Elementary Literacy
Assessment Guidelines
Our ELA Community BlackBoard Page: ACPS ELA
2017-2018 Elementary Literacy Assessment Calendar
Fall Winter Spring
Data Entry Oct 27 Jan 22 June 8
Deadlines End of 1st 9 weeks
End of 2nd 9 weeks End of school year
ACPS Assessment Calendar 2017-2018
Table of Contents
PURPOSE
A Tiered Perspective of Literacy Assessments in ACPS ............................................................. 3
GRADE LEVEL REQUIREMENTS
Preschool..................................................................................................................................... 5
Kindergarten ............................................................................................................................... 6
First Grade .................................................................................................................................. 7
Second Grade .............................................................................................................................. 7
Third Grade............................................................................................................................... 10
Fourth Grade ............................................................................................................................. 11
Fifth Grade ................................................................................................................................ 12
Timing Your Yearly Literacy Assessments...............................................................................14
ACPS: Comparing Literacy Tools.............................................................................................16
READING......................................................................................................................................17
How to administer a running record…………………………………………………… 18
ACPS Reading Midyear Administration………………………………………………. .23
Reading Comprehension Rubric…………………………………………………………26
FLUENCY.....................................................................................................................................29
PAWS................................................................................................................................32
Six Minute Solution Passages............................................................................................40
WRITING......................................................................................................................................51
5th grade alternative assessment in writing……………………………………………....68
APPENDICES...............................................................................................................................73
Overview of Assessments ........................................................................................................... 74
Collecting a Profile of Information ............................................................................................. 83
"On, above, or below" grade level............................................................................................... 83
Individual Student Profile ........................................................................................................... 85
Individual Student Profile (Kindergarten)................................................................................... 86
Reading Stage Descriptions......................................................................................................... 87
QRI Administration Guidelines and Reserved Passages …………………….....…………...…89
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 2
PURPOSE
These guidelines were developed in order to articulate clear expectations for
Language Arts assessments. In response to requests for more consistency and
guidance in this area, Elementary Language Arts Vertical Team Members along with
classroom teachers, collaborated to incorporate feedback into these Elementary
Literacy Assessment Guidelines. Please contact your school’s Language Arts
Content Advisory Team (CAT) member, Instructional Coaches, the school division’s
Language Arts Facilitator, or the Title I Specialist for questions or comments related
to language arts assessments.
In 2016, the document was revised in order to 1) be more responsive to the
development of emergent readers and 2) align word study and reading benchmarks
to the 2016 edition of Words their Way – most specifically Table 2.5 titled
Concordance of Spelling and Reading Stages across Grade Levels (pg. 45).
A Tiered Perspective of Literacy Assessments in ACPS
By using a tiered assessment model, we are able to examine student learning
at the state, division, school, and classroom/individual level. As we guide student
instruction based on data, our goal is to ensure that all students reach benchmarks
that will allow for life-long learning through reading and writing. The following
model represents the collection of data currently gathered at the elementary level
to support literacy.
State PALS Reading
SOLs Readiness
Skills,
VA Standards
Division Midyear Reading Readiness
Skills, ACPS created
Assessment assessment
QRI, Running Records Reading Level
Encoding/Spelling
School DSA Fluency, Accuracy
Six-Minute Solution* Written Composition, Usage/Mechanics,
PAWS Written Expression
Writing
Class/ Teacher-prepared Ongoing assessment of and for
Students assessments learning including frequent assessment
in reading comprehension, fluency,
word study, vocabulary, and writing;
common assessments on grade level
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 3
Grade Level Requirements:
Assessment and Benchmark Information
Sept. Fall Preschool Spring
Pre-K Oct. Winter May/June
PALS PALS
Nov. – Apr.
Ongoing Observations of Students
The chart below reflects the progress of child development in the context of good instruction.
The sequence is accurate, but the time varies by child. This instruction and experiences occur
throughout the day, especially during student work choice time, or centers.
