Concepts of Print
Concepts of Print Assessment
This assessment of emergent literacy print concepts is based off of the research conducted by Marie M. Clay. It assesses book orientation knowledge, understanding of principles involving the directional arrangement of print on the page, the knowledge that print, not picture, contains the story, understanding of important reading terminology such as word, letter, beginning of sentence, and top of page, and understanding of simple punctuation marks. This assessment incorporates prompts that help the teacher observe a student's behaviors in response to the prompts and note these on the record sheet.
This assessment of emergent literacy print concepts is based off of the research conducted by Marie M. Clay. It assesses book orientation knowledge, understanding of principles involving the directional arrangement of print on the page, the knowledge that print, not picture, contains the story, understanding of important reading terminology such as word, letter, beginning of sentence, and top of page, and understanding of simple punctuation marks. This assessment incorporates prompts that help the teacher observe a student's behaviors in response to the prompts and note these on the record sheet.
- Informal Assessment
- Target Grade Level: Pre-K-1
- This assessment measures concepts of print.
- Estimated Completion Time: 15 minutes
- Format: Oral
- This assessment should be administered individually.
concepts_of_print_assessment.pdf | |
File Size: | 421 kb |
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Concepts of Print Assessment
This concepts of print assessment was created by the Macomb Intermediate School District in Clinton Township, MI. This assessment helps teachers understand what individual children know specifically about book concepts, directionality, concepts of letters and words, as well as concepts of punctuation.
This concepts of print assessment was created by the Macomb Intermediate School District in Clinton Township, MI. This assessment helps teachers understand what individual children know specifically about book concepts, directionality, concepts of letters and words, as well as concepts of punctuation.
- Informal Assessment
- Target Grade Level: Pre-K-1
- This assessment measures concepts of print.
- Estimated Completion Time: 15 minutes
- Format: Oral
- This assessment should be administered individually.
concepts_of_print_mi.pdf | |
File Size: | 40 kb |
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Phonemic Awareness
Phonemic Awareness Assessment
The following assessments for preschool through first grade are provided by Literary Resources, Inc., a company that was created by thirty year veteran teacher, Dr. Michael Heggerty. As a first grade classroom teacher, Dr. Heggerty worked on an action research project on the importance of phonemic awareness in acquiring and mastering sound reading skills. These assessments are designed to be used throughout the school year. The same assessment can be given as a pre-assessment and then as a post-assessment, or a second assessment has been provided to be used at the end of the preschool year. This second assessment asks students to segment and blend with phonemes, and asks students to produce rhyming words. Both assessments are able to provide teachers with baseline data and data at the end of the school year. There is also an assessment provided for second grade and above if it is needed.
The following assessments for preschool through first grade are provided by Literary Resources, Inc., a company that was created by thirty year veteran teacher, Dr. Michael Heggerty. As a first grade classroom teacher, Dr. Heggerty worked on an action research project on the importance of phonemic awareness in acquiring and mastering sound reading skills. These assessments are designed to be used throughout the school year. The same assessment can be given as a pre-assessment and then as a post-assessment, or a second assessment has been provided to be used at the end of the preschool year. This second assessment asks students to segment and blend with phonemes, and asks students to produce rhyming words. Both assessments are able to provide teachers with baseline data and data at the end of the school year. There is also an assessment provided for second grade and above if it is needed.
- Informal Assessment
- Formative/Summative Assessments
- Target Grade Level: Pre-K-1
- This assessment measures phonemic awareness.
- Estimated Completion Time: 15 minutes
- Format: Oral
- This assessment should be administered individually.
preschool_pa_assessment.pdf | |
File Size: | 285 kb |
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kindergarten_pa_assessments.pdf | |
File Size: | 366 kb |
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1st_grade_phonemic_awareness.pdf | |
File Size: | 128 kb |
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2nd_grade_above_pa_assessment.pdf | |
File Size: | 995 kb |
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Phonemic Awareness Assessment
This assessment was created by early reading specialist, Wiley Blevins. This assessment was published in his book Phonics from A to Z. This assessment measures the ability to hear and manipulate the sounds in spoken words and the understanding that spoken words and syllables are made up of sequences of speech sounds.
This assessment was created by early reading specialist, Wiley Blevins. This assessment was published in his book Phonics from A to Z. This assessment measures the ability to hear and manipulate the sounds in spoken words and the understanding that spoken words and syllables are made up of sequences of speech sounds.
- Informal Assessment
- Target Age Range: 5-8
- This assessment measures phonemic awareness.
