ISEL K1 Kindergarten Summary Scoresheet Version 2 Form B ISEL K 1 ILLINOIS SNAPSHOTS OF by erx12623

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									ISEL- K/1: ILLINOIS SNAPSHOTS OF EARLY LITERACY
                                 Kindergarten Summary Scoresheet
                                  VERSION 2 - FORM B - SPRING

Student                                                            Gender                           Male        Female

Classroom Teacher                                                  Free and Reduced                 Yes         No

School                           Birthdate                         Migrant                          Yes         No

Race/Ethnicity                                                     Preschool                        Yes         No

Date                                                               L.D. Resource                    None        LD         Speech

Examiner Name or Initials                                          Limited English Proficiency      None        ESL        Bilingual




                            KINDERGARTEN                                                         SPRING
                                                                       Highest     SPRING        SPRING       SPRING
                         SNAPSHOTS                                     Possible
                                                                        Score
                                                                                   20th %ile
                                                                                    Score
                                                                                                 50th %ile
                                                                                                  Score
                                                                                                              Student
                                                                                                               Score

           1     Alphabet Recognition: Upper and Lower Case               54          50           52
           2     Story Listening: Comprehension and Vocabulary            21          13           15
           3     Phonemic Awareness: Initial Consonant                    10            8            9
           4     One-To-One: Matching and Word Naming                        9          6            8
           5     Letter Sounds                                            26          14           19
           6     Developmental Spelling                                   27          10           14
           7     Word Recognition                                         22            2            7
           8     Vocabulary                                               14            6            9
           9     Passage Reading:
                                    9-B      9-D   9-H   9-J
                   Oral Accuracy
                                                                          20            0           5
                  Comprehension

                         TOTALS        5       5     5         5


                                                                                                                DEVELOPED BY:
                                                                                                                       Rebecca Barr
                                                                                                                Camille Blachowicz
                                                                                                                      Roberta Buhle
                                                                                                                     Jeanne Chaney
                                                                                                                      Michael Dunn
                                                                                                                          Carol Ivy
                                                                                                             Guadalupe Suárez-Silva
                                                                                                        National College of Education
                                                                                                     ISBE SPONSORED PROJECT
ISEL- K/1: ILLINOIS SNAPSHOTS OF EARLY LITERACY
                                  First Grade Summary Scoresheet
                                  VERSION 2 – FORM B - SPRING

Student                                                             Gender                           Male      Female

Classroom Teacher                                                   Free and Reduced                 Yes       No

School                            Birthdate                         Migrant                          Yes       No

Race/Ethnicity                                                      Preschool                        Yes       No

Date                                                                L.D. Resource                    None      LD         Speech

Examiner Name or Initials                                           Limited English Proficiency      None      ESL        Bilingual


                              FIRST GRADE                                                         SPRING
                                                                        Highest     SPRING        SPRING      SPRING
                         SNAPSHOTS                                      Possible
                                                                         Score
                                                                                      th
                                                                                    20 %ile
                                                                                     Score
                                                                                                  50th %ile
                                                                                                   Score
                                                                                                              Student
                                                                                                               Score

           1     Alphabet Recognition: Upper and Lower Case                54          53           54
           2     Story Listening: Comprehension and Vocabulary             21          15           18
           3     Phonemic Awareness: Initial Consonant                     10            9          10
           4     One-To-One: Matching and Word Naming                         9          8            9
           5     Letter Sounds                                             26          21           25
           6     Developmental Spelling                                    27          19           23
           7     Word Recognition                                          22          18           21
           8     Vocabulary                                                14            8          10
           9     Passage Reading:
                                    9-B    9-D     9-H    9-J
                   Oral Accuracy
                                                                           20          13           16
                  Comprehension

                        TOTALS         5       5      5         5

          10     Fluency: Rate – ”Matt’s Dog”
                   For 1st grade students with Oral Accuracy scores                 37cwpm 64cwpm
                   of 2 or 3 on Snapshots 9-B, 9-D, and 9-H
                                                                                                                DEVELOPED BY:
                                                                                                                        Rebecca Barr
                                                                                                                 Camille Blachowicz
                                                                                                                       Roberta Buhle
                                                                                                                      Jeanne Chaney
                                                                                                                       Michael Dunn
                                                                                                                           Carol Ivy
                                                                                                             Guadalupe Suárez-Silva
                                                                                                       National College of Education
                                                                                                      ISBE SPONSORED PROJECT
                                                                                                                    Version 2B
ALPHABET RECOGNITION: Upper and Lower Case                                                                         Snapshot 1
                                  This scoresheet
MATERIALS                         Pages 1 and 2 in ISEL-K/1 Version 2, Form B, Spring Administration Booklet
                                  “ Say the name of each letter. If you don’t know a letter, we’ll skip it and go on.”
DO and SAY
                                  Teacher points to each letter.

MARK                              Incorrect response ……………… Record incorrect response (including reversals) above letter.
                                  No response or “I don’t know”..... Circle omitted letter.
                                  Self-corrections…………………. Place sc above self-corrected letter.

RECORD
                                     O                B                A               X                 C                Z
OPTION:
If student misses ALL
letters in top row (but only if
ALL 6 in 1st row), you may:          S                E                P               L                 T                M
1. Discontinue Upper Case.
2. Begin Lower Case.                 F                W                K               R                 D                 I


                                     Y                Q                H               G                 N                J



                                     U                V


RECORD
OPTION:
                                     o                c                x               s                 z                i
If student misses ALL
letters in top row (but only if
ALL 6 in 1st row), you may:

1. Discontinue Lower Case.
                                     e                w                p               m                 k                r
2. Begin Snapshot 2.