ACPS Benchmarks for “On Grade Level” Literacy Performance
Preschool 1st Quarter 4th Quarter
Listening
Listens with increasing attention to conversations and stories read aloud
• Understanding what is read and said
Engages in (initiates and responds) reciprocal conversations (student-student;
student-adult)
Oral Automatic naming of items such as:
Fluency • classmates’ names
& Speaking • familiar objects, in real objects, and pictures
Sings songs and recites nursery rhyme
Beginning to build automaticity in letter names and sounds
Listens to and engages in Modeled and Shared/ Dialogic (Interactive) Reading
• Students act out/retell stories read aloud
• Making and confirming predictions, etc…
Develops Book and Print Awareness (turning pages, tracks left-to-right, identifies
where to start reading – words versus pictures, identifies cover and title)
Reading Manipulates sounds/ Phonological Awareness (listening, especially to rhyme,
alliteration)
• Matching, segmenting, blending, and deleting sounds
• Discriminating between sounds
• Identifying sounds
Participates in Early Emergent Guided Reading (matches spoken word to print)
Writing Talks about a drawing (a representation of ideas)
Experiments with letter-like shapes, symbols, and letters
Begins to use letters to convey meaning
• Writes own name from memory
• Writes left to right
• Writes beginning and ending sounds to describe their drawings (uses temporary
spelling or “kid print” instead of “book print”)
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 5
Kindergarten
ACPS Required Assessment Timeline
Fall Winter Spring
Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar./April May/June
PALS
PALS PALS
Kindergarten
(as Schools may choose to use a running
needed) record in addition to PALS
Writing (BAW:Unit 2,Week 9 to gather more info on students
Writing about an animal)
PAWS
Writing (BAW: Unit 6, Week 1, Day 2
Write about what you might do for fun
during the summer.)
ACPS Benchmarks for “On Grade Level” Literacy Performance
Kinder- 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter
garten
Early Emergent Early-Mid Emergent Mid-Late Emergent Late Emergent-Early
Beginner
Reading Concept of Word Concept of Word Concept of Word Concept of Word
Fluency Developing Rudimentary Rudimentary Firm
COW Word List COW Word List COW Word List COW Word List
0 3-5 5-7 7-10
GRL C/Rigby 3-4
PAWS 20/50
Mastery of initial
Word Initial Initial and Final and final
consonants,
Study Consonants Consonants “use but
confuse” short
vowels
1-2 2-3 2-3 3-4
Writing • Writes letters • Writes letters • Writes letters • Use the
from • from • from
• memory • memory memory Kindergarten
• Writes left to Labels with Writes a
right beginning complete Writing
Draws sounds sentence Rubric to
“Rereads” with support score sample
recognizable own work
picture
These benchmarks are for teachers to make purposeful decisions about instruction and should not be shared with students.
*As needed means the assessment administration is a school-based decision.
Letter Production Assessment: The administration of the Letter Production in isolation assessment is
optional. Letter production can be assessed through authentic writing samples.
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 6
First Grade
ACPS Required Assessment Timeline
Fall Winter Spring
Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar./April May/June
PALS PALS PALS
(as needed)*
Running Records
1st Rigby or Fountas & Pinnell as needed for more information
DSA DSA DSA
PAWS (students who have NOT met benchmark)
Fluency (“Dogs”)
Writing (BAW: Unit 1, Writing (BAW: Unit 3, Writing (BAW: Unit 7, Week 1 writing
Week 5 - My Friend and I Week 1Writing about a fun about writing time)
Like to… stories) time)
ACPS Benchmarks for “On Grade Level” Literacy Performance
First 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter
Grade
ACPS reading Early Beginning Mid Beginner Late Beginner Late Beginner
stages
Common stages Beginner Beginner Beginner Beginner -Transitional
Reading Instructional PALS does not set mid-year benchmarks. Independent
PP-B PALS Use Rigby or F&P data (below) for 1st Grade PALS
reporting purposes. Accuracy 98-100%
Accuracy 85 – 97%
Instructional Instructional 60 wpm
Instructional GRL E-F GRL F-G
GRL C - D Rigby 6-9 Independent
Rigby 3-5 Rigby 10-12 GRL H-I
Rigby 13-16
Fluency PAWS 30/150 PAWS 60/150 PAWS 100/150 60 CWPM
Six-Minute Solution
passage,
“Dogs”
PAWS 130/150
Word Early LN 8-12 Mid LN 13-15 Mid LN 16-21 Late LN 22-25-Early
Study Mastery of initial Mastery of initial Mastery of initial WW (2-5)
and final consonants
Writing and final and final Mastery of short
and using but consonants, using consonants, using vowels, blends and
confusing medial blends, digraphs, digraphs, use silent
blends and and affricates and
short vowels digraphs, and using using but confusing e
medial short vowels
2-3 but confusing 3-4
medial short vowels 3-4
2-3
*As needed means the assessment administration is a school-based decision.
