Assessments
Table of Contents
General Information
Assessment Schedule
Kindergarten Individual Profile
Quarterly Class Profile
Required Literacy Assessments
Running Record
Oral Reading Fluency
Dolch High Frequency Word Test
Letter/Sound Identification
Stages of Early Writing
Dictation Test
Optional Literacy Assessments
Concepts About Print
Rhyming Words
Listening Comprehension
Writing the Alphabet
Record of Oral Language
Isolating Speech Sounds
Yopp-Singer Phoneme Segmentation
Word Writing
Mathematics Assessments
Introduction and Materials List
Correlation with Benchmarks and Grade Level Expectations
Math Assessment Class Profiles
Level Assessments with Student Prompt Sheets
9
11
14
15
19
32
34
44
49
51
57
62
64
66
69
74
75
76
78
79
80
84
KINDERGARTEN ASSESSMENT
General Information
The Kindergarten Assessment Section is to be used in conjunction with the report card for the 2000/2001 school year. This section contains
required and optional assessments for:
 Reading
 Listening, Speaking
 Writing
 Mathematics
These assessments are:
Required One-Time Assessments: School Readiness Uniform System Screening-completed within the forty-five days of the student’s
enrollment in a Florida public school. . Dictation at the end of the year
Required On-going Assessments: Letter/Sound Identification, Dolch High Frequency Words, Running Records, Writing Stage,
Mathematics Assessments
Optional Assessments: Concepts About Print, Rhyming Words, Listening Comprehension, Record of Oral Language, Yopp-Singer Phoneme
Segmentation, Writing Alphabet, Isolating Speech Sounds, Writing
The assessments may be given within a group setting as part of instruction or as individual assessments. Group activities during which assessment
may take place include but are not limited to: opening exercises, shared and guided reading, writing workshop conferences, free exploration and
guided practice with manipulatives, and independent practice/centers. Teachers should choose the environment for assessing that is most
appropriate for the student.
A Kindergarten Individual Profile is provided for recording student progress. This is required for all students and should be placed in the
cumulative folder along with the report card at the end of the year. The Kindergarten Individual Profile can best be used to evaluate the growth
of an individual student and share information with parents.
For teachers wanting to use a class profile each grading period, the Quarterly Class Profile is provided to document ongoing assessment and
progress.
A section called Planning for Instruction is included after each required assessment. When a student is not meeting the expectation for an
assessment area, this section can serve as a resource. It contains specific ideas to aid in planning and guiding instruction.
Materials needed for Literacy Assessments:
 1 Kindergarten Individual Profile per student
 1 Letter/Sound Record Sheet per student
 1 Dolch High Frequency Words Record Sheet per student
 Running Records – ongoing
 Paper for Dictation Tests
Materials needed for Math Level Assessments: (a complete list of materials is included in the Math Assessment section)
Student Record Sheets per student and/or Math Level Class Profile.
Management/Organization Suggestion: A binder could be used to handle the assessment sheets for students and class. Use dividers for each
student and possibly include a divider for class profiles. Duplicate student record sheets and file behind the divider for each student. Include a
section for the prompt sheets. Teachers may choose to duplicate prompt sheets and protect them by laminating or enclosing in clear plastic
sleeves for use in a binder.
“When assessing, look at what a child can do.” – Jeanne Paratore
ASSESSMENT SCHEDULE
Assessment should be used to inform and guide teacher instruction. Therefore, it is necessary to assess regularly. The assessments may be given
within a group setting as part of instruction or as individual assessments. The following schedule serves as a guide for required assessments. The
assessments in the first semester column should be completed BEFORE DECEMBER and updated prior to the February Pupil Progression
deadline. The assessments in the Second Semester column should be completed in preparation for the report card in June.
Required One-Time Assessments: Early Screening Inventory and Work Sampling. Dictation at the end of the year
Required On-going Assessments: , Letter/Sound Identification, Dolch High Frequency Words, Running Records, Writing Stage,
Mathematics Assessments
Optional Assessments: Concepts About Print, Rhyming Words, Listening Comprehension, Record of Oral Language, Yopp-Singer Phoneme
Segmentation, Writing Alphabet, Isolating Speech Sounds, Writing
Running Records: Running records are given regularly throughout the school year as needed to determine instructional level. Running records
are given to students as they begin reading leveled books. The frequency of administration is based on the student’s needs. An average
administration would be once a month. See the Running Record section for more information regarding the administration of this assessment.
First Semester
Early Screening Inventory
Work Sampling
Letter/Sound Identification
Dolch High Frequency Words
Running Records (ongoing)
Writing Stage


Mathematics Assessment
Second Semester
Literacy
 Dictation (end of year only)
Concepts About Print
Letter/Sounds Identification
Rhyming Words
Listening Comprehension
Dolch High Frequency Words
Running Record (ongoing)
Writing Stage
Mathematics
Mathematics Assessment
Grades are determined through the use of the kindergarten assessments in correlation with teacher observation, and students’ daily work. The
following chart may be useful for teachers in determining what performance levels a child should demonstrate in order to earn an S. This chart is
to be viewed as a guideline and not a mandated scale. Individual growth must be considered and growth should be seen across the areas if the
child is progressing normally.
KINDERGARTEN LITERACY ASSESSMENTS
Assessments 
Grading
Period 
Concepts
About Print
Rhyming
8 out of 21
10
16 out of 21
10
19 out of 21
10
21 out of 21
10
Dictation
DRA
First
Second
Third
Fourth
Fourth
18-26 out of 37 Level 4
Letter/Sound
Identification
Recognition: 10-20
Sounds:
5-10
Recognition: 25-42
Sounds:
12-18
Word:
12-18
Recognition: 42-54
Sounds:
18-20
Words:
18-20
Recognition: 48-54
Sounds:
20-22
Words:
20-22
Listening
Comprehension
1 out of 3
Dolch
High
Frequency
Word
5 - 10
2 out of 3
15 – 25
2 out of 3
25 – 40
3 out of 3
35 - 50
Running Record
(Fontas/Pinnell
Levels)
Writing
Stage
Only more proficient
students
Instructional Level A
– see correlation
chart
Instructional Level B
– continued growth
indicated in Level B
Instructional Level C
Level 4 DRA
EmergentInitial
EmergentInitial
EmergentDeveloping
EmergentDeveloping
MATHEMATICS LEVEL ASSESSMENTS
SUGGESTED SCORES FOR USE WITH REPORT CARDS
Report Card Grades 
Satisfactory Performance on the Math Level
Assessments
Math Level Assessments
Level 1 – Level 2
7 – 11 out of 12
Level 3 – Level 4
9 - 12 out of 13
Level 5 – Level 6
8 – 13 out of 14
Level 7 – Level 8
6 – 7 out of 12
KINDERGARTEN INDIVIDUAL PROFILE
END OF YEAR
Name: _____________________________________
Teacher: _______________________________
Assessment
School: __________________
Score/Information
Concepts About Print
(see attached checklist)
Rhyming Words
Raw Score: ____/10
*Letter/Sound Identification
Listening Comprehension
Letter ID ___/54 Letter Sounds ___/26
Hearing Initial Sounds ____/26
The student was able to:
___Predict
___Retell
____Summarize
*Dolch High Frequency Word List
Raw score:
*Running Record
(see attached end of year running record)
*Writing Stage (circle appropriate stage)
Emergent-Initial
*Dictation
Raw Score _____/37
DRA (Developmental Reading Assessment)
*Mathematics Assessment (Indicate the assessment level
at which the student was most successful at the end of the
year.)
Instructional Level: __________
Emergent-Developing Early-Initial
Level _________
*Indicates required assessment information to be completed
_______%
STUDENTS
Letter
ID
Letter
Sound
Word
P
R
S
Writing
Stage
Listening
Comprehension
Running
Record
Dolch
High
Frequency
Letter/Sound Identification
Rhyming
Words
Concepts
About
Print
Quarterly Class Profile
First Grading Period
STUDENTS
Letter
ID
Letter
Sound
Word
P
R
S
Writing
Stage
Listening
Comprehension
Running
Record
Dolch
High
Frequency
Letter/Sound Identification
Rhyming
Words
Concepts
About
Print
Quarterly Class Profile
Second Grading Period
STUDENTS
Letter
ID
Letter
Sound
Word
P
R
S
Writing
Stage
Listening
Comprehension
Running
Record
Dolch
High
Frequency
Letter/Sound Identification
Rhyming
Words
Concepts
About
Print
Quarterly Class Profile
Third Grading Period
STUDENTS
Letter
ID
Letter
Sound
Word
P
R
S
Dictation
Writing
Listening
Comprehension
Running
Record
DRA
Dolch
High
Frequency
Letter/Sound Identification
Rhyming
Words
Concepts
About
Print
Quarterly Class Profile
Fourth Grading Period
RUNNING RECORD
REQUIRED – ongoing
What Is A Running Record?
A running record is an assessment tool developed by Marie Clay as a reliable measure of how well students read printed text. Taking a running
record involves listening to a student read and retell a story, recording and analyzing the student’s reading behaviors, and identifying appropriate
teaching strategies. Running records are given regularly throughout the school year as needed to determine instructional level. However, running
records are given to students as they begin reading leveled books. The frequency of this assessment is based on the student’s needs. An average
of once a month is an appropriate frequency.
Why Should I Use Running Records?
Running records can guide teachers in:
 observing strengths/difficulties of individual students.
 determining the student’s instructional and independent reading levels.
 assessing the student’s comprehension.
 identifying appropriate teaching strategies.
Running records are not only used for instructional purposes; they also guide teachers in their decisions about the following:
 the grouping of students
 the acceleration of a student
 monitoring progress of students
 evaluation of text difficulty.
How Do I Take A Running Record?
The Five-Step Process:
 Reading & record-taking
 Retelling & responding
 Calculate error, accuracy, & self-correction rate
 Analyze the running record
 Identify appropriate teaching procedures
*Adapted from Marie M. Clay, An Observation Survey of Early Literacy Achievement, Heinneman, 1993
THE FIVE-STEP PROCESS
Step I - Reading & Record-Taking




select text.
introduce story.
student reads.
record behaviors on form or blank paper using conventions.
Step 2 - Retelling & Responding


offer general prompts only if needed.
keep the retelling informal.
Step 3 - Calculate Error, Accuracy, & Self -Correction Rate
 error rate is a ratio - 1 : running words
errors


accuracy rate is a percentage - # of words read correct
running words
self -correction rate is a ratio - 1 : error + self -corrections
self -corrections
Step 4 - Analyze the Running Record


cues used/neglected
self-corrected
Step 5 - Identify Appropriate Teaching Procedures


plan instruction based on student strengths and needs.
select reading material at instructional level.
* Guided Reading – A Practical Approach for Teachers, Wright Group, 1995
Required - ongoing
RUNNING RECORD
Name: __________________________________________
Date: _________________
Book: ___________________________________
Level of Book: ______
Reading Level
 Independent
 Instructional
 Difficult
Words
Accuracy Rate
Self-Correction Rate
Error Rate 1:
%
Errors
Retelling
General Comments
Complete
Adequate
Limited