                                     y                t                a               v                 j                f


                                     u                a                n               h                 b                g



                                     d                l                q               g

SCORE                             Score 1 point for each correct letter. Self-corrections are correct. Reversals are not correct.

Comments/Observations:
                                                                                   Upper Case            /26                   /54
                                                    ALPHABET RECOGNITION:
                                                                                   Lower Case            /28
                                                                                                                         Version 2B
STORY LISTENING: Comprehension and Vocabulary                                                                            Snapshot 2
MATERIALS This scoresheet
               The Carrot Seed by Ruth Krauss
               “I’m going to read you a story. It’s called ‘The Carrot Seed.’ When I finish, we’ll talk about the story.”
                1. Position book to provide student with a clear view of the illustrations.
DO and SAY      2. Read ‘The Carrot Seed” to the student, without any discussion before or during story.
                3. After reading, ask questions below. For questions 1 and 9, only use prompts (in parentheses) if needed.
MARK           Mark any reasonable comprehension response with a plus (+) in its box ( ).
               Mark each acceptable vocabulary response with a plus (+) in its circle ( ).
               If a vocabulary circle has a plus (+), the corresponding comprehension box should also have a plus (+).
RECORD         1. How did the story begin?         Gives any reasonable answer: planted a carrot; planted a seed; put something
                   (What was the first thing       into the ground; planted something in the ground; put something in to grow, etc.
                   the little boy did?)
                                                   Uses any form of the word plant (e.g., planted).
                                                     Uses any form of the word seed and/or carrot.
               2. After he planted the seed,         Gives any reasonable answer.
                  what did his family say?
                                                     Uses any form of the word(s) come up and/or grow (e.g., growed).
               3. What did he do after his           Gives any reasonable answer: he took care of it; he watered it; he pulled the
                  family said it wouldn’t            weeds; he kept watching it, etc.
                  come up?
                                                     Uses any form of the word water (e.g., waters) and/or sprinkle (e.g., sprinkled).
                                                     Uses any form of the word weed.
               4. Why did the little boy             Gives any reasonable answer: he wanted a carrot; he wanted to keep taking
                  keep taking care of the            care of it, etc.
                  carrot seed after his
                  family said it wouldn’t            Uses the word believe (e.g., he didn’t believe them) and/or know (e.g.,
                                                     he knew it could grow) and/or thought differently (e.g., he thought it
                  come up?                           could grow).
               5. What happened at the               Gives any reasonable answer: it came up; he got his carrot; he carried it away, etc.
                  end of the story?
                                                     Uses any form of the word grow (e.g., growed or came up).
               6. Tell me how you plant a            Gives any reasonable answer: put something in to grow; put something in
                  seed.                              the dirt; dig a hole for seeds, etc.
                                                     Uses any form of the word dig and/or hole and/or bury.
                                                     Uses any form of the word ground and/or dirt.
               7. What are weeds?                    Gives any reasonable answer: little things in the ground; the little sticks;
                                                     little plants; green things, etc.
                                                     Indicates that weeds are plants or growing things (not just “sticks”): plant;
                                                     flower; growing stuff; like little grasses.
                                                     Indicates that weeds are harmful: they crowd; they take the shade; they
                                                     are bad; you don’t want them there.
               8. What is a carrot?                  Gives any reasonable answer: something you eat; a vegetable; for bunnies;
                                                     for eyes; for horses; food; dinner; for your health.
                                                     Uses any form of the word vegetable.
               9. What did you like about       Gives any answer except, “I don’t know.”
                  the story? (What was
                  funny or surprising; what
                  didn't you like?)
SCORE          Score one point for each box and/or circle that contains a plus.
Comments/Observations:

                                                STORY LISTENING: Comprehension and Vocabulary                                       21
                                                                                                          Version 2B
PHONEMIC AWARENESS: Initial Consonant                                                                     Snapshot 3
                  This Scoresheet
MATERIALS         Page 3 in ISEL-K/1 Version 2, Form B, Spring Administration Booklet

DO and SAY        “Let’s find pictures that start with the same sound. I’ll do the first two.”
                  For Examples A and B only, say (pictures A & B are identified by dotted lines in Administration Booklet):
                     EXAMPLE A
                     [1] “Which of these pictures starts like MOON?”
                     [2] “COMB—CHAIR—MILK.”
                     [3] “MILK starts like MOON.”
                     [4] “MMMILK—MMMOON.”
                     EXAMPLE B
                     [1] “Which one starts like FISH?”
                     [2] “SAW—FIRE—CAR.”
                     [3] “FIRE starts like FISH.”
                     [4] “FFFIRE—FFFISH.”

                  For questions 1-10, say (pictures identified by solid lines in Administration Booklet):
                     1. “Which of these pictures starts like…”
                     2. Point to all 3 pictures while saying each name clearly.
                     3. Do not emphasize beginning sounds, or identify matching pair, or repeat student's answer.
                  If student tries to say the picture names before teacher, say, “Let me say the picture names.”
                  If student tries to answer before all three pictures are named, say, “Wait until I name them all.”
MARK              Circle student responses. Correct responses are capitalized and bolded.