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 7
Second Grade
ACPS Required Assessment Timeline
Fall Winter Spring
Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar./April May/June
PALS PALS PALS
(as needed)* (All students without a “high
benchmark score”)
Running Records
Rigby, Fountas & Pinnell or QRI as needed for more information
2nd DSA DSA DSA
PAWS (If 1st grade
benchmark was not met)
Fluency (“How to be a Fluency (“How to be a Good Citizen” if NOT met benchmark)
Good Citizen”)
Writing (BAW: Unit 1 Writing (BAW: Unit 3 Writing (BAW: Unit 5
Week 7 - Published Piece - Published Piece - Fiction) Published Piece - Friendly Letter)
The Writing Community)
ACPS Benchmarks for “On Grade Level” Literacy Performance
Second 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter
Grade
ACPS Reading Early Adv Beginner Mid-Adv Beginner Late Adv Beginner Late Adv Beginner
Stages
Common Transitional Transitional Transitional Transitional
Stages
Instructional 2nd Instructional 2nd Instructional 2nd Independent
Grade - PALS Grade - PALS Grade – PALS 2nd Grade on PALS
Accuracy 98-100%
Accuracy 93-97% Accuracy 93-97% Accuracy 93-97%
60-70 wpm 70-80 wpm 80-90 wpm 90-100 wpm
Reading
Instructional Instructional Instructional Independent
GRL I-J GRL J-K GRL J-K GRL L-M
Rigby 15-16 Rigby 17-18 Rigby 19-20 Rigby 21-22
Grade Level 60CWPM 70 CWPM 80 CWPM 90 CWPM
Six-Minute Solution Six-Minute Solution Six-Minute Solution Six-Minute Solution
Rate passage, “How to be passage, “How to be passage, “How to be passage, “How to be
(Rate is just one a Good Citizen” a Good Citizen” a Good Citizen” a Good Citizen”
component of
Fluency)
Word LN 24-25, WW 10-13 WW 14-17 WW 18-21
Study WW 5-10 Mastery of v e, Using other Mastery of other
Mastery of short short r-controlled common long vowel common long vowel
vowels, blends and vowels and using patterns, using patterns, complex
digraphs, using other common long complex consonant consonant patterns
silent e, and some vowel patterns patterns and long r-
use of r-controlled controlled vowels and long r-
vowels (-ir, -er, -ur, controlled vowels.
-ar, -or) Using other vowel
patterns
(ambiguous
vowels). Using
homophones,
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 8
contractions, &
simple endings
Writing 2-3 2-3 3-4 3-4
*As needed means the assessment administration is a school-based decision.
