Evaluation for 4.6
Materials regularly and systematically offer assessment opportunities that genuinely measure student progress as indicated by the program scope and sequence (K-2).
The materials regularly and systematically offer assessment opportunities that measure student progress as indicated by the program scope and sequence. The program provides guidance for teachers to respond to individual students’ literacy needs after assessments. The assessments measure the students’ understanding of print concepts, phonological awareness, phonetic knowledge, and fluency.
Examples include but are not limited to:
The “Being a Reader Assessment Resource Book” provides a “Letter Name Assessment” that is administered to identify Grade 1 students who need instruction in letter names. If necessary, teachers can access the “Learning Letter Names” lessons on the “CCC Learning Hub.” Students who demonstrated mastery on the Letter Name Assessment continue to the “Placement Assessment for Small-Group Reading Sets 1–5” to identify their reading levels. Materials provide guidance for planning small groups based on the results of the assessment; for example, “If a student tests below Set 4, you will need to acquire the Small-Group Teacher Manual and texts for that level.” In contrast, if they place out of Set 5 at the beginning of the year, the teacher is directed to use the Placement Assessment for Sets 7–12.
Materials note: “During the course of the year, after the students have passed the Mastery Test at the end of Set 5, they will follow one of two pathways into Small-Group Reading Sets 6–12.” The pathways for small-group work are aligned to the lessons and activities concurrently taking place in the whole-group instruction of the “Being a Reader” program.
The Being a Reader Assessment Resource Book includes “Mastery Tests” designed to assess how well individual students are learning the spelling sounds, phonics patterns, and high-frequency words taught in Small-Group Reading Sets 1–5. Throughout the Small-Group Reading lessons, Mastery Test “Assessment Notes” alert the teacher when an assessment is suggested; these occur once every four weeks. For example, Mastery Test 1 is completed after four weeks of instruction in Set 1. Students have five seconds to read each of the following spelling sounds: s, n, m, t, a; “The passing criterion is set at 80 percent.” Materials provide guidance for how to address students who do not meet the criterion. For Set 1, after identifying students who need repeat instruction, teachers must further evaluate which sounds were missed. Next, the lesson “Reteach with Nat the Rat” is used to strengthen the skill.
In the “Being a Reader Teacher Manual,” Week 3, teachers use the “Class Assessment Record Sheet” (CA1), and a “Class Assessment Note” to determine whether the students are able to sustain independent writing, reading, and word work for at least 15 minutes each. This is observed through the teacher reflecting on questions such as “Do the students use their independent work habits consistently and do word work independently for the whole time?” There is also a separate “Assessment Resource Guide” that includes formative and summative assessments that can be used to respond to individual students’ literacy needs weekly.
In the Being a Reader program, whole-class “Shared Reading” lessons develop concepts of print, phonemic awareness, and letter recognition. By rereading texts during Shared Reading, students develop “awareness of the functions of print, their familiarity with language patterns, and their word recognition skills.” For example, in Week 3, echo-reading is introduced with the text Flower Garden. Students are directed to track the print as it is read. The teacher is directed to model tracking from left to right and top to bottom. Teachers observe each student’s ability to track print as they listen during Shared Reading. During Week 5, the teacher shows the front and back covers of the book; reads aloud the title, author, and illustrator; and explains what an author and illustrator do. Students then discuss the story. Concepts of print are assessed in Week 6, with the “Group Progress Assessment” for Small-Group Reading found in the Being a Reader Assessment Resource Book. Teachers ask themselves, “Have the students mastered concepts of print, such as where to begin reading and pointing to each word as they read?” A rubric measures if all, most, or few readers have mastered these concepts.
In the Being a Reader Assessment Resource Book, Set 4, Week 2, the Small-Group Reading Group Progress Assessment has teachers ask themselves the following question: “Can the students produce rhyming words?” These questions assess students in their understanding of phonological awareness, and materials provide suggestions for addressing struggling students: “If the students struggle with rhyming, provide additional practice by repeating the phonological awareness activity with another rime.” A section titled “Reteach with A Good Team” is provided at the end of the lesson. During Set 5, Week 2, teachers ask themselves the following question: “Can the students read two-syllable words?” If they are unable to do so, materials provide recommendations, such as “Have them read two-syllable words by framing each syllable and having the students read each syllable separately before reading the whole word.”
There are opportunities for students to practice each newly taught sound and sound/phoneme pattern. Small-Group Reading Sets 1–5 focus on phonics/decoding and high-frequency word recognition. For example, in Week 4, students work on oral blending by blending the words that follow a phoneme stated by the teacher, such as pile, games, and shines. Students also work on guided spelling with the same letter and sounds as in their blending practice. In addition, by the end of Set 5, the students will have mastered single-syllable phonics and been introduced to polysyllabic decoding. Mastery Test 5 checks students’ ability to decode words such as zip, jog, edge, when, sing, quick, snap, and fast.
In the Small Group Placement Assessment for Sets 1–5, “Spelling of Sounds” in Section B measures phonetic knowledge. Sections D–F is a list of decodable words to read, with a five-second limit per word. Set 8 measures if the students can read polysyllabic words. The rubric measures if all, most, or few readers have mastered these concepts.
“Placement Tests” help to evaluate students’ fluency. Instructions on preparing the placement test, conducting the assessment, and interpreting the results are provided. Materials include assessment record sheets and notes on the next steps if the student does not pass. There are also next steps based on the percentage of accuracy. An “Individual Reading Observation” record is included to track fluency progress. Teachers observe as students read aloud and record responses to guide provided questions: “Is the student able to group words together in phrases? Does the student use appropriate expressions and intonation? Is the student able to read at an appropriate rate? Does the student’s voice reflect the punctuation marks? Does the student read in a way that reflects an understanding of how the characters are feeling?”