RECORD             1. “Which one starts like SOCKS?”                          rug               jet           SOUP

                   2. “Which one starts like MAP?”                            feet          MOUSE              bear

                   3. “Which one starts like SHORE?”                          duck            SHIP             chick

                   4. “Which one starts like JAR?”                          JUICE              bug             shark

                   5. “Which one starts like FENCE?”                          dog            FORK               box

                   6. “Which one starts like LIP?”                          LOCK               cup             man

                   7. “Which one starts like RIP?”                            belt             face           RING

                   8. “Which one starts like CAT?”                            star           CORN               fly

                   9. “Which one starts like BEAN?”                          BED               hat              girl

                  10. “Which one starts like PACK?”                           lamb             nose            PEN
SCORE             Score 1 point for each correct answer.
Comments/Observations:


                                                      PHONEMIC AWARENESS: Initial Consonant                            10
                                                                                                                           Version 2B
ONE-TO-ONE: Matching and Word Naming                                                                                       Snapshot 4

MATERIALS        This scoresheet
                 Pages 4, 5, and 6 in ISEL-K/1 Version 2, Form B, Spring Administration Booklet

DO and SAY “We’re going to read a short story together. I’ll read each page first and point to each word
                   as I read. Then it will be your turn to read and point on the same page.”
                  The process below is repeated in full for each sentence before moving on to the next page:
                         [1] Teacher reads one sentence aloud (and alone), pointing once to each word in that sentence.
                         [2] Student reads same sentence (alone), pointing to each word in that sentence. If student fails to
                             try pointing, teacher can lift the student's finger toward (but not onto) print on the page.
                         [3] After student reads each sentence, teacher points to each of two target words in that
                             sentence, one word at a time, and asks, “What’s this word?”
                 After teacher reads and points to each sentence (step 1 above), s/he avoids talk or distractions
                 in order to facilitate student's memory of that sentence.
                 If teacher is unsure whether student pointed to each word (e.g., student pointed and read too
                 quickly), the teacher can direct student to read sentence again and to point more carefully.

MARK             FOR EACH OF 3 SENTENCES IN THE STORY:
                 If student points once to each and every word while reading sentence……Plus (+) in WORD POINTING column.
                 If student does not point once to each and every word in sentence…..……Dash (-) in WORD POINTING column.

                 If student correctly identifies a target word to which teacher points………Plus (+) in WORD NAMING column.
                 If student does not correctly identify target word to which teacher points…Dash (-) in WORD NAMING column.
                 NOTE: In WORD NAMING, if student's word naming response is a close approximation, score
                          response as correct (e.g. student says “walked” instead of “walking”).
                          However, if student struggles to remember/repeat a sentence, check DIFFICULTY REMEMBERING SENTENCE box.

                                  Sentences                                   Word                          Word              Word
RECORD                                                                       Pointing                      Naming            Naming
                 1. Kim is       walking in the rain.
                                      2                  1

                    Difficulty remembering sentence                   Read and pointed to all words         1. rain          2. walking

                 2. She     sees a big dog.
                     1                    2

                    Difficulty remembering sentence                  Read and pointed to all words          1. she            2. big


                 3. The dog shakes water on             Kim.
                            2                 1

                    Difficulty remembering sentence                  Read and pointed to all words          1. water         2. dog


SCORE            Count all pluses (+) in WORD POINTING column and enter below (total possible = 3).
                 Count all pluses (+) in WORD NAMING columns and enter below (total possible = 6).

Comments/Observations:

                                                                                                     Pointing         /3               /9
                                ONE-TO-ONE MATCHING AND WORD NAMING:
                                                                                                     Naming           /6
                                                                                                                       Version 2B
LETTER SOUNDS                                                                                                          Snapshot 5

MATERIALS                This scoresheet
                         Page 7 in ISEL-K/1 Version 2, Form B, Spring Administration Booklet

DO and SAY “You told me the names of the letters. Now tell me the sound you make when you see
                             each letter. Not the name…just the sound. If you don’t know the sound for a letter, we’ll
                             skip it and go on. Here’s how I do it." Teacher points to M in Administration Booklet and
                             says, "When I see this letter, I say, /mmm/.”
                         •   After giving example with M, say, “Now I want you to make sounds for some other letters.”
                         •   If student says letter name say, “That’s the name. Do you know the sound?”
                         •   If student says a word that begins with the sound, say, “Can you make the sound for this letter?”
                         •   If student gives the long sound for a vowel (like the /a/ sound in CAPE), say “Do you know another
                             sound for this letter?” Give credit only if student makes a short vowel sound (like the /a/ sound in CAP).
                         •   If student gives the soft sound for C (like the /s/ sound in CITY), say “Do you know another sound
                             for this letter?” Give credit only if student makes the hard sound for C (like the /c/ sound in CUT).
                         •   If student gives the soft sound for G (like the /j/ sound in GYM), say, “Do you know another sound
                             for this letter?” Give credit only if student makes the hard sound for G (like the /g/ sound in GOT).

MARK                     Incorrect response…………………………………………..... Record incorrect response above letter.
                         No response or “I don’t know”………….…………………… Circle omitted letter.
                         Self-correction…………………………..………………….....Place sc above self-corrected letter.
                         Student says letter name before giving sound (e.g.,“b” /b/)…… Response is considered correct.
                         Student attaches an /uh/ sound after consonant (e.g., /buh/ for /b/)..... Response is considered correct.


RECORD                                        B            S             P              T              K            Z
OPTION:
If student misses
ALL letters in top
row (but only if ALL 6
in 1st row), you may:
                         Consonant            D            F             C              V              J            G
                          Sounds

1. Discontinue
   Snapshot 5.
2. Begin Snapshot 6.                          L            N             R              H              W            Y




                                              a            o              e              i                 u
                         Short Vowel &
                         Digraph Sounds
                                             sh            th             ch

SCORE                    Score 1 point for every correct sound. Count self-corrections as correct.