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 9
Third Grade
ACPS Required Assessment Timeline
Fall Winter Spring
Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar./April May/June
QRI QRI
Running Records
Rigby or Fountas & Pinnell as needed for more information
Reading Reading
3rd Midyear SOL
DSA DSA DSA
PALS*
Fluency (“Sounds: Moving Fluency (“Sounds: Moving Waveforms” if NOT met benchmark)
Waveforms”)
Writing (BAW: Unit 2 week Writing (BAW: Genre Writing (BAW: Genre Unit Published
3 Published Piece) Unit Published Piece) Piece)
ACPS Benchmarks for “On Grade Level” Literacy Performance
Third 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter
Grade
ACPS reading Early-Mid Mid-Transitional Late Transitional Early Intermediate
stages Transitional
Common Transitional Transitional Intermediate Intermediate
stages
Instructional 3rd Instructional 3rd Instructional 3rd *Independent
Grade – QRI Grade – QRI Grade – QRI 3rd Grade on QRI
Accuracy 93-97% Accuracy 93-97% Accuracy 93-97% Reserved
90-100wpm 95-105 wpm 100-110 wpm Passage
Accuracy 98-100%
Reading 105-115 wpm
Instructional Instructional Instructional Independent
GRL M-N GRL M-N GRL N-O GRL O-P
Rigby 22-23 Rigby 22-23 Rigby 23-24 Rigby 24-25
Grade Level 90 CWPM 95 CWPM 100 CWPM 105 CWPM
Six-Minute Solution Six-Minute Six-Minute Six-Minute Solution
Rate passage, “Sounds: Solution passage, Solution passage, passage, “Sounds:
Moving Waveforms” “Sounds: Moving “Sounds: Moving Moving Waveforms”
(Rate is just one Waveforms” Waveforms”
component of WW 18-21 Early S & A 5-6 Using
Fluency) Mastery of other WW 22-25 WW 25; doubling and e-drop
common long vowel Using ambiguous Early S & A 3-4 with inflected endings
Word patterns, and long r- vowels patterns,
Study controlled vowels, Using 3-4
using ambiguous homophones, homophones,
Writing vowel patterns, contractions, & using doubling and
simple endings, e-drop with _ing
homophones, complex consonant
contractions, & and _ed
simple endings patterns
3-4
2-3 2-3
Note: An independent reader on QRI equals:
Word Recognition in Context (Accuracy)/Independent + Comprehension Score/Instructional
QRI 6 Reserved Passages: See Appendix; Use QRI 6 flash word list to determine grade level starting point.
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 10
Fourth Grade
ACPS Required Assessment Timeline
Fall Winter Spring
Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar./April May/June
QRI QRI
Running Records
Rigby or Fountas & Pinnell as needed for more information
4th Reading Reading
Midyear SOL
DSA DSA DSA
Fluency (“Baboons”) Fluency (“Baboons” if NOT met benchmark)
Writing (BAW: Unit 2 week Writing (BAW: Genre Writing (BAW: Genre Unit Published
3 Published Piece) Unit Published Piece) Piece)
ACPS Benchmarks for “On Grade Level” Literacy Performance
Fourth 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter
Grade
Early-Mid Early-Mid Mid-Intermediate Mid-Late Intermediate
ACPS Reading Intermediate Intermediate Intermediate Intermediate
Stages
Intermediate Intermediate
Common
Stages
Instructional 4th Instructional 4th Instructional 4th *Independent
Grade – QRI Grade – QRI Grade - QRI 4th Grade on QRI
Accuracy 93-97% Accuracy 93-97% Accuracy 93-97% Reserved
105-115 wpm 110-120 wpm 115-125 wpm Passage
Accuracy 98-100%
Reading 120-130 wpm
Instructional Instructional Instructional Independent
GRL P-Q GRL Q-R GRL R-S GRL R-S
Rigby 25-26 Rigby 26-27 Rigby 27-28 Rigby 27-28
Grade Level 110 115 CWPM 120 CWPM 125 CWPM
CWPM Six-Minute Solution Six-Minute Six-Minute Solution
Rate Six-Minute Solution passage,
Solution passage, passage, “Baboons” passage,
(Rate is just one “Baboons” “Baboons” “Baboons”
component of
Fluency)
