Lesson 7 - UnboundEd
Lesson 7
Assessment
Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.
Assess students’ reading abilities At a Glance
Exercise
Assessment
Materials
Minutes
One-on-One Assessments; Story Reading: “Gwen’s Hens”
Worksheets 7.1–7.5
Will Vary; 20–30
Independent Work
CKLA Kindergarten Stories and other activities
Worksheets 7.6–7.10
Will Vary; 20–30
Scoring
Scoring
Students’ Scores for Unit 1 Assessment Week, Teacher Guide before Lesson 6
Note to Teacher Students who received a score of 18 or more on the Word Recognition Test will read and answer questions about the story “Gwen’s Hens.” Tell the group of students taking the Story Reading Assessment to begin independent work using Worksheets 7.6–7.8 once they have completed the Story Reading Test. You will work one-on-one to further assess students who received a score of 17 or less on the Word Recognition Test. You will start with the Pseudoword Reading Test. With the Pseudoword Test, students can only read the words if they know the sound-spelling correspondences and how to blend them together. The following is the chart shared earlier on the progression of the one-on-one assessments.
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Unit 1 | Lesson 7 © 2013 Core Knowledge Foundation
Test Name
If the Score is . . .
Then the Next Test Will Be . . .
18 or higher (exclude lines 21–25)
Story Reading: “Gwen’s Hens”
17 or lower
Pseudoword Reading Test
4 or higher
No further assessments
Story Reading: “Gwen’s Hens” (Group)
3 or lower
Work one-on-one and listen to student read the story aloud, marking errors along the way. Orally ask questions. If student still misses three questions or struggled to read story, administer the Pseudoword Reading Test.
Pseudoword Reading Test (1–1)
27 or higher
Story Reading: “Gwen’s Hens”
26 or lower
Code Knowledge Diagnostic Test
Code Knowledge Diagnostic Test (1–1)
23 or higher
No further assessments
22 or lower
Letter Name Test (optional)
Letter Name Test (Optional) (Group or 1–1)
No further assessments
No further assessments
Word Recognition Test (Group)
Students not working on an assessment can read the stories on Worksheets 7.6–7.10 and complete the activities provided in the workbooks. Feel free to provide additional or other independent activities for students, including looking at trade books, writing in journals, or doing other activities that can be completed with little or no teacher assistance.
Story Reading: “Gwen’s Hens” • Help students tear out Worksheet 7.1. Explain that they will read the story and answer questions on Worksheet 7.2. • Encourage students to look back to the story if they need help answering the questions. Worksheets 7.1, 7.2
• Tell students that when they finish reading the story and answering the questions, they should read the stories on Worksheets 7.6 and 7.7. They can draw a picture and write a sentence about the story they have read. They may also complete Worksheet 7.8.
Scoring Story Reading: “Gwen’s Hens” • If students have a score of 3 or less, work with them one-on-one during the next lesson as time permits. Students will read the story aloud to you and answer the questions you ask orally. • If students have a score of 4 or more, they are done with the assessments.
Unit 1 | Lesson 7 © 2013 Core Knowledge Foundation
61
Pseudoword Reading Test Please use your judgment as to how many of the assessments can be administered to a student at a time. If a student grows quickly frustrated, you may wish to break the assessments up over the next few days. If a student seems pleased to be working one-on-one and shows no signs of frustration, you may continue with the assessments as needed. Remember that taking the time this week to thoroughly assess students is crucial in determining where they should be placed in the CKLA sequence. • Turn to the end of this lesson to find the Pseudoword Reading Test. You will place this copy in front of the student to read. • Ask the student to bring their Workbook and sit with you in a quiet spot in your classroom. Worksheet 7.3
• Find Worksheet 7.3 for the Pseudoword Scoring Sheet. You will use this to record the student’s score and make note of errors. • Tell the student that she will read some silly words (or nonsense words). Make sure the student understands that these are not real words, but they can be read just like real words by blending sounds. • Place the Pseudoword Reading Test in the Teacher Guide in front of the student. Ask the student to read the words on lines 1 through 6. • As the student reads, circle the words that are read incorrectly on Worksheet 7.3. Note the type of error; for example, if the student read rab as rad, you would underline the ‘b’ and write a ‘d’ above it. Note: Asking students to read pseudowords is the purest test of a student’s code knowledge in segmenting and blending words because students can neither rely on having encountered the word previously nor guessing on the basis of meaning. Occasionally some students may be confused by the concept of silly or nonsense and may perform poorly for that reason. If you suspect that this may be the case with a given student, you may choose instead to ask the student to read aloud 30 comparable words from lines 1–20 of the Word Recognition Test.