Comments/Observations
                                                                                             LETTER SOUNDS                       26
                                                                                                                           Version 2B
DEVELOPMENTAL SPELLING                                                                                                     Snapshot 6
MATERIALS This scoresheet packet and a pencil (for student use)
          Back page of this
                      “We’re going to write some words. I’ll go first. The word is ‘MAT.’ What letter should I write first?”
DO and SAY
                       If student does not quickly provide a letter, say, “I hear an M.” Write the letter M.
                       Then say, “Do you hear anything else?” Supply letters if student does not say remaining letter names.
                       Repeat process for LIP. Do not skip this 2nd exemplar.
                       Clearly pronounce each of 6 spelling words to student, but do not stretch out or pronounce words slowly.
                       To determine if student has finished spelling, say, “Let me know when you’re ready for the next word.”
MARK                  Reproduce student’s attempts in STUDENT’S SPELLING column. See SCORE (below) for additional directions.
                                                                           CORRECT &
RECORD                                   STUDENT’S SPELLING
                                                                          ACCEPTABLE
                                                                            LETTERS
                                                                                                 LETTER       BONUS POINT
                                                                                                              (Correctly Spelled)
                                                                                                                                    TOTAL
                                                                                                 POINTS                             POINTS
OPTION:                                                                                                       Award Bonus Point
                                                                      f     ee    t                             for FEET or
If student does not                                                                                                 FEAT
at least produce      1. feet                                         v      e    d
letter-like symbols                                                         ea                      (3)              (1)             (4)
for the first 2
words, you may:                                                       s      i    de
1. Discontinue        2. side                                         c      y    d
   Snapshot 6.                                                                     t                (3)              (1)             (4)
                                                                                                              Award Bonus Point
2. Proceed to                                                         r     oa    d                             for ROAD or
                                                                                                                    RODE
   Snapshot 7.        3. road                                         w     o     de
                                                                                   t                (3)              (1)             (4)
                                                                      p      i    ck    ing
                                                                      b      e    c      e
                      4. picking                                                  k      i
                                                                                  g     .n
                                                                                         g          (4)              (1)             (5)
                                                                      l      a    m         p
                      5. lamp                                         o                     b       (4)              (1)             (5)
                                                                          d    r     e     ss
                                                                          j          a      s
                      6. dress                                            g                 c
                                                                         h
                                                                         ch                            (4)          (1)            (5)

SCORE                 1. Circle 1st consonant. Discontinue scoring a word if 1st consonant IS NOT represented by a letter listed for that
                         word under 1st column of CORRECT & ACCEPTABLE LETTERS. If 1st consonant is not represented, the word is
Before scoring,          given 0 points (e.g., if student writes AC for BACK, the score for that word is 0).
refer to
Teacher’s             2. If first sound IS represented under CORRECT & ACCEPTABLE LETTERS, circle it and all subsequent letters if
Guide for                they occur in the same order from left to right as listed in columns under CORRECT & ACCEPTABLE LETTERS
additional               (e.g., for STEP, SPT receives 2 points). Ignore inserted letters (e.g., for STEP, SOCP receives 2 points).
assistance and        3. For each word, count the number of columns that contain a circled letter. Give only one point per column (i.e.,
examples.                a column with 2 circled letters earns only one point.) For example, with JUNK, JUOK receives only 3 points
                         because the U and the O are circled in the same column). Enter the number of circled columns in LETTER POINTS.
                      4. Award one additional point under BONUS POINT for any word that is correctly spelled.
                      5. For each word, add number of LETTER POINTS plus BONUS POINT (if earned) for each word and enter
                         total under TOTAL POINTS for that word. Add TOTAL POINTS column for a total score.
Comments/Observations:
                                                                                  Developmental Spelling                              27
                                                                                                            Version 2B
WORD RECOGNITION                                                                                            Snapshot 7

MATERIALS                         This scoresheet
                                  Page 8 in ISEL-K/1 Version 2, Form B, Spring Administration Booklet

DO and SAY                        “Let’s see if you can read any of these words. I’ll point and you read.”
                                  If prompts are needed, say, “What’s this one?” or “How about this one?” or “Try it.”

MARK                              Correct response……………….. Plus (+) next to word.
                                  Incorrect response …………...… Dash (-) next to word.
                                                                 Optional: record attempt and/or incorrect response.
                                  No response or “I don’t know”… dk next to word.
                                  Self-corrections………………… sc next to word.

RECORD
       OPTION A:
If a student misses 6 words       1. see                         9. stop                      17. table
in direct order (either all
within one column or the end
of one column through top of
the next column) you may:
                                  2. into                      10. help                       18. house
  Discontinue giving
  Snapshot 7 and proceed
  to Snapshot 8.

        OPTION B:                 3. dog                       11. make                       19. still
If a student correctly
identifies from 14 to 17
words, you may:
  Finish Snapshot 7 & do          4. and                       12. live                       20. change
  Snapshot 8, but skip over
  Snapshot 9-b (Toy Models)
  and begin with Snapshot 9-d
  (My Bike). Although 9b is
  skipped, give student 5 pts     5. eat                       13. when                       21. able
  for 9b.

        OPTION C:
If a student correctly
identifies 18 or more             6. here                      14. how                        22. breathe
words, you may:
  Finish Snapshot 7 and do
  Snapshot 8, but skip over
  Snapshots 9-b & 9-d (Toy        7. said                      15. could
  Models and My Bike) and
  begin with Snapshot 9-h
  (Paint my Room). . Although
  student qualifies to skip 9-b
  and 9-d, give student full 5    8. home                      16. child
  pts. for EACH of those books.