Word S&A 5-8 S&A 8-11 S&A 12-15 S&A 16-17
Study Doubling and e- Doubling and e- Open & closed Less common &
drop/open and drop/open and ambiguous vowel
Writing closed syllables closed syllables syllables/ patterns in accented
common vowel
2-3 2-3 syllable
patterns in
accented syllable 3-4
3-4
Note: An independent reader on QRI equals:
Word Recognition in Context (Accuracy)/Independent + Comprehension Score/Instructional
QRI 6 Reserved Passages: See Appendix; Use QRI 6 flash word list to determine grade level starting point
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 11
Fifth Grade
ACPS Required Assessment Timeline
Fall Winter Spring
Aug Sept Oct Nov Dec Jan Feb Mar/Apr May/June
QRI QRI
Running Records
Rigby or Fountas & Pinnell as needed for more information
Reading Reading SOL
Midyear
DSA DSA DSA
Fluency (“Bones”) Fluency (“Bones” if NOT met benchmark)
5th Writing (BAW: Unit 2 Writing (BAW: Genre Writing (BAW:
week 3 Published Piece) Genre Unit,
Unit, Published Piece) Writing Writing Published Piece)
PLC chooses from the “Expository “Research PLC chooses from
following genres: the following
Writing Task” genres:
• Persuasive Sample”
• Personal -Persuasive
Narrative -Personal
• Fiction Narrative
-Fiction
ACPS Benchmarks for “On Grade Level” Literacy Performance
Fifth 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter
Grade
ACPS reading Mid-Late Intermediate Mid-Late Late Intermediate Late Intermediate
stages Intermediate
Common Intermediate Intermediate Intermediate Intermediate
stages
Reading Instructional 5th Instructional 5th Instructional 5th *Independent
Grade – QRI Grade – QRI Grade – QRI 5th Grade on QRI
Accuracy 93-97% Accuracy 93-97% Accuracy 93-97% Reserved
120-130 wpm 125-135 wpm 130 -140 wpm Passage
Accuracy 98-100%
135-145 wpm
Instructional Instructional Instructional Independent
GRL S-T GRL T-U GRL U-V GRL U-V
Rigby 30 Rigby 30
Rigby 28-29 Rigby 29-30
Grade Level 125 CWPM 130 CWPM 135 CWPM 140 CWPM
Six-Minute Solution Six-Minute Six-Minute Solution Six-Minute Solution
Rate Solution passage,
passage, passage, passage,
(Rate is just one “Bones” “Bones” “Bones” “Bones”
component of
Fluency) S&A 18-19
Less common &
Word S&A 16-17 ambiguous vowel S&A 20-21 S&A 22-23
Study Less common & Final unaccented Final unaccented
ambiguous vowel patterns in syllables/2-syllable syllables/2-syllable
patterns in accented accented homophones and homophones and
syllable/final
syllable/final unaccented homographs/ homographs/
unaccented syllable syllable simple prefixes and simple prefixes and
base word suffixes base word suffixes
2-3
Writing 2-3 3-4 3-4
Please see section
about 5th grade Alt
Writing Assessment
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 12
Note: An independent reader on QRI equals:
Word Recognition in Context (Accuracy)/Independent + Comprehension Score/Instructional
QRI 6 Reserved Passages: See Appendix; Use QRI 6 flash word list to determine grade level starting point
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 13
Timing Your Yearly Literacy Assessments
This timeline should be used to pace classroom assessments to meet individual student and instructional needs. This is a minimum guideline: Keep
in mind that more frequent, targeted assessments to monitor progress are essential in planning for students not meeting benchmarks.
Fall Winter Spring
Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar./Apr. May/June
PreK PALS PALS
Kindergarten
PALS PALS PALS
1st Grade
(As needed) Rigby or F&P
2nd Grade as supplement
Writing (BAW: Unit 2, Week 9, PAWS
Writing about an animal) Writing (BAW: Unit 6, Week 1, Day 2
Write about what you might do for fun
during the summer.)