Characters
Events
Setting
Teaching Strategies
 Prompted
 Unprompted
Reading Proficiency
 Fluent
 Word by word
 With choppy phrasing
Cues Used*
Errors
E
SC
Text
Totals, page 1
Running Record (continued)
M S
Self-Corrections
V
M S
V
* M = Meaning, S = Structure, V = Visual
Cues Used*
Errors
Self-Corrections
Comments
1:
E
SC
Text
Totals, page 1
M S
V
M S
V
* M = Meaning, S = Structure, V = Visual
Comments
RUNNING RECORD
CALCULATION AND CONVERSION TABLE
Whether students are reading seen or unseen texts, most of their reading will contain errors. It allows teachers to observe how students work on
texts to problem-solve and monitor their own reading.
The Conversion Table provides for a quick conversion of error rate to a percentage accuracy score. This allows teachers to select leveled texts for
guided reading.
CONVERSION TABLE
CALCULATIONS
RW=Running words; E=Errors; SC=Self-corrections
ERROR RATE
Error
Rate
Percent
Accuracy
Running Words
Errors
1:200
99.5
Good opportunities for teachers to
1:100
99
observe students’ ‘reading work’.
e.g. 150 = Ratio 1:10
1: 50
98
15
1: 35
97
1: 25
96
1: 20
95
ACCURACY
1: 17
94
1: 14
93
100 – E x 100
1: 12.5
92
RW 1
1: 11.75
91
1: 10
90
100 – 15 x 100 = 90%
1: 9
89
The reader tends to lose the support
150
1
1: 8
87.5
of the meaning of the text.
1: 7
85.5
1: 6
83
SELF-CORRECTION RATE
1: 5
80
1: 4
75
E + SC
15 + 5 = Ratio 1 : 4
1: 3
66
SC
5
1: 2
50
*Adapted from Marie M. Clay, An Observation Survey of Early Literacy Achievement, Heinneman, 1993
RUNNING RECORD
Determining the Instructional Level of a Student
Accuracy %
Above 94%
Instructional Level
Easy, Recreational:
Independent Reading
90-94%
Provides some challenge:
Instructional
Too Difficult:
Frustration
Below 90%
Self Correction Rate:
Number of Errors (E) 6
Number of Self-corrections (SC) 3
E + SC = 6+3 = 9 = 1:3
SC
3
3
A Self Correction Rate of
1 in 3 to 1 in 5
is considered good and tells you the student is paying attention
to semantic, syntactic and visual cues.
RUNNING RECORD CONVENTIONS
Student = What Student Says
Text
What Is In Book
Convention
Marking
Scoring
Correct word

correct
Substitution
mad
made
1 error
m / ma/ m-d
made
1 error
Record all tries
Repetition
 R 
or
No error
  R
Omission
give
1 error
Insertion
the
-
1 error
Self-correction
mad / make /SC
made
No error
Appeal & told
h – A
him T
1 error
INTERPRETING AN ORAL READING RECORD
Substitutions: Focus the student's attention on the initial sound of the word/s and encourage the student to pay attention to visual cues.
Rereading: Encourage this strategy when a student hesitates on a word or is losing meaning. "Go back to the beginning and read it again."
Omissions: Indicate whether the students are matching one-to-one as they read, and if they are paying attention to meaning.
Insertions: Frequent insertions can indicate that a student is paying attention to meaning obtained by viewing the picture or illustration but...
 one-to-one correspondence is not established.
 the student is not paying attention to print details.
 semantic and syntactic clues are overriding print details or visual cues.
Self Corrections: Should be encouraged and praised. This strategy indicates the student is integrating the various cues and paying attention to
meaning, syntax, and visual information.
Verbalizing the Initial Sound of a Word: Indicates the student is paying attention to print details and should be praised and encouraged.
When a Student Asks for Help: Remain silent for a short while, giving the student time to think. Students who frequently stop and appeal for
help may:
 lack confidence to give it a try
 be fearful of making a mistake
 lack strategies for tackling unknown words.
Provide an environment in which trying is praised and encouraged. Support the student by suggesting the following strategies:
 looking at the picture for clues.
 looking at and saying the starting letter.
 rereading the sentence.
 telling the student the initial letter and reading with the student.
ANALYZING RUNNING RECORDS
It is only when you go to the trouble of analyzing all the errors that you get quality information regarding the way the reader is
processing print.
Looking at every error helps the teacher work out whether the student is responding to the different sources of information in print. Looking at
every error also tells the teacher if the student is responding to the different kinds of reading cues. The teacher needs to examine each error and
ask, "Now what led the student to do or say that?"

Meaning: If what the student reads makes sense, even though it is inaccurate, then s/he is probably applying his/her knowledge of the
world to his/her reading.

Structure: Is what the student said possible in an English sentence? If it is, his/her oral language is probably influencing his/her
responding. If not, there may be two reasons. Perhaps his/her language skill is limited and his/her personal grammar does not contain
structures that are used in the reading book. OR, if s/he is paying close attention to detail, or to word-by-word reading, s/he may not be
allowing his/her control over English syntax to influence his/her choices.

Visual Information: Does the student use visual information from the letters and words or the layout of print?

Word Memory: Does the student read word by word as if recalling each word from a memory bank, unrelated to what s/he has read
before? If so, s/he may not realize that reading is like speaking, and that his/her language behavior is a rich source of help in choosing
correct reading responses.

Cross-checking Strategies: Cross-checking is most obvious when a student is not satisfied with a response for some reason.

