC -Tell me the letters Backwards

Multiple Syllable Concepts - DO NOT FILL THIS SPACE.

2 Syllables Words: “I’m going to say a word, I want you to listen, repeat back to me, and tell me how many chunks or syllables are in the word. You can clap to count them out if you like. How many syllables are in_____.”

Funny
Correct

3 Syllables Words: “I’m going to say a word, I want you to listen, repeat back to me, and tell me how many chunks or syllables are in the word. You can clap to count them out if you like. How many syllables are in_____.”

Benefit
Justified

4 Syllables Words: “I’m going to say a word, I want you to listen, repeat back to me, and tell me how many chunks or syllables are in the word. You can clap to count them out if you like. How many syllables are in_____.”

curriculum
conversation

5 Syllables Words: “I’m going to say a word, I want you to listen, repeat back to me, and tell me how many chunks or syllables are in the word. You can clap to count them out if you like. How many syllables are in_____.”

momentarily
appendicitis

Multiple Syllable Cards - Materials required: Syllable Cards, Box 5. DO NOT FILL THIS SPACE.

Choose a Two Syllable Word

Say, “I’m going to show you a card with a word on it. I’d like you to tell me, or trace with your finger, where you would break that word into chunks or syllables. Then I’ll ask you to tell me what the word says and I’ll ask you some other things about the word.”

1MS -What do those letters say?
1MS -How many syllables do you picture are in this word?
1MS -What do you picture for the first, middle 2nd, 3rd, …or last syllable?
1MS -What letters do you picture within the first, middle, 2nd, 3rd, … last syllable?
1MS -Tell me the letters Backwards

Choose a Three Syllable Word

2MS -What do those letters say?
2MS -How many syllables do you picture are in this word?
2MS -What do you picture for the first, middle 2nd, 3rd, …or last syllable?
2MS -What letters do you picture within the first, middle, 2nd, 3rd, … last syllable?
2MS -Tell me the letters Backwards

Choose a Four Syllable Word

3MS -What do those letters say?
3MS -How many syllables do you picture are in this word?
3MS -What do you picture for the first, middle 2nd, 3rd, …or last syllable?
3MS -What letters do you picture within the first, middle, 2nd, 3rd, … last syllable?
3MS -Tell me the letters Backwards

Choose a Five Syllable Word

4MS -What do those letters say?
4MS -How many syllables do you picture are in this word?
4MS -What do you picture for the first, middle 2nd, 3rd, …or last syllable?
4MS -What letters do you picture within the first, middle, 2nd, 3rd, … last syllable?
4MS -Tell me the letters Backwards

Decoding – Single to Multisyllable. Have them read 10 words using known sounds, at the same instructional level determined through the syllable card step. If they are not able to read them, try 10 at a simpler syllable structure then move forward. DO NOT FILL THIS SPACE.

Easy CVC A: “I want you to read this list of words. Start at the top and move down. If a word seems too tricky, you can say pass.” NOTE the list Number, then the number of words decoded correctly. Eg. 3, 10

Easy CVC B: “I want you to read this list of words. Start at the top and move down. If a word seems too tricky, you can say pass.” NOTE the list Number, then the number of words decoded correctly. Eg. 3, 10

Easy CVC C: “I want you to read this list of words. Start at the top and move down. If a word seems too tricky, you can say pass.” NOTE the list Number, then the number of words decoded correctly. Eg. 3, 10

Decoding Workbook 1: “I want you to read this list of words. Start at the top and move down. If a word seems too tricky, you can say pass.” NOTE the list Number, then the number of words decoded correctly. Eg. 3, 10

Decoding Workbook 2: “I want you to read this list of words. Start at the top and move down. If a word seems too tricky, you can say pass.” NOTE the list Number, then the number of words decoded correctly. Eg. 3, 10

Decoding Workbook 3: “I want you to read this list of words. Start at the top and move down. If a word seems too tricky, you can say pass.” NOTE the list Number, then the number of words decoded correctly. Eg. 3, 10

Decoding Workbook 4: “I want you to read this list of words. Start at the top and move down. If a word seems too tricky, you can say pass.” NOTE the list Number, then the number of words decoded correctly. Eg. 3, 10

Decoding Workbook 5: (if some ms concepts in place, using known affixes only) “I want you to read this list of words. Start at the top and move down. If a word seems too tricky, you can say pass.” NOTE the list Number, then the number of words decoded correctly. Eg. 3, 10

Decoding Workbook 6: * (if 3 sylls processing intact) “I want you to read this list of words. Start at the top and move down. If a word seems too tricky, you can say pass.” NOTE the list Number, then the number of words decoded correctly. Eg. 3, 10

Sight Words - Materials Required: Star Word List. Based on their decoding ability, have the student read a set of words. EG, if they are decoding at CVC, introduce Set 5.. DO NOT FILL THIS SPACE.