PALS PALS (as needed) PALS
Rigby or Fountas & Pinnell as supplement Rigby or Fountas & Pinnell as supplement Rigby or Fountas & Pinnell as supplement
DSA DSA DSA
PAWS (students who have NOT met benchmark)
Fluency (“Dogs”)
Writing (BAW: Unit 1, Week 5, My Writing (BAW: Unit 3, Week 1, Writing (BAW: Unit 7, Week 1, Writing
Friend and I Like to….stories) Writing about a fun time) about writing time)
PALS PALS (as needed) PALS
Rigby, Fountas & Pinnell or QRI as Rigby, Fountas & Pinnell or QRI as Rigby, Fountas & Pinnell or QRI as supplement
supplement supplement
DSA DSA DSA
PAWS
(If 1st grade benchmark was not met)
Fluency (“How to be a Good Citizen”) Fluency (“How to be a Good Citizen” if NOT met benchmark)
Writing (BAW: Unit 1, Week 7, Writing (BAW: Unit 3, Published Writing (BAW: Unit 5 Published Piece –
Published Piece – The Writing Piece – Fiction) Friendly Letter)
Community)
As needed = assessment administration is a school-based decision
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 14
Fall Winter Spring
Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar./Apr. May/June
QRI QRI
• Fall PALS –required for students new to Virginia and/or students that received summer intervention
Running Records
Rigby or Fountas & Pinnell as needed for more information
3rd Grade Reading Midyear Reading SOL
4th Grade
5th Grade DSA DSA DSA
Fluency (“Sounds: Moving Waveforms”)
Writing (BAW: Unit 2, Week 3, Fluency (“ Sounds: Moving Waveforms ” if NOT met benchmark)
Published Piece) Writing (BAW: Genre Unit, Writing (BAW: Genre Unit, Published
Published Piece) Piece)
QRI QRI
Running Records
Rigby or Fountas & Pinnell as needed for more information
Reading Midyear Reading SOL
DSA DSA DSA
Fluency (“Baboons”) Fluency (”Baboons” if NOT met benchmark)
Writing (BAW: Unit 2, Week 3,
Writing (BAW: Genre Unit, Writing (BAW: Genre Unit, Published
Published Piece)
Published Piece) Piece)
QRI QRI
Running Records
Rigby or Fountas & Pinnell as needed for more information
Reading Midyear Reading SOL
DSA DSA DSA
Fluency (“Bones”) Fluency (”Bones” if NOT met benchmark)
Writing: BAW Unit 2 week 3 Published Writing: BAW Genre Unit, Published Piece- Writing: expository sample; research task; BAW
Piece PLC chooses from the following genres: Genre Unit, Published Piece - PLC chooses from the
persuasive, personal narrative, fiction following genres: persuasive, personal narrative,
fiction
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 15
ACPS: Comparing Literacy Tools
ACPS ASPIRE GRL PALS/ Rigby PM
Grade Level (Fountas QRI/ Benchmark
Pinnell) Basal
Kindergarten 1
Early Emergent A Readiness
First Grade 2
Early-Mid Emergent B Readiness
End 1st gr/ 3-4
Beg. 2nd gr Mid-Late Emergent C Pre-primer A (1)
3-4
Second Mid-Late Emergent C Pre-primer A (1)
Grade 3-4
End 2nd/ Late Emergent C Pre-primer A (1)
Beg. 3rd 5-6
Early Beginner D Pre-Primer B (2) 7-8
E Pre-Primer C (3)
9-10
Mid Beginner F Primer (1.1) 11-12
Late Beginner G Grade 1 (1.2) 13-14
H
15-16
Early Advanced Beginner I Grade 1 (1.2)
Grade 2 (2.1) 17-18
19-20
Mid Advanced Beginner J Grade 2 (2.1)
K 21
22
Late Advanced Beginner L Grade 2 (2.2)
M 22
Early-Mid Transitional M Grade 2 (2.2)
Grade 3 (3.1)
Third Grade Mid-Transitional M Grade 3 22
Fourth Grade N 23
Late Transitional Grade 3 (3.2)
Fifth Grade N 23
Beyond 5th + Early Intermediate O Grade 3 (3.2) 24
Early-Mid Intermediate O Grade 4 24
Early-Mid Intermediate P Grade 4 25
Grade 4
Mid Intermediate P-Q Grade 4 25-26
Mid-Late Intermediate Grade 5
Mid-Late Intermediate Q-R Grade 5 26-27
Grade 5
Late Intermediate R-S Grade 5 27-28
Late Intermediate
Late Intermediate S-T 5+ 28-29
Proficient T 29
T-U 29- 30
U-V
V
X-Z
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 16
Reading
The following pages contain a menu of items you may choose to use when
administering a running record. These resources are intended to support
and/or supplement what you may already have in your literacy toolkit.