62
Unit 1 | Lesson 7 © 2013 Core Knowledge Foundation
Scoring Pseudoword Reading Test • Students who scored 27 or more should take the Story Reading Test: “Gwen’s Hens.” • Students who scored 26 or less should be given the Code Knowledge Diagnostic Test at some point this week.
Code Knowledge Diagnostic Test • Turn to the end of this lesson to find the Code Knowledge Diagnostic Test. You will place this copy in front of the student to read. • Ask the student to bring their Workbook and sit with you in a quiet spot in your classroom. Worksheet 7.4
• Tear out the student’s Worksheet 7.4 for the Code Knowledge Diagnostic Test Scoring Sheet. You will use this to record the student’s score and make note of errors. • Point to the first spelling unit (or letter) in the Teacher Guide and ask the student, “What sound would you say if you saw this in a word?” • If the student replies with a letter name, say, “That’s the letter name. What sound does this stand for?” If the student continues to offer the letter name, transcribe the response and mark the item incorrect. • Repeat with the remaining items. • As the student says the sound, use the record sheet to record all spellings for which the student is unable to give a correct pronunciation. Note the exact nature of each error. For example, note if the student gets ‘b’ and ‘d’ confused. Note: Some of the spellings shown can stand for more than one sound: ‘th’ stands for /th/ as in thin and /th/ as in them; the spelling ‘s’ stands for /s/ as in sun and /z/ as in dogs. For ‘th’ you can accept either /th/ or /th/, but expect ‘s’ for /s/.
Unit 1 | Lesson 7 © 2013 Core Knowledge Foundation
63
Scoring Code Knowledge Diagnostic Test • Students scoring 23 or higher need no further assessments. • Students scoring 22 or lower can take the Letter Name Test, if time permits.
Letter Name Test • Look at the box below for the Letter Name Test. It contains the letters you will read to the student. • Ask the student to bring their Workbook and sit with you in a quiet spot in your classroom. • Find Worksheet 7.5 for the Letter Name Test Sheet. Worksheet 7.5
• Explain that you will say the names of a series of letters and you would like the student to circle the letters you name. • Read item one, both the line number and the letter name: “Number 1—‘e’.” • Have the student circle the letter that you say on the corresponding worksheet line. You may repeat the letter name up to three times. • Repeat these steps for items 2 through 10.
Letter Name Test 1.
e
6.
b
2.
y
7.
x
3.
o
8.
m
4.
h
9.
u
5.
k
10. g
Note: The Letter Name Test can also be administered to several students at a time, so long as students are not able to see one another’s papers.
Scoring Letter Name Test • As there are no further assessments, cut-off scores are not necessary.
Independent Work • Allow more fluent readers to read the Kindergarten stories from Seth (Worksheets 7.6 and 7.7), while students needing simpler text may read stories from Kit (Worksheets 7.9 and 7.10). Students may enjoy working in pairs to read and draw pictures of the phrases on Worksheet 7.8. Worksheets 7.6–7.10
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Unit 1 | Lesson 7 © 2013 Core Knowledge Foundation
Pseudoword Reading Test
1. wug
rab
sep
zat
het
2. kem
jid
pog
lum
yod
3.
lin
fod
cax
ved
mip
4. nist
brin
clup stent glosp
5. thock shup chim quib 6. muzz
vell
tass
ling
beff dagg Unit 1 | Lesson 7 © 2013 Core Knowledge Foundation
65
Code Knowledge Diagnostic Test
1.
m
s
f
v
z
2.
r
l
n
e
u
3.
I
o
a
t
y
4.
d
g
h
j
k
5.
b
p
c
w
x
6.
sh
ch
th
ng
qu
7.
ff
ss
ll
gg
ck
66
Unit 1 | Lesson 7 © 2013 Core Knowledge Foundation
Assessment
Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.