SCORE                             Score 1 point for each correctly identified word.
                                  Count self-corrections as correct.
                                  Words laboriously decoded are NOT counted as correct.
Comments/Observations:
                                                                               WORD RECOGNITION                        22
                                                                                                    Version 2B
VOCABULARY                                                                                          Snapshot 8
MATERIALS      This Scoresheet

DO and SAY “I’m going to ask you what some words mean. Some of these are words you know
               and some you don’t know. You can tell me, point, or show me to explain what a
               word means.”
               For examples below, model gestures as well as words to show that each is an acceptable way to
               explain what a word means:
               EXAMPLE 1
               [1] Say, “CAR. What does the word CAR mean?”
               [2] Model and demonstrate: “An automobile. Something you drive. Something you go in
                   to go places.” Also, use gestures as though you are driving a car.
               EXAMPLE 2
               [1] Say, “Now you try it: ARM. What does ARM mean?”
               [2] Confirm if student correctly explains either orally or by pointing to his/her arm. Or,
                   provide answer if student does not.
              Say, “When the word is a really hard word, it’s okay to say, ‘I don’t know.’ ”
               After presenting examples, begin by asking what the first word, FLASHLIGHT, means (see
               RECORD below). If no response, read the sentence provided. If still no response, move on to
               the next word quickly, saying, “GLUE. What does GLUE mean?”

MARK           Mark a plus (+) in the SCORE column if the student knows anything about the word, as
               indicated by even naïve verbal responses, facial gestures, or physical actions (e.g.,
               pointing to his/her arm to define ARM, or making a facial grimace to define TERRIBLE).
               Students are not required to provide sophisticated responses to receive a plus. If
               student does not respond at all or refers to an alternative meaning, read the sentence
               provided and ask what the word means in that sentence. If clarifications for words
               with multiple meanings are needed, see list following RECORD for target definitions.
               Mark a dash (-) if the student provides no responses or an incorrect response.
RECORD         Stop testing after the student misses 5 words in sequence.                                       SCORE
                    First say        > “FLASHLIGHT. What does FLASHLIGHT mean?”
               1 If no response, say >“In the dark, you need a FLASHLIGHT. What does FLASHLIGHT
                                            mean in this sentence?”

                    First say           >“GLUE. What does GLUE mean?”
               2
                    If no response, say >“The GLUE was sticky. What does GLUE mean in this sentence?”

                    First say             >“DROP. What does DROP mean?”
               3    If no response, say   >“DROP The ball. What does DROP mean in this sentence?”
                    First say        >“MUNCH. What does MUNCH mean?”
               4 If no response, say >“I like to MUNCH on something when I watch TV. What does MUNCH
                                           mean in this sentence?”

                    First say           >“CURL. What does CURL mean?”
               5
                    If no response, say >“Her hair has a natural CURL. What does CURL mean in this sentence?”
                                                                                            Continued on next page
                                                                                                          Version 2B
                                                                                                          Snapshot 8
VOCABULARY (Continued)                                                                                        (Continued)
                                                                                                                    SCORE

RECORD                    First say           >“DONE. What does DONE mean?”
                      6
(Continued)               If no response, say >“I’ve DONE all my work. What does DONE mean in this sentence?”

                          First say         >“OFFICE. What does OFFICE mean?”
                      7 If no response, say >“Take this to Jane’s OFFICE. What does OFFICE mean in this
                                                  sentence?”

                          First say             >“PILL. What does PILL mean?”
                      8   If no response, say   >“The PILL was very tiny. What does PILL mean in this sentence?”
                          First say         >“SPACE. What does SPACE mean?”
                      9 If no response, say > “There was no SPACE on the shelf. What does SPACE mean in this
                                                  sentence?”

                          First say         >“HORRID. What does HORRID mean?”
                     10 If no response, say >“It was a HORRID movie. What does HORRID mean in this
                                                  sentence?”

                          First say             > “ORGAN. What does ORGAN mean?”
                     11 If no response, say     >“The ORGAN makes beautiful music. What does ORGAN mean in this
                                                  sentence?”

                        First say               >“DAMP. What does DAMP mean?”
                     12 If no response, say
                                                >“The ground was DAMP. What does     DAMP mean in this sentence?”

                          First say           >“SECURE. What does SECURE mean?”
                     13
                          If no response, say >“I feel SECURE at school. What does SECURE mean in this sentence?”

                          First say         >“TERROR. What does TERROR mean?”
                     14 If no response, say >“He saw TERROR in the mouse’s face. What does TERROR mean in
                                                  this sentence?”

SCORE                Score 1 point for each correct answer (+). Add together and enter below.

TARGET DEFINITIONS:
         1.   flashlight…... electric torch                          8.   pill...……..... small ball of medicine
         2.   glue………... sticky stuff                                9.   space..…….. room
         3.   drop……….. fall                                        10.   horrid……… terrible
         4.   munch…...... chew                                     11.   organ…........ musical instrument
         5.   curl…...…….twist into rings                           12.   damp….…... a little wet
         6.   done……..… finish doing                                13.   secure...……. free from fear (emotion)
         7.   office.…...... place of business                      14.   terror...…….. a great fear

Comments/Observations:




                                                                                      VOCABULARY                     14
  NOTE: Only 1st grade students with scores of 2 or 3 on Oral Accuracy for
        passages 9b, 9d, and 9h are given Snapshot 10—Fluency.
                                                                                                                             Version 2B
                                                          st
PASSAGE READING: Leveled as 1 Grade-Early Fall Passage                                                                     Snapshot 9-b
MATERIALS            This scoresheet
                     The book, Toy Models