Self-correction - Occurs when a student discovers information in the text that tells him/her something is wrong. Efficient
self-correction behavior is an important skill in good reading. When analyzing self-corrections consider the error first. What kind of
information was the student using up to the time when the error occurred? After examining the error, consider what extra information the
student used to make the self-correction. What additional information is in the self-correction that was not in the error?
CUEING SYSTEM
When reading, the student makes meaning from print. The reading process is the means by which this occurs. In order to read independently,
students need to use information from three sources. These sources of information are known as cueing systems.
MONTHLY RUNNING RECORD SHEET
NAME: ______________________________________
Date
Title
Level
Seen or
Unseen
Accuracy
SC
Strategies/Targets
RUNNING RECORD
PLANNING FOR INSTRUCTION
Strategy
Moves correctly across print.
Student Behaviors
Student reads left to right and top to bottom.
Matches one to one.
For every word in print, student reads one
word.
Locates known words.
Can point to a known word and uses that to
maintain 1:1 correspondence.
Can point to an unknown word to signify help
is needed.
Locates unknown words.
Monitors own reading.
Stops when what is seen or heard is not
making sense, or sounding right, or matching
what’s on the page.
Searches for cues in text by using prior
knowledge, pictures, or previous text.
Meaning
“Does it make sense?”
Searches for cues in word sequence
Structure
“Does it sound right?”
Searches for cues graphophonically.
Visual
“Does it look right?”
Notices something is wrong and stops, may
search picture, may reread to search for cues.
Integrates all cues efficiently.
Meaning – makes sense
Structure – sounds right
Visual – looks right
Crosschecks one cue with another.
At point of difficulty, student uses a multiple
of strategies to successfully attack unknown
words.
Rereads to see if it sounds right and to search
for cues.
Sounds through the word. May also point to
words.
Predicts what a word will be by using one cue
and then crosschecks it with another cue.
Teacher Prompts
Teacher can point on top of the words and ask
the child to point underneath the words.
“Read it again with your finger and make it
match. Did that match?”
“Were you right? Show me.”
“You know this word is ‘he’. When you get to
this word, what are you going to read?”
“Point to the word you need help on. What
would make sense, sound right and look
right? You try it. Give it your best guess.”
“What did you notice?”
“There’s something not quite right. Good for
you for noticing. How did you know? Read
it again and see if you can find it.”
“You said _____. Does that make sense?”
“Would ___ make sense?”
“Would ____ fit there?”
“You said ___. Does that sound right?”
“Read that again and see if it sounds right.
Were you right?”
“Does it look like ___?” or “___ makes sense,
but does this word look like ___?”
“I like the way you looked carefully and read
what was on the page.”
“Does it make sense? Does it sound right?
Does it look right? Are you right?”
“Reread that part and see if it makes sense,
sounds right, and looks right.”
RUNNING RECORD
PLANNING FOR INSTRUCTION (continued)
Strategy
Self-corrects assuming the initiative for
monitoring.
Student Behaviors
Student decides if reading does not make
sense, sound right or look right and uses a
strategy/ies to self-correct.
Rereads to confirm reading so far.
Student rereads.
Rereads to search for cues.
Student rereads.
Uses chunks in word analysis.
Student knows the word “book” so s/he can
read other “-ook” words such as look, took or
finds known chunks in words to help with
word analysis.
At the student’s instructional reading level,
student reads so it sounds natural and fluent.
Reads fluently.
Teacher Prompts
“I like the way you figured out what was
wrong all by yourself. How did you figure
that out?”
“There’s a tricky part on that page. Read that
again and see if you can find it.”
“Why did you read that again? What did you
find out?”
“When you reread that, did it make sense,
sound right and look right?”
“Read that again and think about what would
make sense or sound right. Reread and bump
into the word.”
“You know ‘book’; what is it now (took)?” or
“Is there a part you know?”
“Read that again and make it sound like
you’re talking.”
Model fluent reading.
Give opportunities to reread familiar text.
Oral Reading Fluency
Procedure for calculating words correct per minute
Total number of words read in one minute – errors = correct per minute
1.
2.
3.
Count the total number of words read in 1 minute.
Subtract the number of errors (substitution, omission, insertion, told)
Number remaining is the Words Correct Per Minute (WCPM)
Words Read Correctly: These are words that the student pronounces correctly, given the reading context.
 Count self-corrections within 3 seconds as correct
 Don’t count repetitions as incorrect
Words read incorrectly: Count substitutions, omissions, insertions, mispronunciations and teacher told as types of errors that are incorrect for
fluency. Also, count words the student doesn’t read within 5 seconds as incorrect.
5-second rule: If a student is struggling to pronounce a word or hesitates for 5 seconds, tell the student the word, and count it as an error.
Oral Reading Fluency Norms
Grade
Percentile
WCPM
Fall
WCPM
Winter
WCPM
Spring
1
2
50
75
50
25
75
50
25
75
50
25
75
50
25
82
53
23
107
79
65
125
99
72
126
105
77
1006
78
46
123
93
70
133
112
89
143
118
93
60
124
94
65
142
114
87
143
118
92
151
128
100
3
4
5
Hasbrouck, J.E. & Tindal, G.
Oral Reading Fluency Continued
How to Interpret and Use the Fluency Norms
The norms are listed as percentile scores. For example, a percentile score of 65 means that 65% of students received fluency scores equal to or
lower than the number indicated. Generally, students reading at the 50th percentile will have good comprehension of grade-level texts. Therefore,
a fourth-grade student reading at 118 WCPM ( 50th percentile) would be expected to have at least adequate comprehension of grade-level text at
the end of the year. A fourth grader who reads 143 WCPM (75th percentile) would be expected to have excellent comprehension of grade-level
text at the end of the year. Those reading at 92 WCPM (25th percentile) would, however, be expected to have difficulty comprehending gradelevel text.
General Goals for Rates of Reading Using Fountas & Pinnell’s Levels
Current Instructional Level
Rate of Reading
Oral Reading Rate
Silent Reading Rate
Levels H-M
Levels L-P
Levels O-T
Levels S-W
75-100
100-124
115-140
125-150
75-100
115-140
130-175
160-200
DOLCH HIGH FREQUENCY WORD TEST
REQUIRED - ongoing
The first 20 words of the Dolch list have been separated on the prompt sheet for kindergarten students. The complete list is available if
appropriate. Do not send prompt sheets home with the student. Sending home a modified list appropriate to the student is acceptable. Encourage
the parents to read to their child, not just drill on these words.
Directions:
 Show only one row at a time and point to each word as you move across the row.
 Record responses on the response sheet that has all 220 words on it. This response sheet could follow the student through first and second
grade.
DO NOT COMMENT ON WHETHER A STUDENT’S RESPONSE IS CORRECT OR INCORRECT. DO NOT PROVIDE ANY
ADDITIONAL CLUES, VERBAL OR OTHERWISE, TO ASSIST THE STUDENT IN MAKING A RESPONSE.
The assessment
needs to indicate what the student can do on his/her own.




Record correct responses with a checkmark. 
Record no response with a dot.

Record all attempts (incorrect responses).
Make all recording notations in the upper left-hand corner of the box for that word.
For Example:


we
up
correct

Apple
no response
a
attempt
 Record total number correct in the “dates and scores” boxes at the top of the response sheet.
For Example:
5/21/98
12
No
and
go
correct
attempt
Dolch High Frequency Words
Dates/Scores
Teacher Record Sheet
Name _________________________________________
up
we
a
and
go
I
in
the
to
you
for
red
yellow
he
too
look
one
jump
me
see
my
it
can
is
at
into
like
big
blue
all
four
are
down
not
she
little
run
said
do
be
so
two
play
am
no
on
out
an
eat
black
did
get
away
help
but
have
by
stop
that
going
make
yes
fly
here
come
three
this
will
of
brown
some
they
had
then
was
his
who
ran
old
good
there
has
him
them
six
find
over
came
funny
our
where
off
your
her
call
with
just
put
from
its
well
went
as
give
know
when
saw
soon
green
or
now
ride
say
new
under
ask
live
hot
sit
ten
got
let
take
ate
could
how
may
walk
were
if
must
after
don’t
please
cold
pretty
five
why
fall
seven
sing
sleep
us
about
what
white
want
been
made
open
their
very
would
today
cut
eight
keep
every
pick
round
buy
think
does
around
pull
because
read
before
best
any
thank
first
right
tell
which
only
always
fast
try
gave
wish
hold
long
small
again
much
never
these
upon
warm
those
wash
done
light
goes
many
use
show
write
draw
drink
better
bring
carry
clean
laugh
myself
shall
together
far
full
grow
hurt
kind
own
start
once
both
found
work
DOLCH WORD LIST –Prompt Sheet
up
we
a
and
go
I
in
the
to
you
for
red yellow
he
too
look
see
one jump
me
my
it
can
at come
big
she
into
like
blue
all
down
is
four
are
not
little
run
said
do
be
am
so
two
play
no
on
out
an
eat
black
away
but
did
get
help
have
that
by
stop
going
fly
make
here
three
of
yes
this
brown
will
some
they
had then
was
his
who
ran
old
good
there
them
him
six
find
funny
where
call
has
over
came
our
off
your
her
what
with
just
put from
its
well
as
give
know
when
soon
green
or
say
went
saw
now
ride
ask
live
new
under
sit
hot
ten
got
let
take
ate
could
how
may
walk
were
if
must
don’t
cold
after
please
pretty five
fall
seven
sing
us
about
sleep
why
white
want
made
their
open
very
today
eight
would
cut
keep
pick
buy
been
round
think
around
because
best
every
does
pull
read
any
before
thank
first
tell
work
gave
which
only
fast
right
always
try
wish
long
again
these
hold
small
much
upon
never
warm
those
done
goes
wash
light
many
use
show
write
draw
drink
bring
clean
carry
laugh
shall
far
better
together
full
kind
myself
grow
hurt
own
start
once
both
found
LETTER/SOUND IDENTIFICATION
REQUIRED - ongoing
Administer this test individually.
Use the large print alphabet sheet. Show only one row at a time.
Say to the student, “What do you call these? Can you find some you know?”
Ask the student to read the letters across the line. Move the card down so that the row being read is directly above the card. At additional
testing sessions, use the same sheets to assess letter sounds and hearing initial sounds. Ask the student, “What sound does it make? Do you
know a word that starts like that?” Teachers will need to reassess throughout the year. Record on the same record sheet.
Do not help the student with any prompts other than these.
As the student reads, mark your score sheet. Check the correct column as the student responds. If the student makes no response, put a dot. If
the child gives an incorrect response, record exactly what the child says in the IR column. Teachers will need to date the responses or use
different colors for each time assessment occurs. Date the color. (For example, red – September, blue – January, etc.)
When the student has finished responding , count the number of correct responses and fill in the score sheet accordingly.
Letter Identification:
______/54 (This includes 2 variations of a and g)
Letter Sounds:
______/26
Hearing Initial Sounds in Words:
______/26
* Adapted from Marie M. Clay, An Observation Survey of Early Literacy Achievement, Heinemann, 1993.
A
F
K
P
W
Z
B
H
O
J
U
C
Y
L
Q
M
D
N
S
X
I
E
G
R
V
T
a
f
k
p
w
z
b
h
o
j
u
c
y
l
q
m
d
n
s
x
i
e
g
r
v
t
g
a
REQUIRED - ongoing
LETTER/SOUND IDENTIFICATION SCORE SHEET
Name: ____________________________________
Age: ___________
Recorder: __________________________________
Date of Birth: _________________________
A
A
F
K
P
W
Z
B
H
O
J
U
C
Y
L
Q
M
D
N
S
S
Word
IR
A
X
I
E
G
R
V
T
a
f
k
p
w
z
b
h
o
j
u
S
Word
Date: ______________
IR
A
c
y
l
q
m
d
n
s
x
i
e
g
r
v
t
g
a
S
Word
IR
Confusions
:
Letters
Unknown
:
Comments:
A – Alphabet response:  check
S – Letter/sound response:  check
Word: record the word child gives
IR: incorrect response – record what the child says
Date each entry or use different colors for each assessment. (ex: September – red; January – blue, etc.)
1st Grading Period
2nd Grading Period
3rd Grading Period
4th Grading Period
/54
/54
/54
/54
Letter Identification
/26
/26
/26
/26
Letter Sounds
/26
/26
/26
/26
Hearing Initial Sounds
Recording:
LETTER/SOUND IDENTIFICATION
PLANNING FOR INSTRUCTION
A score of less than 25 out of 54 letters on the Letter/Sound Identification assessment at the end of the first semester indicates that the student
may have difficulty learning to read and write. However, teaching the alphabet in isolation or a letter a week is not the solution.
Students who do not meet the expectations for Letter/Sound Identification will benefit from opportunities to:
 participate in activities involving the letters of the student’s first and last names (Name Center).
 participate in shared and guided writing.
 participate in word of the day activities.
 participate in shared reading lessons .
 focus on the alphabet.
 read and utilize alphabet charts and posters around the classroom.
 take home an alphabet suitcase.
 hear a variety of alphabet books.
 sing songs about the alphabet letters and sounds (e.g., The ABC Song, Learning Letter Sounds A to Z, Fun Phonics).
 participate in word wall activities.
 participate in reading and listening to books, songs and poems designed to reflect the sounds being taught.
 solve language riddles (ex: “I’m thinking of a word that starts with w. It’s what I swim in at the beach.”).
 explore words during Daily News.
 make a letter chart or a letter book.
 match initial letters with pictures.
 use illustrations or magazine pictures to make a letter montage.
 sort pictures of objects starting with the same letter.
 participate in activities included on pages 59 – 70 in Phonemic Awareness in Young Children, Marilyn Adams, et. al.
 participate in activities included in Phonemic Awareness: Playing with Sounds to Strengthen Beginning Reading Skills, Jo
Fitzgerald.
STAGES OF EARLY WRITING
The stage of writing is to be identified for each student and recorded on the Kindergarten Individual Profile at the end of the year. The
student’s progression through these stages will also assist the teacher in reporting progress to the parents.
Emergent Initial: The student:







combines pictures and scribbles to represent writing.
experiments with marks on paper to represent communicating a message.
wants to have ideas written down.
assigns a message to symbols.
strings together random letters and letter-like forms.
distinguishes between drawing and writing.
prints own name or an occasional known word.
PLANNING FOR INSTRUCTION:
Model the connection between oral and written language.
Demonstrate that writing communicates a message, is purposeful and has an audience.
Focus on print concepts and conventions.
Use the correct terms for letters and sounds.
Have students experiment with writing.
Emergent Developing: The student:












uses letter sound relationships.
uses known letters to represent written language.
shows awareness of directionality, beginning to write left to right.
understands that print holds meaning.
uses both upper and lower case letters.
includes some vowels.
writes a complete thought.
spells some words correctly.
writes several related sentences.
attempts familiar forms of writing.
demonstrates one-to-one correspondence between written and spoken word.
demonstrates a beginning knowledge of punctuation and its use.
PLANNING FOR INSTRUCTION:
Model brief texts and explain purpose and audience.
Discuss how writing is used to communicate over time.
Encourage students to talk about experiences.
Assist students in building lists of high-frequency words from their reading and writing.
Assist students in understanding how written texts are composed into sentences.
Assist students in developing a stable concept of a word and then sentence.
Assist student in relating written symbols to the sounds they represent.
Talk about one-to-one correspondence of written and spoken words.
Talk about letters, sounds, words, sentences.
Early Initial: The student:










spells commonly used words correctly.
includes vowels in most syllables.
chooses topics of personal significance.
experiments with different forms of writing.
writes longer passages.
begins to develop editing skills.
attempts to use punctuation and capitalization.
talks with others when planning and revising own writing.
uses larger vocabulary.
experiments with words from language experience activities, literature, peers and others.
PLANNING FOR INSTRUCTION:
Discuss the differences between oral and written language.
Develop the understanding that writing is purposeful.
Read, write and talk about the different forms of writing for different audiences and purposes.
Teach planning, drafting, revising and editing stages of writing.
Demonstrate how sentences are connected into paragraphs.
Demonstrate how paragraphs are linked into a complete text.
Teach spelling strategies.
Assist students to further develop word banks using topic and theme words.
Demonstrate the selection of words to enhance meaning.
Model the use of transition words.
Teach editing marks.
REQUIRED - End of year
DICTATION TEST – End of Kindergarten
The scores give some indication of the student’s ability to analyze the word s/he hears or says and to find a way of recording with letters the
sounds that s/he can hear.
The dictation test can be administered 1:1 or in small groups. For more proficient students, a small group setting of 4 students for
administration is acceptable. Each student will need a blank sheet of paper with their name and date at the top. Make sure that the students
cannot copy from each other. The recorder will need a place to keep track of how the student is responding to words other than standard
spellings. If the student writes “b” for “bus”, the recorder should write that down out of the student’s sight. This will be useful in evaluating
the results when testing is completed. It may be helpful to write the text below the student’s version when the task is finished.
Say to the student:
“I am going to read a story. When I have read it through once I will read it again very slowly so that you can write down the words in
the story.”
Read the test sentence(s) to the student at normal speed. Then say:
“Some of the words are hard. Say them slowly and think how you can write them. Start writing the words now.”
Dictate slowly, word by word. When the student comes to a problem word say:
“You say it slowly. How would you start it? What can you hear?”
Then add: “What else can you hear?”
If the student cannot complete the word say: “We’ll leave that word. The next word is…”
Point to where to write the next word if this helps the student and to help with the scoring. Support the student with comments like these to
keep the student working at the task.
Form A:
I have a big dog at home.
Today I am going to take him to school.
Scoring:
The student is given credit for every sound (phoneme) that s/he writes correctly, even though the whole word may not be correctly spelled.
Score one point for each sound (phoneme) the student has analyzed and recorded that is numbered 1 – 37 as follows:
I
h a ve a b i g d o g a t
h o me. T o d ay I a m
g o i n g to t a k e
h i m to s c h oo l.
1
23 4
5
6 7 8
9 10 11
12 13
14 15 16
17 18 19 20
21 22
23 24 25 26 27
28 29 30
31 32 33
34 35
36 37
DICTATION TEST (continued)
Additions and omissions:
If a letter does not have a number underneath it in the scoring standards then it receives no score (even if a preceding letter has been omitted).
Additions do not affect scoring as long as numbered letters are included.
tody (score 3)
today
Capital letters:
todae (score 4)
today
Capital letters are acceptable substitutions for lower case letters and vice versa.
Substitutions:
As a general principle, substitute letters are acceptable if, in English, the sound is sometimes recorded in that way.
Consonant substitutions which count as correct are:
skool
tace
school
take
and vowel substitutions which count as correct are:
cum
come
hom
home
Changes in letter order:
Where the student has made a change in letter order, take one mark off for that word. For example:
ma (score 2 – 1 = 1)
am
gonig (score 5 – 1 = 4)
going
SCORED EXAMPLES:
I
H
a
B
D
ta
o
to d ay
1
2
3
4
5
6
7
8 9 10 11
I
hF
a
gk
doK at
h o me
t o d ay
1
2
3
4
56
9 10 11
12 13 14 15
78
I
a n
g o i ng
12
13 14 15 16 17
to
T
18
I
a m
g o i n g
to
16 17
18 19 20 21 22
w
to
s
19
tKe
23 24
hem to s ch o l
25 26
27 28 29 30
DICTATION TEST (continued)
Alternative sentences: Select one of the following alternative Forms: A, B, C, D, or E
Form A:
I
h a ve a
b i g
d o g
a t
1
6 7 8
9 10 11
12 13
23 4
5
Form B:
Mom has
gone
1 2 3
78 9
456
Form C:
I can
1
23 4
se e
5 6
up
t o
10 11
12 13
h o me.
14 15 16
th e
w i l l
g e t
m i l k
a n d
21 22 23
24 25 26
27 28 29 30
31 32 33
r e d
b oa t
th a t
we
a r e
9 10 11
12 13 14
15 16 17
18 19
20 21
i s
c o m i n g.
I t
6 7
8 9 10 11 12 13
14 15
i s
r i d i n g
5 6
7 8 9 10 11 12
2
3 4
t a ke
h i
s
13 14 15
w i l l
16 17 18
b i k e.
16 17 18
s t o p
19 20 21 22
g o i n g
t o
22 23 24 25 26
27 28
h i m
28 29 30
Sh e
th e
1
to
19 20
7 8
Form E:
Th e b oy
go i n g
23 24 25 26 27
sh o p.
1
3 45
21 22
14 15 16 17 18
Form D:
Th e b u s
2
T o d ay I a m
17 18 19 20
34 35
b r e a d.
34 35 36
h a v e
29 30 31
to s c h oo l.
31 32 33
a
37
r i d e
32
33 34 35
i n.
36 37
h e r e
t o
l e t
m e
g e t
o n.
23 24 25
26 27
28 29 30
31 32
33 34 35
36 37
H e
c a n
g o
v e r y
f a s t
o n
i t.
19 20
21 22 23
24 25
26 27 28 29
30 31 32 33
34 35
36 37
* Marie M. Clay, An Observation Survey of Literacy Achievement, Heinemann, 1993
36 37
DICTATION SHEET
Name: _______________________________
Age: ________________
Date: ________________________
Recorder: ____________________________
Date of Birth: _____________ Test Score: _____________/37
Stanine Group: ____________
(Fold heading under before student uses sheet)
----------------------------------------------------------------------------------------------
DICTATION TEST
PLANNING FOR INSTRUCTION
A score of less than 20 out of 37 phonemes on the Dictation Sentences assessment indicates that the student may have difficulty learning to
read and write.
Further information is needed to plan for instruction. Administer the Yopp-Singer Phonemic Segmentation assessment and the Writing the
Alphabet assessment.
Look at the scores for the Letter/Sound Identification, Yopp-Singer Phonemic Segmentation (optional), and Writing the Alphabet (optional)
assessments.
 If the student knows very few letters of the alphabet, the student will benefit from the suggestions following the Letter/Sound Identification
assessment.
 If the student can name most of the alphabet letters, but is having difficulty writing them, plan opportunities for the student to associate the
name of the letter with the physical task of writing the letter.
If the student knows most of the alphabet letters and is able to segment words, the student may be experiencing difficulty in associating letters
with the sounds heard in words. The student will benefit from opportunities to:
 participate in word of the day activities.
 participate in shared, guided, and independent writing activities.
 sing songs about letters and sounds (e.g., Shake, Rattle and Read, Learning Letter Sounds A to Z and Apple, Apple…).
 hear the teacher modeling strategies used to determine correct letter/sound correspondence (e.g., daily news, language experience, writing
mini-lessons).
 play games using Elkonin boxes.
 participate in making words activities.
 use picture dictionaries.
___ ______ ___ _______
I
have
a
big
______.
home
____
to
_________
Today
_______
take
_____
him
___
I
____
to
_________
Today
_______
take
_____
him
_____
am
____
to
___ ______ ___ _______
I
have
a
big
______.
home
_______
dog
____
to
___ ______ ___ _______
I
have
a
big
________
going
______.
home
____________
school.
_______
dog
___
I
____
at
_____
am
____
to
_________
Today
_______
take
_____
him
___
I
___ ______ ___ _______
I
have
a
big
________
going
______.
home
___________
school.
____
to
_______
take
_____
him
_____
am
____
to
____
at
_________
Today
_______
dog
____
to
________
going
____________
school.
_______
dog
___
I
____
at
_____
am
____
at
________
going
____________
school.
CONCEPTS ABOUT PRINT CHECKLIST
OPTIONAL - ongoing
Purpose:
The purpose of the Concepts About Print Checklist is to help the teacher recognize the student’s understanding of the details of print as well as
related behaviors. This checklist is designed to help familiarize the teacher with the concepts to look for when observing students on a daily
basis.
When to Use:
Use the Concepts About Print Checklist as an ongoing observational tool throughout the year to record and monitor the student’s growth in the
understanding of print concepts. Plan to update and record this information at least two to four times a year.
How to Use:
Prior to using the Concepts About Print: Individual Profile Form, become familiar with the types of tasks required on the assessment. Then
provide the student with a simple book that is close to his/her instructional reading level. As the teacher reads through the book, either together
or with the student reading independently, record observations of the student’s behaviors. Write with a different color or date the response each
time the assessment is used to help track the student’s growth. (Ex: red – September; blue – January; green – May)
Several of the tasks on the Concepts About Print Checklist are also observable during shared reading, guided reading, writing, and at other
times throughout the day. As a student is observed demonstrating proficiency with a task, make a note of it to record later on the individual
profile.
Scoring and Analysis:
A total of twenty-one items are assessed on the Concepts About Print Checklist: Individual Profile. Score each item with a “+” or “-” to
indicate evidence or no evidence of print understanding. Write down any comments that reflect the student’s print behaviors. The Concepts
About Print Checklist: Class Profile provides a quick overview of all students’ understanding of print. As you observe a print task being
mastered, either date or check that task on the class profile checklist. The information from these profiles can then be used to guide instruction
that will help the students gain a solid foundation in the basic concepts of print.
* Modified from Marie M. Clay, An Observation Survey of Early Literacy Achievement, Heinemann, Portsmouth, NH, 1993
CONCEPTS ABOUT PRINT CHECKLIST: Individual Profile
Name:
Teacher Questions
Before reading, ask the child:
Where is the front of the book?
Where is the back of the book?
Can you point to the title?
Can you point to the title page?
Which page do we read first?
Where does it tell the story?
Which way do we go when we’re reading?
Where do we go when we get to the end of the line?
During reading, ask yourself:
As the child reads and points to the text, is there an exact
match between number of words spoken and number of words
printed?
After reading, ask the child:
Can you put your fingers around a word? (frame it)
Can you find two words that are the same?
Where is the first word on this page?
Where is the last word on this page?
Can you put your fingers around a letter? (frame it)
Can you tell me the names of some letters on the page?
Can you find a capital letter? (uppercase)
Can you find a small letter? (lowercase)
What’s this? . (period)
, (comma)
? (question mark)
“ ” (quotation marks)
Notes:
Key: + = good;
- = no evidence
+
Date:
-
Optional - ongoing
Concept
Book concept – front cover
Book concept – back cover
Book concept – title
Book concept – title page
Directionality – beginning of text
Reading concept – print carries the message
Directionality – left to right, top to bottom
Directionality – return sweep
Reading concept – one-to-one correspondence
Word concept
Word concept
First word
Last word
Letter concept
Letter concept
Capital letter
Small letter
Punctuation marks
CONCEPTS ABOUT PRINT
PLANNING FOR INSTRUCTION
Students who do not meet the expectation for Concepts About Print will benefit from opportunities to:
Recognize own first name:
 See and find their first name in the environment (e.g. attendance graph, lunch graph, sign-in, locating cubbie or backpack hook).
 Play with the letters in their first name (e.g., name puzzles, writing name in sand, pudding, or shaving cream, painting name, dry-erase
boards).
Demonstrate that a message comes from print.
Demonstrate where to start reading text, which way to go, and where to return.
Identify a letter (concept of letter) and a word (concept of word).
Identify the first and last letter of a word.
Demonstrate voice-print match:
 Practice pretend reading using a variety of books and reading materials (e.g., guided reading books, big books, classroom library books,
fiction, non-fiction, read the room, classroom labels).
 Participate in shared, guided, and independent writing.
 Participate in shared and guided reading with opportunities for independent practice.
Shared reading should include a segment with direct instruction that may include demonstrations of print concepts such as:
 Using Wikki-Stix to circle a three-letter word.
 Asking how many words do you see on this page.
 Asking how many letters do you see in the longest word on this page.
 Asking students where you should start reading.
 Asking students where to go next, to demonstrate return sweep.
 Asking them to locate a specific word. Talk about how they knew.
 Asking them to find the longest word.
 Asking them to find the first and last letter of a word.
 Finding all the words that start with w or any other letter.
* Teaching these skills in isolation is not the solution.
CONCEPTS ABOUT PRINT: Class Profile
Date:
Students’
Names
Directionality (demonstrates)
Left-to-right page sequence
Left-to-right in sentence
Return sweep
Reading top to bottom
Starting at beginning of book
Finishing at end of book
Reading Concepts (points to)
Text (print tells the story)
Each word (one-to-one
correspondence)
Book Concepts (can identify)
Cover of book
Title
Title page
Letter/Word (can identify)
A letter
A word
The first word on a page
The last word on a page
A first letter
A last letter
A capital letter (uppercase)
Class Profile
Students’
Names
A small letter (lowercase)
Names of some letters
Key words in isolation
Punctuation (can identify)
Period (.)
Comma (,)
Question mark (?)
Quotation marks (“ ”)
Strategies Used
Relies on memory for reading
Uses pictures to tell story in own
words
Uses pictures to help with words
Uses language patterns
Uses structure knowledge
Uses beginning letter sounds
Uses many letter sounds
Uses background experience
OPTIONAL – ongoing
RHYMING WORDS
Directions: “Now we are going to listen for words that rhyme. Words that rhyme sound the same at the end of the word like rat / fat or
truck / duck. Words that do not rhyme are like fan / tree. Do fan and tree sound the same at the end of the word? No, they don’t.”
Practice: “Let’s try some more. Do these words rhyme? fish / dish (student should say yes or no), shoe / fan, mop / hop.”
Test Items: Check the pairs that the student identifies correctly. Record number of correct responses.
NAME:
Results by Grading Period
Dates
1st
1. goat / coat
2. sky / why
3. dress / toy
4. book / crook
5. sink / road
6. free / bee
7. mouse / house
8. bee / toe
9. sing / drum
10. tall / wall
* Adapted from Lake County Public Schools
#
Correct
2nd
3rd
4th
RHYMING WORDS
PLANNING FOR INSTRUCTION
A score of less than 5 out of 10 on the Rhyming Words assessment by the end of first semester, indicates that the student is having difficulty
hearing and/or creating rhymes. However, teaching rhyming in isolation is not the solution.
Students who do not meet the expectation for Rhyming Words will benefit from opportunities to:
 hear a variety of books with rhyme.

participate in word of the day activities that emphasize word families.

make onset and rime flip books.

brainstorm rhyming words in whole group or small groups and create a story or chant using these words.

create innovations of books with strong rhythm and rhyme.

make up or answer rhyming riddles. For example, tell the students all the answers to the riddles will rhyme with hand. Then, give the
riddles.
You dig in this at the beach…?
You can sit or ...?