They can be used with any instructional level text that your student may
currently be working in. *To find the book’s reading level try the Quick Search feature of
the Scholastic Book Wizard http://bookwizard.scholastic.com/tbw/homePage.do
Included in this section:
• Running Record: Teacher Instructions
• Symbols and Marking Conventions
• Identifying Cueing Systems
• Running Record Recording Sheet with Miscue Analysis
• Running Record Recording Sheet – 10x10 Grid
• Comprehension Strategy Use Interview
• Comprehension Strategy Use Rubrics
• General Reading Rubric
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 17
Running Record
Teacher Instructions
Materials:
• Student copy of instructional level text*
• Running Record Recording Sheet
• Timer (optional)
Directions for Administration:
1. With the running record recording sheet in hand, sit next to the student so that you can see the text
and observe the student’s reading behaviors.
2. Say something like, “I’d like you to read out loud from this book/passage. As you read, I will follow
along and take notes. Read at a normal rate. Continue reading until I ask you to stop.”
If you plan to ask questions from the Strategy Use Interview, also say, “Think about what you are
reading and thinking as you read. I will ask you some questions about the story/passage and your
thinking afterwards.” If you are assessing a particular strategy you can let the student know. For
example if you plan to ask the “Asks Questions” questions from the interview, you might say, “After
you have finished reading, I will ask you to tell me about the questions you had while reading.”
3. If you are timing the reading, start the timer when the student begins reading.
4. As the student reads, mark each word on the running record form. See Running Record Symbols and
Marking Conventions for suggested symbols. Stop marking after the student has read 100-250 words
or once the grid is full if using that particular recording sheet.
5. If you are timing the student, stop the timer once you stop tracking the reading.
6. If the student is reading too fast for you to record the running record, ask him to pause until you catch
up.
7. Intervene as little as possible while the student is reading.
8. If the student is stuck and unable to continue, wait 5 to 10 seconds, and then tell him the word.
9. If the student skips an entire line of text, stop him and ask him to read from where he lost track.
Count the missed line as one error. Any errors made when the line is actually read are counted
accordingly.
10. The student should continue reading until a logical stopping place is reached. This might be the end of
a paragraph or page. If you plan to use the Strategy Use Interview, consider which questions you plan
to ask and use that to determine a good stopping point.
11. If applicable, ask some of the Strategy Use Interview questions.
Directions for Scoring:
1. Count the total number of words read. It’s 100 words if you used the Grid form.
Calculate the accuracy: (total words read – errors)/total words read.
2. Calculate the fluency rate as words per minute.
3. For each error and self-correction, note which cueing system(s) the student used. See Identifying
Cueing Systems for information on how to analyze miscues. (Optional)
4. On the Oral Reading Fluency chart, circle the level that corresponds with the student’s fluency.
(Optional)
5. Use the Comprehension Strategy Use rubric that corresponds to the interview questions you asked.
Write the date under the number that corresponds to the statement that best reflects the student’s
responses to all three questions. (Optional)
6. Rather than the scoring measures described in bullets 3-5, the General Reading Rubric may be
used for a more holistic assessment of the reading.