Assess students’ reading abilities At a Glance
Exercise
Assessment
Materials
Minutes
One-on-One Assessments; Story Reading: “Gwen’s Hens”
Worksheets 7.1–7.5
Will Vary; 20–30
Independent Work
CKLA Kindergarten Stories and other activities
Worksheets 7.6–7.10
Will Vary; 20–30
Scoring
Scoring
Students’ Scores for Unit 1 Assessment Week, Teacher Guide before Lesson 6
Note to Teacher Students who received a score of 18 or more on the Word Recognition Test will read and answer questions about the story “Gwen’s Hens.” Tell the group of students taking the Story Reading Assessment to begin independent work using Worksheets 7.6–7.8 once they have completed the Story Reading Test. You will work one-on-one to further assess students who received a score of 17 or less on the Word Recognition Test. You will start with the Pseudoword Reading Test. With the Pseudoword Test, students can only read the words if they know the sound-spelling correspondences and how to blend them together. The following is the chart shared earlier on the progression of the one-on-one assessments.
60
Unit 1 | Lesson 7 © 2013 Core Knowledge Foundation
Test Name
If the Score is . . .
Then the Next Test Will Be . . .
18 or higher (exclude lines 21–25)
Story Reading: “Gwen’s Hens”
17 or lower
Pseudoword Reading Test
4 or higher
No further assessments
Story Reading: “Gwen’s Hens” (Group)
3 or lower
Work one-on-one and listen to student read the story aloud, marking errors along the way. Orally ask questions. If student still misses three questions or struggled to read story, administer the Pseudoword Reading Test.
Pseudoword Reading Test (1–1)
27 or higher
Story Reading: “Gwen’s Hens”
26 or lower
Code Knowledge Diagnostic Test
Code Knowledge Diagnostic Test (1–1)
23 or higher
No further assessments
22 or lower
Letter Name Test (optional)
Letter Name Test (Optional) (Group or 1–1)
No further assessments
No further assessments
Word Recognition Test (Group)
Students not working on an assessment can read the stories on Worksheets 7.6–7.10 and complete the activities provided in the workbooks. Feel free to provide additional or other independent activities for students, including looking at trade books, writing in journals, or doing other activities that can be completed with little or no teacher assistance.
Story Reading: “Gwen’s Hens” • Help students tear out Worksheet 7.1. Explain that they will read the story and answer questions on Worksheet 7.2. • Encourage students to look back to the story if they need help answering the questions. Worksheets 7.1, 7.2
• Tell students that when they finish reading the story and answering the questions, they should read the stories on Worksheets 7.6 and 7.7. They can draw a picture and write a sentence about the story they have read. They may also complete Worksheet 7.8.
Scoring Story Reading: “Gwen’s Hens” • If students have a score of 3 or less, work with them one-on-one during the next lesson as time permits. Students will read the story aloud to you and answer the questions you ask orally. • If students have a score of 4 or more, they are done with the assessments.
Unit 1 | Lesson 7 © 2013 Core Knowledge Foundation
61
Pseudoword Reading Test Please use your judgment as to how many of the assessments can be administered to a student at a time. If a student grows quickly frustrated, you may wish to break the assessments up over the next few days. If a student seems pleased to be working one-on-one and shows no signs of frustration, you may continue with the assessments as needed. Remember that taking the time this week to thoroughly assess students is crucial in determining where they should be placed in the CKLA sequence. • Turn to the end of this lesson to find the Pseudoword Reading Test. You will place this copy in front of the student to read. • Ask the student to bring their Workbook and sit with you in a quiet spot in your classroom. Worksheet 7.3
• Find Worksheet 7.3 for the Pseudoword Scoring Sheet. You will use this to record the student’s score and make note of errors. • Tell the student that she will read some silly words (or nonsense words). Make sure the student understands that these are not real words, but they can be read just like real words by blending sounds. • Place the Pseudoword Reading Test in the Teacher Guide in front of the student. Ask the student to read the words on lines 1 through 6. • As the student reads, circle the words that are read incorrectly on Worksheet 7.3. Note the type of error; for example, if the student read rab as rad, you would underline the ‘b’ and write a ‘d’ above it. Note: Asking students to read pseudowords is the purest test of a student’s code knowledge in segmenting and blending words because students can neither rely on having encountered the word previously nor guessing on the basis of meaning. Occasionally some students may be confused by the concept of silly or nonsense and may perform poorly for that reason. If you suspect that this may be the case with a given student, you may choose instead to ask the student to read aloud 30 comparable words from lines 1–20 of the Word Recognition Test.