hear songs and poems with rhyming words.
LISTENING COMPREHENSION
OPTIONAL – ongoing
Materials:
Select predictable stories with strong plots that contain all of the elements of story structure (e.g., Amazing Grace, Hairy Bear,
The Land of Many Colors, Mrs. Wishy Washy, or Young Abraham Lincoln). Choose both familiar and unfamiliar stories.
Procedure:
 Predict
The student may be assessed in a group setting(e.g., shared reading, small group instruction, or teacher read-aloud) or individually if
necessary. An unfamiliar story should be used.
Say: “Look at the cover. What do you think this story will be about?”
Accept all responses. Then, begin reading the story aloud. Pause before an important event.
Say: “What do you think will happen next?”
Accept all responses. An adequate prediction is one that reveals a sense of how a story is structured. It is not necessarily a correct
prediction.
 Retell
The student may be assessed individually or in a group activity. Read the selected story to the student or group. The story may be familiar
but should not have been used to teach the elements of story structure. If needed, create situations or ask questions that initiate an
appropriate response. Credit should be given if the student answers the questions correctly.
Observation in Group Activities
 Observe the student retelling stories during free choice time using puppets, story magnets, or other props.
 Have a student retell a story to the class as part of your shared reading or read aloud time.
Individual Assessment: Have the student retell the story individually. Say: “Now you tell me the story.”
 Summarize
The student may be assessed in a group (e.g., shared reading, small group instruction, or teacher read-aloud) or individually, if necessary.
If possible, select a story that is familiar and has been read recently but not used to model summarizing.
Read the story aloud. Say: “What was the story mostly about?”
A summary should be one to three sentences. For example, a student might say, “A family of bears thought there was a robber in the
house.” This would be an adequate summary for the book Hairy Bear.
Model this skill throughout the year. Some books have an author’s summary on the copyright page that you may refer to. Summaries can
also be found on the book jacket or back cover.
LISTENING COMPREHENSION
Recording Results:
Place an X on the Kindergarten Individual Profile to indicate adequate predictions, retellings, and summaries. The retelling should include
character, setting, problem, sequence of events and ending/solution of problem.
PLANNING FOR INSTRUCTION
The student not meeting the expectation for predicting, retelling, and summarizing will benefit from opportunities to:
Predict
 listen to stories to develop a sense of how stories work.
 make logical predictions based on the content and illustrations of many books. (Ask the student, “What makes you think that?” especially
when the prediction is not an obvious one.)
 hear other students’ predictions.
Retell
 make up stories.
 participate in guided and independent retellings in a variety of settings using different types of materials (e.g., puppets, magnetic characters,
flannel board, props, costumes, headbands, tape recorders, class presentations).
 participate in direct instruction in story elements (character, setting, problem, sequence of events, and ending).
Summarize
 listen to classmates’ summaries.
 listen to the author’s summary that is printed on the copyright page.
 listen to summaries printed on the book jacket or back cover.
 summarize parts of stories read earlier in the day.
 listen to a chapter book or longer picture book. (Before continuing each day, a student can give a summary of what happened in the last
chapter.)
* Teaching these skills in isolation is not the solution.
WRITING THE ALPHABET
Optional
Writing the Alphabet is another way to assess the alphabet that may provide additional information for instruction for students who may
recognize the alphabet and know some sounds but are having difficulty with dictation survey. To administer the assessment, the letters on the
chart below are read horizontally across the page. Give the student a blank piece of paper. To score the assessment, the letters are read
vertically, which is alphabetical. Each correctly formed letter equals one point.
Say: “I’m going to name a letter and I want you to write the letter in this box – A.”
If the student writes only upper or lower case,
Say: “Do you know another way to make the letter A?”
Continue working horizontally across the page.
ADMINISTER
S
C
O
R
E
Aa
Bb
Cc
Dd
Ee
Ff
Gg
Hh
Ii
Jj
Kk
Ll
Mm
Nn
Oo
Pp
Qq
Rr
Ss
Tt
Uu
Vv
Ww
Xx
Yy
Zz
WRITING THE ALPHABET
LETTER “TALK THROUGHS”
Letter “Talk-Throughs” (Pipher, 1997)
Lower Case
a – circle around and short line down
b – long line down and circle around
c – circle around and stop, leave open
d – circle around and long line down
e – halfway around like a c, then short line across
f – up, around, and straight down like a candy cane, then short line crossing
g – circle around, then monkey tail down
h – long line down, then up and around
i – short line down, then dot
j – monkey tail down, then dot
k – long line down, then slant in, slant out
l – long line down
m – short line down, up and around, up and around
n – short line down, up and around
o – circle around
p – long line down, then circle around at top
q – circle around at top, long line down, then hook
r – short line down, halfway up and around
s – around and down and around
t – straight line down, then short line across
u – around and up, then short line down
v – short slant line down, short slant line down
w – short slant line down four times
x – short slant line down, then short slant line across
y – short slant line down, then long slant line down
z – short line across, slant down, then short line across
WRITING THE ALPHABET
LETTER “TALK THROUGHS”
Letter “Talk-Throughs” (Pipher, 1997)
Upper Case
A – slant line down, slant line down, straight across
B – straight line down, around and in, around and in
C – curved line around and stop
D – straight line down, curved line around and down
E – straight line down, across at top, across at bottom, across in middle
F – straight line down, across at top, across in middle
G – curved line around, straight line in
H – straight line down, straight line down, across in middle
I – straight line down, short line across at top, short line across at bottom
J – straight line down and around like a monkey tail
K – straight line down, slant line in, slant line out
L – straight line down, short straight line out
M – straight line down, straight line down, slant line down, slant line down
N – straight line down, straight line down, slant line down
O – big circle around
P – straight line down, curve around and in
Q – big circle around, slant line through
R – straight line down, curve around and in, slant line out
S – around and down and around
T – straight line down, straight line across at top
U – straight line down, curve around and up
V – slant line down, slant line down
W – slant line down four times
X – slant line down, slant line across
Y – short slant line down, short slant line down, short straight line down
Z – short line across, slant line down, short line across
RECORD OF ORAL LANGUAGE
Optional – beginning/ end of year
Recommended for students with limited
mastery of literacy skills
ADMINISTRATION
If the student has had this test within the last 6 months, use the previous score and DO NOT RETEST for pre-score.
Each sentence is said by the teacher to the student who then attempts to repeat it. Score it as you would a running record. Write incorrect
responses over the correct sentence. Make sure you have the student’s attention when saying the sentences. You may need to practice the
sentences orally before you use this with students.
Before beginning, spend a few moments establishing rapport and familiarizing the student with the procedure. For example, you might say: “I
would like you to say some sentences for me. I want you to repeat exactly what you hear me say, even if it’s not what you want to say. Here is
the first one. (Use correct phrasing as shown by the italics and your natural speaking voice.)
 My name is ____________.
Good now say,
 Tom is running to school.
 My big dog jumps on me when I get home from school.
 The man who is swimming has a big car.
Praise the student for trying to repeat exactly what they hear, even though they may not get it right.
Begin with Level 2. When the student misses 3, even if they’re not consecutive or in a row, STOP and go to Level 1. If the child misses 0-2,
go to Level 3. STOP when the student misses 3, even if they’re not consecutive or in a row.
SCORING
Each sentence repeated correctly is scored a “1”; a sentence with an error is marked “0”. An error is any mistake, insertion, or omission. Add
up the number of sentences repeated correctly. Students scoring less than 14 will have only acquired a limited control over the structures of
oral English. They will have difficulty in following all but the simplest oral instructions and have difficulty following a story read to the class.
An average score for a student at the end of kindergarten is 21-22. Scores less than 14 should be in a tutorial group in first grade.
END-OF-YEAR ADMINISTRATION (post-testing)
There must be a minimum of 6 months between pre- and post-test.
Use the same response sheet that was used for pre-testing. There is an extra space above each sentence for post-testing. (If the student has not
done this before, you will need to follow the pre-testing procedure.)
RECORD OF ORAL LANGUAGE (continued)
DO NOT RETEST the sentences that the student repeated correctly for the pre-testing. You are interested in whether or not they can improve
on the sentences that they were not able to repeat for the pre-testing or they did not get to. If they did not need to do the Level 1 sentences for
the pre-testing, do not do those for post-testing.
You will need to remind the student what the procedure is and warm-up with a few sample sentences like you did for the pre-test (see above).
Make sure you have the student’s attention when saying the sentences.
Discontinue testing after three failed items. Any mistake, omission, or insertion is a failed item.
SCORING
Count the number of sentences repeated correctly, including the number from pre-testing. This is the post-test score. It can be recorded on the
front page.
* Marie M. Clay, The Record of Oral Language, Biks and Gutcher, Heinemann
RECORD OF ORAL LANGUAGE PROCEDURE
Begin at Level 2
Administer Level 2 Sentences
First, Part 1 – A to G
Then, Part 2 – A – G
Score one point for each sentence correctly repeated.
If student scores O to 2
Administer Level 1 sentences
First, Part 1 – A to G
then, Part 2 – A to G
and score each sentence
If student scores 3 to 11
Administer Level 1 sentences
First Part 1 – A to G
then, Part 2 – A to G