SAY & DO “This book is called ‘Toy Models’ and it has many pictures.”
                      After reading the cover and title page without pointing, say, “Read to see about these toys."
                      To mark oral reading, see Teacher’s Guide to the ISEL-K/1.
MARK
                      Mark a plus (+) in each box for reasonable answers to questions 1 & 2 in right-hand column of RECORD.
                      Check SMOOTH, WORD-BY-WORD, or LABORED to describe student’s oral reading fluency.
                                                                                                                    COMPREHENSION
RECORD                                                                                                       NOTE:
                     p2      A      car        is              a           toy.                              If reading is discontinued before
OPTION:                                                                                                      end of passage, score is 0 and no
                                                                                                             comprehension questions are asked.
Regardless of        p4      A      boat        is                 a        toy.
accuracy, you
may discontinue                                                                                               1. ASK: “What do you do
this snapshot and                                                                                                with a toy?”
the 3 graded         p6      A      truck           is             a         toy.
passages that
follow if decoding
on Toy Models is     p8      A      horse           is              a        toy.
painfully labored
and/or if child
seems frustrated.                                                                                                 Accept any answer that
Score is 0 if        p10     A      doll        is             a           toy.                                   indicates that a toy is
reading is                                                                                                        something you play with.
discontinued.
                     p12     A      farm        is                 a        toy.                             2. ASK: “What are some
                                                                                                                of the toys the book
                                                                                                                talks about?”
                     p14     A      train       is                 a        toy.

                     p16     A      house            is                a     toy
                                                                                                                  Student must name at least two
                                                                                                                  toys in the book to receive
                                                                                                                  credit. (If necessary, probe.)
                     Student’s oral reading sounded:             SMOOTH             WORD-BY-WORD             LABORED
SCORE
                     Student’s total number of errors is   (self-corrections are NOT errors). Match number of errors to a box below.
                     At bottom, enter Accuracy Score (below), Comprehension Score (marked above in RECORD), and add for Total.

                     ORAL ACCURACY:                                                          5 errors = 88%
                          0 errors = 100%                                                    6 errors = 85%
                          1 error = 98%                   3 errors =              93%        7 errors = 83%
                          2 errors = 95%                  4 errors =              90%        8 errors = 80%               9 or more ≤78%

                           Score = 3                               Score = 2                  Score = 1                      Score = 0
                     CONTINUE to Passage 8-d          CONTINUE to Passage 8-d              STOP all Passage Reading    STOP all Passage Reading

Comments/Observations:
                                                                   NOTE: Only 1st grade students with scores of 2 or 3 on Oral Accuracy for
                                                                         passages 9b, 9d, and 9h are given Snapshot 10—Fluency.


                                 Oral Accuracy                     _         3      Comprehension            _    2    Total _______5_
 NOTE: Only 1st grade students with scores of 2 or 3 on Oral Accuracy for
       passages 9b, 9d, and 9h are given Snapshot 10—Fluency.                                                                      Version 2B
                                                                st
PASSAGE READING: Leveled as 1 Grade - Late Fall Passage                                                                          Snapshot 9-d
MATERIALS This scoresheet
                     The book, My Bike

SAY & DO “This book is called ‘My Bike.’ In this book, a girl tells you whether she can ride her
                      two-wheel bike after the training wheels are taken off.”
                      After reading the cover and title page without pointing, say, “Read to see what the girl tells
                      us she can do.”
MARK                  To mark oral reading, see Teacher’s Guide to the ISEL-K/1.
                      Mark a plus (+) in each box for reasonable answers to questions 1 & 2 in right-hand column of RECORD
                      Check SMOOTH, WORD-BY-WORD, or LABORED to describe student’s oral reading fluency.
                                                                                                                         COMPREHENSION
RECORD               p2       My        bike        has          four        wheels.                              NOTE:
                                                                                                                  If reading is discontinued before
OPTION:                                                                                                           end of passage, score is 0 and no
You may              p3       I      can         ride           my         bike.                                  comprehension questions are asked.
discontinue all
passage reading if   p4       Now           my           bike                                                     1. ASK: “What was the
student makes 3
                                                                                                                     little girl learning to do
errors by end of
                              has        two             wheels.                                                     in this book?”
page 2 of this
book, or if
decoding is          p7       Can       I        ride           my         bike?
painfully labored,                                                                                                     Accept any answer that
and/or if student    p8       Mom           holds          me.                                                         relates to learning to ride
seems frustrated.                                                                                                      a bike.
Score is 0 if
reading is           p10      Mom           lets          go.                                                     2. ASK: “How did her Mom
discontinued.                                                                                                        help her?”
                     p12      I      fall        down.

                     p14      I      get           up.                                                                 Accept any answer that
                                                                                                                       includes one of the
                     p16      I      can         ride           my         bike.                                       following: she held her;
                                                                                                                       let her go; watched her.
                     Student’s oral reading sounded:                         SMOOTH               WORD-BY-WORD               LABORED
SCORE
                     Student’s total number of errors is               _   (self-corrections are NOT errors). Match number of errors to a box below.
                     At bottom, enter Accuracy Score (below), Comprehension Score (marked above in RECORD), and add for Total.

                     ORAL ACCURACY:

                           0 errors = 100%                                                        4 errors = 89%
                                                                                                  5 errors = 87%
                           1 error = 97%
                                                                                                  6 errors = 84%
                           2 errors = 95%                   3 errors =           92%              7 errors = 82%                8 or more ≤79%
                            Score = 3                                Score = 2                      Score = 1                      Score = 0
                     CONTINUE to Passage 9-h              CONTINUE to Passage 9-h              STOP all Passage Reading     STOP all Passage Reading

Comments/Observations:
                                                                     NOTE: Only 1st grade students with scores of 2 or 3 on Oral Accuracy for
                                                                           passages 9b, 9d, and 9h are given Snapshot 10—Fluency.