62
Unit 1 | Lesson 7 © 2013 Core Knowledge Foundation
Scoring Pseudoword Reading Test • Students who scored 27 or more should take the Story Reading Test: “Gwen’s Hens.” • Students who scored 26 or less should be given the Code Knowledge Diagnostic Test at some point this week.
Code Knowledge Diagnostic Test • Turn to the end of this lesson to find the Code Knowledge Diagnostic Test. You will place this copy in front of the student to read. • Ask the student to bring their Workbook and sit with you in a quiet spot in your classroom. Worksheet 7.4
• Tear out the student’s Worksheet 7.4 for the Code Knowledge Diagnostic Test Scoring Sheet. You will use this to record the student’s score and make note of errors. • Point to the first spelling unit (or letter) in the Teacher Guide and ask the student, “What sound would you say if you saw this in a word?” • If the student replies with a letter name, say, “That’s the letter name. What sound does this stand for?” If the student continues to offer the letter name, transcribe the response and mark the item incorrect. • Repeat with the remaining items. • As the student says the sound, use the record sheet to record all spellings for which the student is unable to give a correct pronunciation. Note the exact nature of each error. For example, note if the student gets ‘b’ and ‘d’ confused. Note: Some of the spellings shown can stand for more than one sound: ‘th’ stands for /th/ as in thin and /th/ as in them; the spelling ‘s’ stands for /s/ as in sun and /z/ as in dogs. For ‘th’ you can accept either /th/ or /th/, but expect ‘s’ for /s/.
Unit 1 | Lesson 7 © 2013 Core Knowledge Foundation
63
Scoring Code Knowledge Diagnostic Test • Students scoring 23 or higher need no further assessments. • Students scoring 22 or lower can take the Letter Name Test, if time permits.
Letter Name Test • Look at the box below for the Letter Name Test. It contains the letters you will read to the student. • Ask the student to bring their Workbook and sit with you in a quiet spot in your classroom. • Find Worksheet 7.5 for the Letter Name Test Sheet. Worksheet 7.5
• Explain that you will say the names of a series of letters and you would like the student to circle the letters you name. • Read item one, both the line number and the letter name: “Number 1—‘e’.” • Have the student circle the letter that you say on the corresponding worksheet line. You may repeat the letter name up to three times. • Repeat these steps for items 2 through 10.
Letter Name Test 1.
e
6.
b
2.
y
7.
x
3.
o
8.
m
4.
h
9.
u
5.
k
10. g
Note: The Letter Name Test can also be administered to several students at a time, so long as students are not able to see one another’s papers.
Scoring Letter Name Test • As there are no further assessments, cut-off scores are not necessary.
Independent Work • Allow more fluent readers to read the Kindergarten stories from Seth (Worksheets 7.6 and 7.7), while students needing simpler text may read stories from Kit (Worksheets 7.9 and 7.10). Students may enjoy working in pairs to read and draw pictures of the phrases on Worksheet 7.8. Worksheets 7.6–7.10
64
Unit 1 | Lesson 7 © 2013 Core Knowledge Foundation
Pseudoword Reading Test
1. wug
rab
sep
zat
het
2. kem
jid
pog
lum
yod
3.
lin
fod
cax
ved
mip
4. nist
brin
clup stent glosp
5. thock shup chim quib 6. muzz
vell
tass
ling
beff dagg Unit 1 | Lesson 7 © 2013 Core Knowledge Foundation
65
Code Knowledge Diagnostic Test
1.
m
s
f
v
z
2.
r
l
n
e
u
3.
I
o
a
t
y
4.
d
g
h
j
k
5.
b
p
c
w
x
6.
sh
ch
th
ng
qu
7.
ff
ss
ll
gg
ck
66
Unit 1 | Lesson 7 © 2013 Core Knowledge Foundation