and score each sentence
Administer Level 3 sentences
First, Part 1 – A to G
then, Part 2 – A to G
and score each sentence
Total
Score one point for each sentence correctly
repeated.
If student scores 12 or more
Credit child
with passing
Level 1 sentences (14 correct)
RECORD OF ORAL LANGUAGE
Class: ______________________________
School: ____________________________
Date: _________________________
Name: _____________________________
Date of Birth: _______________________
Age: _________________________
Recorder: ___________________________
Level 2 Part 1
Level 2 Part 2
Type:
Type:
A That big dog over there is going to be my brother’s.
A That old truck in there used to be my father’s.
B The boy by the pond was sailing his boat.
B The cat from next door was chasing a bird.
C The bird flew to the top of the tree.
C The dog ran through the hole in the fence.
D For his birthday Johnny gave him a truck.
D For the holidays Grandpa bought us a ball.
E Can you see what is climbing up the wall?
E The boy saw what the man was doing to the car.
F Here comes a big elephant with children sitting on his
F There is my baby riding in his stroller.
back.
G My brother turned the radio up very loud.
G The girl threw her book right across the room.
Total for Level 2 ______
If the student gets all 14 correct, enter the score of 14 on the next page for Level 2.
RECORD OF ORAL LANGUAGE
Level 1 Part 1
Level 1 Part 2
Type
Type
A My brother’s knees are dirty.
A My father’s radio is broken.
B Kitty is drinking some milk.
B Sally is riding her bike.
C Sally is staying at home.
C Mary is going to town.
D John is buying me a boat.
D Mary is giving me a book.
E I know he’s in there.
E I guess we’re lost.
F There’s another fire engine.
F Here are some more fish.
G She’s driving her car quickly.
G He’s playing his radio very loud.
Total for Level 1: _______
Level 3 Part 1
Level 3 Part 2
Type
A Be as quiet as you can when your father’s asleep.
B My aunt and uncle want to start building a new
house.
C The two cars drove along the road for a long time.
D The shopkeeper sold my mother some fresh cream.
E The girl saw who her mother was giving the cakes to.
Type
A Be very careful swimming when there’s a big wave.
B That dog and the one next door like to chase the
postman.
C All the children talked loudly to each other at the table.
D The new teacher read our class a fairy story.
E The teacher knows how much wood we will need for
the house.
F There goes the fireman who put out the fire in the
factory.
G My brother often puts some bread outside for the birds.
F There are the books that you were reading at my
place.
G My mother usually puts the cat under the house at
night.
 Total for Level 3: _______ Total for Level 1: _______ Total for Level 2: _______ Grand Total: ________
Optional – Recommended for use with students
with limited mastery of literacy skills.
ISOLATING SPEECH SOUNDS
Directions: “Let’s play another game. Listen to my word … bag. Tell me the sound you hear at the beginning of the word.” Pronounce
words distinctly but not with exaggeration. Use the same procedure on middle and ending sounds.
A. Five beginning sounds: ex: bus
B. Five ending sounds: ex: cab
Dates
Dates
- top
- fat
-can
- sing
-hit
- tooth
-ham
- mom
-back
- dog
C. Five middle sounds: ex: fox
Dates
- cat
- red
- sit
- hop
- bug
Beginning
%
Correct
Mid-Year
End-of-Year
YOPP-SINGER PHONEME SEGMENTATION
Name: ______________________________________________
Date
Score (22)
Date: _____________
Optional – End of Year – Recommended for
students with limited mastery of literacy skills
Teacher: _______________________
Tested by
Pre
Post
EOY
Directions: Today we’re going to play a word game. I’m going to say a word and I want you to break the word apart. You are going to tell
me each sound in the word in order. For example, if I say “old,” you should say /o/-/l/-/d/.” (Administrator: Be sure to say the sounds, not the
letters, in the word.) Let’s try a few together.
Practice items: (Assist the student in segmenting these items as necessary.) ride
go
man
Test items: Circle those items that the student correctly segments; incorrect responses may be recorded on the blank line following the item.)
Pre
Post
End Of Year
Pre
1 dog
12 lay
2 keep
13 race
3 fine
14 zoo
4 no
15 three
5 she
16 job
6 wave
17 in
7 grew
18 ice
8 that
19 at
9 red
20 top
10 me
21 by
11 sat
22 do
Post
End Of Year
Optional – Second Semester
WORD WRITING
Give the student a blank unlined piece of paper to write on. Note the time. Position the student(s) so the word wall is not visible. Ask the
student to write his/her name. Then prompt as follows.
Can you write your last name? Do you have a brother or a sister? Can you write their names? Can you write the names of any of the other
children in your class?
Now write I, a, cat. If you can write cat can you write sat, hat, fat, mat, bat? Write is, the … Continue to the end of the prompt list reading
across the page. If the student is obviously unable to write one of the words, go on to the next one. After can, ask the student if s/he can write
man. Other words to be prompted are indicated with *.
Continue to the end of the list and then ask the student if there are any other words s/he can write e.g. the names of other colors, other animals,
food. Allow no more than 10 minutes.
first name
no
see
*pig
say
sun
last name
mom
in
do
TV
six
other names
dog
my
yes
two
*run
I
*red
you
*will
up
*not
a
to
*dad
it
and
*look
*cat
*me
zoo
car
at
on
is
*go
we
*book
blue
or
the
*can
look
far
love
be
Scoring: Allow one point for every word written correctly. If the student reverses a letter, allow this as correct response as long as the letter
cannot be confused with any other letter (e.g. bog for dog would be marked wrong). Inflectional endings are accepted.
If this is administered, include the student sheet in the cumulative folder attached to the Kindergarten Individual Profile.
WORD WRITING
PLANNING FOR INSTRUCTION
A student who is working in the emergent initial level is not meeting the expectation for writing. However, teaching isolated skills is not the
solution.
Students who do not meet the expectation for Word Writing will benefit from opportunities to:
 write in a structured setting, such as writing workshop.
 observe the teacher as s/he models writing and thinks out loud.
 participate in guided writing.
 participate in alphabet and phonemic awareness activities.
 work independently with alphabet materials such as magnetic letters, alphabet puzzles, and alphabet songs on tape.
 practice writing independently of the teacher, using writing center materials.
 use a variety of writing instruments and various types of paper.
 see their writing and other students’ writing displayed in the classroom.
 play with writing in a variety of settings (e.g., message pad in housekeeping, paper and writing instruments to make signs in blocks).
MATHEMATICS ASSESSMENTS
This section includes eight levels of assessment which are directly correlated with the Sunshine State Standards, Benchmarks and the Grade
Level Expectations. These assessments are sequential in skill difficulty and are expected to be used as ongoing assessments throughout the
school year. They will be helpful to the teacher in providing direction for further instruction with individuals, small groups and full groups of
students. The results of these assessments can be used as one criteria for the mathematics grade on the report card.
A student sheet is included with each assessment. As the assessment is completed, indicate level of mastery by circling YES or NO in the box
in the upper right hand corner. If two or more questions are included in each item, student must answer all correctly in order to have a YES
circled. Date the YES or NO. Reteach concepts as necessary and reassess when appropriate.
Teachers need to reproduce each Level Assessment one per student. This will assist as documentation for parent conferences and for grades.
The Math Assessment Class Profile is included for teachers to record the ongoing assessment of students throughout the year and will be
useful for providing direction for further instruction. The end of the year level is to be recorded on the Kindergarten Individual Profile sheet.
Materials needed:
lima beans
scoop
crayons
large paper clips
coins (penny, nickel, dime, quarter)
2 jars of different sizes (i.e., baby food and peanut butter)
pencil
objects of different weights
balance scale
unifix cubes
variety of objects for sorting (keys, beads,etc.)
counters in 3 colors (Level 7)
The following chart provides some guidelines for the use of the Mathematics Level Assessment with report cards. Two levels are identified
per grading period. Count the number of times YES is circled for the two levels. Find the number in the chart. This would be the suggested
student performance for a grade of satisfactory. This would apply for the assessment portion of your grade. Your mathematics grade is to
be based on a variety of measures, not just these assessments.
Report Card Grades 
S
Math Level Assessments
Level 1 – Level 2
7 – 11 out of 12
Level 3 – Level 4
9 - 12 out of 13
Level 5 – Level 6
8 – 13 out of 14
Level 7 – Level 8
6 – 7 out of 12
The following assessments do not assess all Grade Level Expectations, nor does a teacher need to formally assess every GLE.
*Mathematics Level Assessments adapted from Leni Smith, Country Hills Elementary, Coral Springs, FL
Benchmarks measured on each Mathematics Level Assessments:
Level 1:
MA.C.2.1.1.K
MA.B.3.1.1.K
MA.A.1.1.1.K
MA.A.2.1.1.K
MA.D.2.1.2.K
MA.A.1.1.2.K
MA.B.1.1.1.K
Level 2:
MA.A.1.1.1.K
MA.D.2.1.2.K
MA.A.1.1.2.K
MA.B.1.1.1.K
MA.A.1.1.3.K
MA.B.2.1.1.K
MA.D.1.1.1.K
MA.C.3.1.1.K
Level 3:
MA.D.1.1.1.K
MA.B.3.1.1.K
MA.D.1.1.2.K
MA.A.1.1.3.K
MA.A.1.1.1.K
MA.A.3.1.3.K
MA.B.1.1.1.K
Level 4:
MA.A.1.1.3.K
MA.D.2.1.2.K
MA.A.1.1.2.K
MA.A.3.1.2.K
MA.C.1.1.1.K
MA.D.1.1.1.K
MA.A.2.1.2.K
MA.C.3.1.1.K
MA.A.1.1.4.K
MA.A.3.1.1.K
MA.B.1.1.1.K
MA.A.3.1.3.K
MA.B.3.1.1.K
Level 5:
MA.A.3.1.2.K
MA.B.3.1.1.K
MA.B.1.1.1.K
MA.A.1.1.1.K
MA.B.2.1.1.K
Level 6:
MA.A.1.1.1.K
MA.A.2.1.2.K
MA.B.2.1.2.K
MA.A.1.1.3.K
MA.A.5.1.1.K
MA.A.3.1.1.K
MA.B.1.1.1.K
MA.A.3.1.2.K
MA.B.1.1.2.K
MA.B.4.1.1.K
MA.B.2.1.1.K
Level 7:
MA.B.1.1.1.K
MA.E.1.1.1.K
MA.A.1.1.1.K
MA.E.1.1.2.K
MA.A.1.1.3.K
MA.D.1.1.1.K
MA.A.3.1.1.K
MA.D.1.1.2.K
MA.A.3.1.2.K
Level 8:
MA.A.3.1.3.K
MA.D.2.1.1.K
MA.A.5.1.1.K
MA.C.2.1.1.K
MA.B.1.1.1.K
MA.C.2.1.1.K
Standards NOT SPECIFICALLY assessed on the Mathematics Level Assessments:
Number Sense:
knows relationship between larger and smaller numbers
Data Analysis:
Measurement:
knows various measuring tools for length, weight or capacity
collects, displays data, makes generalizations
Geometry:
matches objects to outlines of their shape
knows the likelihood of a given situation
slides and turns
participates in games of chance
locates known and unknown numbers on the number line
knows if given event is more likely…
displays the answer to a simple questions…