- Estimated Completion Time: 10 minutes
- Format: Oral
- This assessment should be administered individually.
phonemic_awareness_assessment.pdf | |
File Size: | 31 kb |
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DIBELS Assessments
The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of procedures and measures for assessing the acquisition of early literacy skills from kindergarten through sixth grade.They are designed to be short fluency measures used to regularly monitor the development of early literacy and early reading skills. These research-based measures are linked to one another and predictive of later reading proficiency. The measures are also consistent with many of the Common Core State Standards in reading, especially the foundational skills. Listed below are the DIBELS Initial Sound Fluency and Phoneme Segmentation Fluency. You can learn more about DIBELS here. You can access all DIBELS assessments here.
The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of procedures and measures for assessing the acquisition of early literacy skills from kindergarten through sixth grade.They are designed to be short fluency measures used to regularly monitor the development of early literacy and early reading skills. These research-based measures are linked to one another and predictive of later reading proficiency. The measures are also consistent with many of the Common Core State Standards in reading, especially the foundational skills. Listed below are the DIBELS Initial Sound Fluency and Phoneme Segmentation Fluency. You can learn more about DIBELS here. You can access all DIBELS assessments here.
- Formal Assessment
- Target Grade Level: Pre-K-1
- These assessments measure initial sound fluency and phoneme segmentation fluency.
- Estimated Completion Time: 5 minutes
- Format: Oral
- This assessment should be administered individually.
dibels_isf.pdf | |
File Size: | 841 kb |
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dibels_psf.pdf | |
File Size: | 780 kb |
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Phonological Awareness
PAST Phonological Awareness Assessment
The Phonological Awareness Skills Test (PAST) is an informal, diagnostic, individually administered assessment tool to help determine the point of instruction for students and monitor progress made. This assessment is available through the University of Kansas, and there is flexibility in the administration process.
The Phonological Awareness Skills Test (PAST) is an informal, diagnostic, individually administered assessment tool to help determine the point of instruction for students and monitor progress made. This assessment is available through the University of Kansas, and there is flexibility in the administration process.
- Informal Assessment
- Target Grade Level: Pre-K-2
- This assessment measures phonological awareness.
- Estimated Completion Time: 10 minutes
- Format: Oral
- This assessment should be administered individually.
phonological_awareness_assessment.pdf | |
File Size: | 1382 kb |
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PASS Phonological Awareness Assessment
The PASS is designed for students in kindergarten through second grade, although it may also be used with older students who are experiencing difficulty developing phonological awareness. This informal assessment is designed to help teachers detect students who are at-risk for reading and spelling difficulties.
The PASS is designed for students in kindergarten through second grade, although it may also be used with older students who are experiencing difficulty developing phonological awareness. This informal assessment is designed to help teachers detect students who are at-risk for reading and spelling difficulties.
- Informal Assessment
- Target Grade Level: K-2
- This assessment measures phonological awareness.
- Estimated Completion Time: 20 minutes
- Format: Oral
- This assessment should be administered individually.
phonological_awareness_pass.pdf | |
File Size: | 121 kb |
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Sight Word Vocabulary
Sight Word/Decodable Word List Assessment
This sight word assessment is provided by the Macomb Intermediate School District in Clinton Township, MI. This assessment helps teachers understand what individual children know specifically about word recognition. Using a card or cover sheet, the teacher will slowly expose one word at a time starting with the preprimer word list. The teacher will move from one list to the next until the child either misses five consecutive words or seven words on one list.
This sight word assessment is provided by the Macomb Intermediate School District in Clinton Township, MI. This assessment helps teachers understand what individual children know specifically about word recognition. Using a card or cover sheet, the teacher will slowly expose one word at a time starting with the preprimer word list. The teacher will move from one list to the next until the child either misses five consecutive words or seven words on one list.
- Informal Assessment
- Target Grade Level: K-2
- This assessment measures student knowledge of sight words.
- Estimated Completion Time: 10 minutes
- Format: Oral
- This assessment should be administered individually.
sight_word_assessment.pdf | |
File Size: | 38 kb |
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Dolch Sight Word Assessment
This assessment, created by veteran teacher Julie Vanalst, uses Dolch sight word lists 1-9. Before beginning intervention, it is important to know which sight words the students are able to identify. Student assessment forms, as well as the Dolch Sight Word lists (220 Dolch Sight Words divided into 9 lists), are provided. This assessment allows teachers to assess several times throughout the school year.
This assessment, created by veteran teacher Julie Vanalst, uses Dolch sight word lists 1-9. Before beginning intervention, it is important to know which sight words the students are able to identify. Student assessment forms, as well as the Dolch Sight Word lists (220 Dolch Sight Words divided into 9 lists), are provided. This assessment allows teachers to assess several times throughout the school year.
- Informal Assessment
- Target Grade Level: K-2
- This assessment measures student knowledge of Dolch sight words.
- Estimated Completion Time: 10 minutes
- Format: Oral
- This assessment should be administered individually.
sight-word-assessment-2.pdf | |
File Size: | 2422 kb |
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