                                    Oral Accuracy                _          3      Comprehension                 _     2    Total _______5_
 NOTE: Only 1st grade students with scores of 2 or 3 on Oral Accuracy for
       passages 9b, 9d, and 9h are given Snapshot 10—Fluency.
                                                                                                                                                            Version 2B
                                                                         st
PASSAGE READING: Leveled as 1 Grade - Early Spring Passage                                                                                                Snapshot 9-h
                   This scoresheet
MATERIALS The book, Paint My Room
          “We only have time to read some of this book. It’s called ‘Paint My Room.’ The author tells
DO & SAY   you the exciting thing that one family decided to do.”
           After reading the cover and title page without pointing, say, “Read to see what this family did.”
                     To mark oral reading, see Teacher’s Guide to the ISEL-K/1.
MARK                 Mark a plus (+) in each box for reasonable answers to questions 1 & 2 in right-hand column of RECORD.
                     Check SMOOTH, WORD-BY-WORD, or LABORED to describe student's oral reading fluency.
                                                                                                                                               COMPREHENSION
RECORD p2 “Time                        to         get           up!”                  Mom            said.                              NOTE:
                                                                                                                                        If reading is discontinued before
OPTION:                  “Put        on           your               old               clothes,”               Dad          said.       end of passage, score is 0 and no
You may                  “We’re        going              to             paint             your          room            today.”        comprehension questions are asked.
discontinue all
passage                   Nick     sat     up.
                                                                                                                                         1. ASK: “When Nick’s
reading if                It   was     the     weekend.                                     Mom                and         Dad              Mom and Dad woke him
student makes
8 errors by the           always            did           something                        exciting                                         up, what did they say to
end of page 2                                                                                                                               him?”
                          on         the          weekend.
of this book,
or if decoding     p4   “What          color             will                 we            paint          it?”
is painfully
labored,                  Nick            asked.
and/or if                “You         choose,”           Dad                  said.         “It’s        your            room.”
student seems
                          Nick         looked                  all                   around              the          room.                   Accept any answer that
frustrated.                                                                                                                                   relates to getting dressed,
Score is 0 if                                                                                                                                 painting his room, etc.
reading is
                          Then         he          had               a           great             idea.
discontinued.            “Let’s        paint             it              like          a            jungle!”                             2. ASK: “When Nick finishes
                   p6    “Painting          a      jungle                     will         take      a      long           time,”           painting his room, how
                                                                                                                                            will it be different from
                          said        Mom.                                                                                                  most bedrooms?”
                         “Can         we          paint              the              trees          first?”
                          Nick         asked.
                         “OK,”         Mom              said.
                         “Let’s        get         the           cans                  of          paint.”
                                                                                                                                              Accept any answer that
                          Dad         put         down                   a           big       sheet.                                         includes how other bedrooms
                                                                                                                                              are painted only one color;
                          They        put         the         cans             of          paint      on          the      sheet,             that this one will look like a
                                                                                                                                              jungle; that this one has trees
                                                                                                                                              on the walls, etc.
                          and         they         all           started                   painting             trees.
                   Student’s oral reading sounded:           SMOOTH              WORD-BY-WORD             LABORED
SCORE              Student’s total number of errors is _ (self-corrections are NOT errors). Match number of errors to a box below.
                   At bottom, enter Accuracy Score (below), Comprehension Score (marked above in RECORD), and add for Total.
                  ORAL ACCURACY:
                        0 errors     =100%
                        1 error      = 99%          7 errors              =    94%             13 errors        =    89%           19 errors      =84%
                        2 errors     = 98%          8 errors              =    93%             14 errors        =    88%           20 errors      =83%
                        3-4 errors   = 97%          9-10 errors           =    92%             15 errors        =    87%           21 errors      =82%
                        5 errors     = 96%          11 errors             =    91%             16-17 errors     =    86%           22-23 errors   =81%
                        6 errors     = 95%          12 errors             =    90%             18 errors        =    85%           24 errors      = 80%     25 or more ≤79%
                        Score = 3                         Score = 2                                               Score = 1                                  Score = 0
                  CONTINUE to Passage 9-J CONTINUE to Passage 9-J                                     STOP all Passage Reading                       STOP all Passage Reading
                                     Oral Accuracy                                     3       Comprehension                                  2     Total               5
  NOTE: Only 1st grade students with scores of 2 or 3 on Oral Accuracy for passages 9b, 9d, and 9h are given Snapshot 10—Fluency.
 NOTE: 1ST grade students who read Wind Power can be given Snapshot 10—Fluency,
       regardless of their Oral Accuracy score on Wind Power.
                                                                                                                                                      Version 2B
PASSAGE READING: Leveled as 2nd Grade - Early Fall Passage                                                                                          Snapshot 9-J
                  This scoresheet
MATERIALS The book, Wind Power
          “This is a book called ‘Wind Power.” In this book, a family tells us about the wind and
DO & SAY   about a machine that uses the wind to make it run.”
           After reading the cover and title page without pointing, say, “Read to learn about this machine.”
                    To mark oral reading, see Teacher’s Guide to the ISEL-K/1.
MARK                Mark a plus (+) in each box for reasonable answers to questions 1 & 2 in right-hand column of RECORD.
                    Check SMOOTH, WORD-BY-WORD, or LABORED to describe child’s oral reading fluency.
                                                                                                                                           COMPREHENSION
RECORD            p2     We        love     to        walk        up         the      hill       behind          our    house.       NOTE:
                                                                                                                                     If reading is discontinued before
OPTION:                  You          can          see            the              whole          city.                              end of passage, score is 0 and
                                                                                                                                     no comprehension questions are
You may                  You          can          see             right            out          to        the         ocean.        asked.
discontinue all
passage           p4     The         wind          blows               there          most            of       the      time.        1. ASK: "What is a windmill?”
reading if
student makes            It        blows           the          grass               flat.
8 errors by the
end of page 4            It’s        too          windy                for          trees         to           grow.
of this book,
or if decoding    p5     At         the          top         of              the         hill,
is painfully
labored,
                         there        is          a          big             machine.
and/or if
                         A         wind           turbine.                                                                                   Accept any answer that
student seems                                                                                                                                relates to a big machine
frustrated.       p6     The         turbine             looks                like                                                           or object with paddles or
Score is 0 if                                                                                                                                arms that get blown by
                                                                                                                                             the wind; a power
reading is               a windmill.                                                                                                         generator (e.g., “A
discontinued.                                                                                                                                windmill makes wind.”
                                                                                                                                             is not counted as correct.)
                  p7     It        sounds             like         a          windmill
                                                                                                                                     2. ASK: "Why is wind power
                         as         the      blades               whirl             around.                                             important?”
                         Swoosh!           Swoosh!              Swoosh!
                  p9     The         wind              blows            the           blades           around.
                         The         blades              turn           the           generator.
                         The         generator               makes                 electricity.
                  p10    And          we          use           electricity                 every          day,                              Accept any answer that
                                                                                                                                             relates to making or
                  p12    for        all          kinds          of            things.                                                        providing electricity.
                  Student’s oral reading sounded:           SMOOTH              WORD-BY-WORD            LABORED
SCORE             Student’s total number of errors is  _ (self-corrections are NOT errors). Match number of errors to a box below.
                  At bottom, enter Accuracy Score (below), Comprehension Score (marked above in RECORD), and add for Total.
                  ORAL ACCURACY:
                        0 errors    =100%
                        1 error     = 99%              6 errors        =   94%              11 errors      =   89%        16 errors      =   84%
                        2 errors    = 98%              7 errors        =   93%              12 errors      =   88%        17-18 errors   =   83%
                        3 errors    = 97%              8 errors        =   92%              13 errors      =   87%        19 errors      =   82%
                        4 errors    = 96%              9 errors        =   91%              14 errors      =   86%        20 errors      =   81%
                        5 errors    = 95%              10 errors       =   90%              15 errors      =   85%        21 errors      =   80%       22 or more ≤79%
                          Score = 3                       Score = 2                                              Score = 1                               Score = 0
                                      Oral Accuracy                      _           3        Comprehension                      _       2     Total _______5_
 NOTE: 1ST gr. students who read Wind Power can take Snapshot 10—Fluency, regardless of Oral Accuracy score on Wind
 Administer this Snapshot to first grade students with
 oral accuracy scores of 2 or 3 on passages 9b, 9d, and 9h.
                                                                                                              Version 2B
FLUENCY: Reading Rate (Words Correct per Minute)                                                             Snapshot 10
MATERIALS Page 9 (fluency passage: Matt’s Dog) in ISEL-K/1 Version 2, Form B, Spring Administration Booklet
                 Stopwatch or timer
DO & SAY “The name of this story is, “Matt’s Dog.” You may only read part of this story. Read at your
                      normal pace, not too fast and not too slow. Now, read to find out about Matt and his dog.”
                 Start the stopwatch/timer as soon as the student starts reading the text. Stop the reading at 1 minute.