Sight Words Basal 80% or more. (20 words or more out of 25). Eg. Set 1. Say, “I want to see which words you recognise. Read down the list and tell me the words you know. If there’s ones that are too tricky, you can say ‘pass’.”

Sight Words Ceiling - Below 50%. (12 words or less out of 25.) Set #. Eg: Set 6. Say, “I want to see which words you recognise. Read down the list and tell me the words you know. If there’s ones that are too tricky, you can say ‘pass’.”

Reading in Context. Materials Required: Easy Decoding Workbooks CVC A-C, Visualising & Verbalising Stories 1-3. DO NOT FILL THIS SPACE.

*Introduce a story at a level that is achievable based on their word attack and word recognition. You may provide words if they are too challenging. Make a note of them and mark them as a miscall. Then ask for a word summary, check imagery, and ask some simple HOT questions. Note error types in comments. Continue until only 50% accurate or less.

Easy Dec* CVC A - Say, “I want you to read a story now. Read it out loud as quickly and clearly as you can. When you are finished, I’ll ask you some questions about the story.” Choose from List 1-5

Easy Dec* CVC A - Time taken to read list in seconds.

Easy Dec* CVC A - Number of deviation from text. (Repetition, Adding, Omitting, Replacing)

Comprehension (Create 3 Questions)

Question 1
Question 2
Question 3

Primer/Primary Level - Choose Visualising & Verbalising Story Book#

Primer/Primary Level- Say, “I want you to read a story now. Read it out loud as quickly and clearly as you can. When you are finished, I’ll ask you some questions about the story.” Story #.

Primer/Primary Level - Time taken to read story in seconds.

Primer/Primary Level - Number of deviation from text. (Repetition, Adding, Omitting, Replacing)

Grade/Level 1 - Choose Visualising & Verbalising Story Book#

Grade/Level 1- Say, “I want you to read a story now. Read it out loud as quickly and clearly as you can. When you are finished, I’ll ask you some questions about the story.” Story #. (copy)

Grade/Level 1 - Time taken to read story in seconds.

Grade/Level 1 - Number of deviation from text. (Repetition, Adding, Omitting, Replacing)

Grade/Level 2 - Choose Visualising & Verbalising Story Book#

Grade/Level 2- Say, “I want you to read a story now. Read it out loud as quickly and clearly as you can. When you are finished, I’ll ask you some questions about the story.” Story #.

Grade/Level 2 - Time taken to read story in seconds.

Grade/Level 2 - Number of deviation from text. (Repetition, Adding, Omitting, Replacing)

Grade/Level 3 - Choose Visualising & Verbalising Story Book#

Grade/Level 3 - Say, “I want you to read a story now. Read it out loud as quickly and clearly as you can. When you are finished, I’ll ask you some questions about the story.” Story #.

Grade/Level 3 - Time taken to read story in seconds.

Grade/Level 3 - Number of deviation from text. (Repetition, Adding, Omitting, Replacing)

Grade/Level 4 - Choose Visualising & Verbalising Story Book#

Grade/Level 4 - Say, “I want you to read a story now. Read it out loud as quickly and clearly as you can. When you are finished, I’ll ask you some questions about the story.” Story #.

Grade/Level 4 - Time taken to read story in seconds.

Grade/Level 4 - Number of deviation from text. (Repetition, Adding, Omitting, Replacing)

Grade/Level 5 - Choose Visualising & Verbalising Story Book#

Grade/Level 5 - Say, “I want you to read a story now. Read it out loud as quickly and clearly as you can. When you are finished, I’ll ask you some questions about the story.” Story #.

Grade/Level 5 - Time taken to read story in seconds.

Grade/Level 5 - Number of deviation from text. (Repetition, Adding, Omitting, Replacing)

Grade/Level 6 - Choose Visualising & Verbalising Story Book#

Grade/Level 6 - Say, “I want you to read a story now. Read it out loud as quickly and clearly as you can. When you are finished, I’ll ask you some questions about the story.” Story #.

Grade/Level 6 - Time taken to read story in seconds.

Grade/Level 6 - Number of deviation from text. (Repetition, Adding, Omitting, Replacing)

Grade/Level 7 - Choose Visualising & Verbalising Story Book#

Grade/Level 7 - Say, “I want you to read a story now. Read it out loud as quickly and clearly as you can. When you are finished, I’ll ask you some questions about the story.” Story #.

Grade/Level 7 - Time taken to read story in seconds.

Grade/Level 7 - Number of deviation from text. (Repetition, Adding, Omitting, Replacing)

Grade/Level 8 - Choose Visualising & Verbalising Story Book#

Grade/Level 8 - Say, “I want you to read a story now. Read it out loud as quickly and clearly as you can. When you are finished, I’ll ask you some questions about the story.” Story #.

Grade/Level 8 - Time taken to read story in seconds.

Grade/Level 8 - Number of deviation from text. (Repetition, Adding, Omitting, Replacing)