determines questions for simple 2-choice
survey…
Students
Larger/
smaller
Taller/
shorter
Classify
Level One
More/less
/same as
Capacity
Measurement
Write
numbers 1- 10
Positional
words
Time: day
and night
Number
concept 1-10
Recognize
numbers to 10
Count to 10
1:1
MATH ASSESSMENT CLASS PROFILE
First Grading Period
Level Two
Students
Equivalent
forms
Attributes:
sorting
Number
“neighbors”
Level Three
Yesterday,
today,
tomorrow
Shape
recognition –
2D
Add/Subtracti
on model
Fractions
Length of
time
Morning/after
noon/evening
Add/Subtract
concept
Ordinal
numbers 1-10
Creates
pattern
Extends
pattern
MATH ASSESSMENT CLASS PROFILE
Second Grading Period
Level Four
Students
Measurement
non-standard
unit
Estimation/
comparison
Odd/even
Counting by
10’s
Level 5
Counting by
5’s
Counting by
2’s
Counting on
Single digit
addition
Number
recognition-20
20
Estimation of
weight
Days of week
Money:
coin value
Money: coin
recognition
Tell story
problem
MATH ASSESSMENT CLASS PROFILE
Third Grading Period
Level 6
Students
Missing
symbols
left and right
Level 7
Measurement
tools
Symmetry
Odd/even
Write + equations
Patterns in
environment
Make a graph
Interpret
graph
Single digit
subtraction
Months of the
year
MATH ASSESSMENT CLASS PROFILE
Fourth Grading Period
Level 8
Date
MATH LEVEL 1 ASSESSMENT
Name: ________________________________
1. 1:1 Give child a container of beans. Ask child to make a line that has as many as this line.
1:1
count to 10
recognize nos. to 10
number concept 1-10
time: day/night
positional words
yes
yes
yes
yes
yes
yes
no
no
no
no
no
no
2. Count orally to 10: Ask child to start at 1 and count.
3. Recognize numbers 1 – 10: Ask child to read the following numbers.
1
5
8
2
3
7
9
10
4
6
0
4. Number concepts 1 – 10: Ask child to count how many in each group.
5.
Time: Day/Night: Ask child to tell you something that happens at night. Ask child to tell you something that happens during the day.
6.
Positional Words: Ask the child to demonstrate in/out, off/on, above/below, front/back, over/under, top/bottom/middle.
Level 1
1
4
5
6
2
8
7
3
10
9
0
Date
MATH LEVEL 2 ASSESSMENT
Name: ______________________________________
1. Write numbers 1 – 10: Ask child to write the numbers 1 – 10 in this space or on the back.
write nos. 1-10
capacity measurement
more/less/same as
classify
measurement
taller/shorter
larger/smaller
yes no
yes no
yes no
yes no
yes no
yes no
2. Capacity Measurement: Give the child 2 different size jars, along with a container of beans and a scoop. Ask, “How many scoops fill the
small jar? large jar? Which holds more?
3. More/less/same as: Ask child to make a set (group) of beans that has more than this one, less than this, the same as this.
4. Classify: Ask child which one doesn’t belong. Why?
5. Measurement: Taller/Shorter and Larger/Smaller: Ask child to tell which rectangle is taller, which is shorter. Then ask child to tell
which circle is smaller, which is larger.
Level 2
Date
MATH LEVEL 3 ASSESSMENT
Name: __________________________________________
extends pattern
creates pattern
ordinal numbers 1-10
add/subt. concept
time: morn., aft.,eve.
length of time
fractions
yes
yes
yes
yes
yes
yes
yes
no
no
no
no
no
no
no
1. Extends Pattern: Put unifix cubes on the first 4 squares in this pattern – red, blue, red, blue. Ask child to finish pattern.
2. Creates Pattern: Ask child to make a pattern using unifix cubes.
3. Ordinal numbers: Line up 10 unifix cubes, not in a pattern. Ask child to point to the first cube, the fifth cube, the seventh cube, the
second cube.
4. Add or Subtract? Using beans, tell the child a story problem, such as: “I had two cookies and my mom gave me 3 more.” Then ask,
“Did I get more or take some away?”
Again, modeling with beans tell another story problem, such as: “Four children were playing and one had to go home.” Then ask, “Did I
get more or take some away?”
5. Time: Morning/Afternoon/Evening: Ask child to tell you something that they do in the morning, in the afternoon, in the evening. Ask
what meal they eat in the morning, in the afternoon, in the evening.
Which takes more time – taking a sip of water or eating a hamburger?
6. Fractions: Ask child to color ¼ of the pie; ½ of pie. (or assess with manipulatives)
Level 3
Date
MATH LEVEL 4 ASSESSMENT
Name: _______________________________________
add/subt: model
yes no
shape recognition-2D
yes no
time: yesterday, today, tomorrow
yes no
number “neighbors”
yes no
attributes: sorting
yes no
equivalent forms
yes no
1. Models story problem with manipulatives: Ask child to use beans to show what is happening in the story problems that you tell. Give
the child the container of beans and tell a story problem such as: “I found 4 shells on the beach. Then my mother gave me 3 more.”
Tell a subtraction problem such as: “My jacket had five buttons. Two fell off.”
2. Shape recognition: Ask child to identify the following shapes.
3. Time: Yesterday, Today, Tomorrow: Ask child to tell something that he/she did yesterday; that he/she did or will do today; something
that he/she will do tomorrow.
4. Number “neighbors”: Ask child what comes before and after each number.
___ 5 ____
____ 2 ____
____ 9 ____
____ 6 ____
5. Attributes: Sorting: Give child a box of objects (keys, beads, buttons, etc.). Ask child to sort the items in the box. Ask child to explain
why he/she sorted in that way. Ask child to sort the same items in another way.
6. Equivalent forms of the same number: Using beans, ask the child to show one way to make 5 (i.e., 1 and 4). Ask for another way.
Continue to 10.
Level 4
____ 5 ____
____ 9 ____
____ 2 ____
____ 6 ____
Date
MATH LEVEL 5 ASSESSMENT
Name: _______________________________________
tell story problem
money: coin recog.
coin value
days of week
number recog. to 20
estimation of weight
yes
yes
yes
yes
yes
yes
no
no
no
no
no
no
1. Tells story problems (+ and -) with manipulatives: Give child a container of beans. Ask child to tell an addition or adding story.
Then ask child to tell a subtraction or take away story.
2. Coin Recognition/Value: Show child a penny, a nickel, a dime, and a quarter. As you show the child a coin, ask him/her to name the coin
and tell its value.
3. Days of the week: Ask child to tell you the days of the week beginning with Sunday. Then ask child how many days are in a week.
4. Number recognition to 20: Ask child to name the following numbers.
11
15
14
20
19
13
16
18
12
17
5. Estimation/Measurement of weight: Show the child 2 different objects. Ask which will weigh more? Check with balance scale.
Level 5
11
12
15
14
20
19
13
16
18
17
MATH LEVEL 6 ASSESSMENT
Name: ___________________________________________
1.
Single digit addition: Ask child to write the answers to the following equations.
(Child may use manipulatives.)
3+4=
4
+4
5+1=
9
+0
2+3=
Date
single digit addition
yes no
counting on
yes no
counting by 1’s
yes no
2’s
yes no
by 5’s
yes no
by 10’s
yes no
odd/even
yes no
measurement: non-standard unit
yes no
estimation/comparison yes no
4+5=
8
+2
2.
Counting on: Give child six beans and ask him/her to count them. Then put a pile of 6 more next to the first pile and ask the child how
many there are altogether. Notice if child recounts first pile or begins counting the new pile with the number 7.
3.
Counting by 1’s, 2’s, 5’s, and 10’s: Ask child to count by 1’s to 100, by 2’s to 20, by 5’s and 10’s to 100, using a hundreds chart or
manipulatives.
4.
Odd/Even: Give the child a handful of beans (about 9 - 12). Ask child if there is an odd number of beans or an even number of beans in
the pile. Ask child how he/she knew if it was an odd or an even number.
*It is interesting to note how the child figured it out. Did he/she count and know that the number was odd or even? Did he/she put the
beans in pairs or use another approach?
5.
Measurement with non-standard unit: Ask child to estimate how many unifix cubes will cover the line. Ask the child to measure the
line below with unifix cubes. Then have child measure again with large paper clips. Ask the child which is longer – their hand or line?
Level 6
3+4=
5+1=
2+3=
4+5=
9
+ 0
4
+4
8
+2
________________________________________________________________________________________________________________
Date
MATH LEVEL 7 ASSESSMENT
months of the year
single digit subtraction
graph: interpret
make a graph
patterns in environment
Name: ______________________________________
yes
yes
yes
yes
yes
no
no
no
no
no
1.
Months of the year: Ask child to say the months of the year beginning with January. Then ask him/her how many months are in a year.
2.
Single digit subtraction: Ask child to write the answers for the following equations. (Child may use manipulatives).
6–4=
3–1=
7
-7
3.
9–6=
5–2=
10
- 4
8
- 0
Graph: Interpret: Have child to look at the graph. Ask child how old most of the children in this class are. Which age has the fewest
number of children? How many children are 5? How many children are 6? How many are 7?
5
6
7
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
4.
Make a graph: Give the child a container of multi-colored manipulatives. Ask child to sort and graph items by color. May use attached
grid.
5.
Patterns in environment: Ask child to look around the room and find a pattern. Tell about the pattern. What makes it a pattern?
6–4=
3–1=
9–6=
5–2=
7
- 7
5
6
7
Level 7
10
-4
8
- 0
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Level 7
Date
MATH LEVEL 8 ASSESSMENT
Name: ________________________________________
write + - equations
odd/even
symmetry
measurement: tools
left and right
missing symbols
counting by 1, 2, 5, 10’s
1. Writes + and – equations: Tell child the following story problems and have child write
the number sentence that goes with the story.
Farmer Brown had three cows and five goats on his farm. How many animals did he have in all?
yes
yes
yes
yes
yes
yes
yes
no
no
no
no
no
no
no
________________________________________________
Aunt Sara gave Rebecca and Nathan six cookies to share. Nathan ate four. How many are left for Rebecca?
________________________________________________
2. Odd/Even: Give child a pile (about 10 - 13) unifix cubes. Ask child whether the number of cubes is odd or even. Have child explain
how he knew this.
3. Symmetry: Ask child what the word symmetry means. Have the child draw a circle around the symmetrical pictures.
4. Measurement: tools: Ask child to tell what tool s/he would use for weighing something; for finding the temperature; to see how long
something is; to measure sugar.
5. Left/Right: Assess left and right at teacher discretion.
6. Missing symbol: Have the student tell the missing symbols. Oral is acceptable.
44=8
2+1 3
3
 2
5
7. Counting by 1’s, 2’s, 5’s, 10’s to 100: Ask the child to count by 1, 2, 5, and 10’s to 100 using hundreds chart or manipulatives.
Level 8
44=8
2+13
3
2
5
Name: ______________ Date: ____
Write the numbers that you know.
Level 8
__________________________________________________
_________________________________________________