MARK             Put a slash mark through any word missed.
                 Write SC over a word that is self-corrected.
                 If a child pauses 3 seconds over a word, tell it to the student and write T over the word.
                 At one minute, put a bracket ( ] ) after the last word and stop the reading, even if child is not finished.

RECORD                      Matt’s dog barked and barked. Sometimes he barked to……..                        9
                 be friendly. Sometimes he barked when he saw someone new. ….… 19
                 He barked at the mailman. If a dog or cat came near his house,                             33
                 he barked.      Matt thought that his dog barked too much. Matt…......... 44
                 asked the dog doctor about the barking.                …………………………….... 51
                             “Why does my dog bark so much?” Matt asked the……….... 61
                 doctor. ……………………………………………………..……………………. 62
                            The dog doctor told Matt, “Dogs bark for lots of reasons. .. 73
                 It’s one way they have to say what they are thinking.”…………….. 84
                            Matt asked, “Are there other ways my dog is trying to tell.. 96
                 me what he is thinking?”…………..…………………………….………….. 101
                            “Sure,” said the doctor. “Have you ever seen your dog wag 112
                 his tail so hard it hits both sides of his body?”……………………… 123
                            Matt thought for a minute, and then he said, “Sure! My……. 134
                 dog does that every time he sees me coming home from…………… 145
                 school!” ……………………………………………………………………..…… 146
                            “Well,” said the doctor, “he is just showing you how happy... 157
                 he is to see you! Keep watching your dog and notice all the ways 171
                 he shows you how he feels. Barking is just one of them.”…. 183

SCORE             •   Count as errors: substitutions, mispronunciations, tolds (teacher provides word) and omissions.
                  •   Do NOT count as errors: insertions, self-corrections.
                  •   Count words read. Enter on first line below.
                  •   Count errors. Enter on second line below
                  •   Subtract second line from first line and enter on third line for words correct per minute (wcpm).
Comments/Observations:
                                                               FLUENCY:          # of words read
                                                                                 - (subtract) # of errors
 Administer this Snapshot to first grade students with
 oral accuracy scores of 2 or 3 on passages 9b, 9d, and 9h.                      = TOTAL (wcpm)
                                                          Version 2B
                                                            Use with
                                                          Snapshot 6

1st exemplar




2nd exemplar




      1.


      2.


      3.


      4.


      5.


      6.



               After spelling, student prints name here

								
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