* To find the book’s reading level try the Quick Search feature of the Scholastic Book Wizard
http://bookwizard.scholastic.com/tbw/homePage.do
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 18
Reading Running Record Symbols and Marking Conventions
Reading Behavior Convention Marking Scoring
Text example: The brown dog…
Accurate word reading √ check mark for each correctly read word √ √√
Substitutions Write each word attempted above the actual √ brave √ One error
Omission word brown
─── long dash above the omitted word √ ── √ One error
brown
Insertion Λ caret before the extra word √ ^little √ √ One error
Repetition of one word R (one repetition) √ √R √ No error
R2 (two repetitions) brown
R3 (three repetitions)
Repetition of phrase R with line and arrow to the point where the √√√ No error
reader returned to repeat ——— R
Self- correction SC after the error to indicate corrected error √ brave/SC √ No error
brown
Unable to read word – Write T above the word if you tell the student √ T√ One error
word told the word brown
Reversal of words Mark with a wavy line √√√ One error
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 19
Identifying Cueing Systems
Cueing systems refers to the three cues students use to act upon text in order to make sense of it. These systems may be
used independently or in conjunction with one another. When you administer running records, you can analyze cuing
systems for both errors and self-corrections. The three cues are:
Meaning (M)
Did the meaning of the text have an impact on the student’s reading? Meaning is part of the cueing system in
which the reader takes his or her cue to make sense of text by thinking about the story background, information
from pictures, or the meaning of a sentence. These cues assist in the reading of a word or phrase.
Structure (S)
Did the student read the sentence in a grammatical and linguistically reasonable manner? In other words, does it
make sense as a sentence in English? If there was a substitution, for example, did he or she substitute a proper
part of speech? Structure refers to the structure of language and is often referred to as syntax. Implicit
knowledge of structure helps the reader know if what he or she reads sounds correct.
Visual (V)
This is also called grapho-phonic (sound-symbol matches) information. What did the word look like? Did the
student look at the word and make an attempt based on how it appears? Did he or she use a beginning or ending
letter? A cluster of letters? Visual information is related to the look of the letters in a word and the word itself.
A reader uses visual information when he or she studies the beginning sound, word length, familiar word
chunks, etc.
Examples Student Reads Running Record Error
Text MSV
She has a tan horse. She has a tan pony. √ √ √ √ pony
She has a tan horse. She has a tan house. horse
√ √ √ √ house
horse
Implications for Instruction
What cueing system(s) did the student rely on when making errors?
What crosschecking cueing system might have been used to prevent or correct the errors?
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 20
Running Record Recording Sheet with Miscue Analysis
Student: ______________________________________________ Text Level __________
Administered by: _______________________________________ Date _________________
Page(s) Text Title & Genre _________________________________ E SC E SC
MSV MSV
Accuracy Rate
(# words read _____________ x 60) ÷ _____________time in seconds = _____________ WPM
Accuracy
(Number of Words Read – Errors)/Number of
Words Read
98-100% Independent
90-97%* Instructional
< 90% Frustration
* 90-92% is marginal; consider other factors.
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 21
Running Record Recording Sheet – 10x10 Grid
Student: ______________________________________________ Text Level __________
Text Title/Author/Genre: _______________________________________ Date ______________
Time: ____ min.: ____ sec. Accuracy Rate(# words read ________ x 60) ÷ ________time in seconds =
________ WPM
Accuracy
(Number of Words Read – Errors)/Number of
Words Read
98-100% Independent
90-97%* Instructional
< 90% Frustration
* 90-92% is marginal; consider other factors.
Miscue Summary
Errors Self Corrections
MS VMS V
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 22
ACPS Reading Midyear Administration
The purpose of the ACPS Reading Midyear assessment is:
• to offer students exposure to a reading standardized test (with SOL-like questions) and teachers, an
instructional tool that allows them to scaffold the test-taking process for students.
• to provide a dipstick for teachers to assess what students already know in regards to the 3-5th grade
reading standards and determine next steps for instructional practice.
The purpose is NOT:
• to report to parents
• to predict a student’s actual SOL test scores
Before Administering the Mid-Year Reading Assessment
• Recommendations with your PLC:
o Locate the Reading Midyear in Illuminate
o Take the test together as a team. Taking the test may help you decide on the best way to administer
the test with your students.
Guiding Questions:
• Were there questions where the correct answer was debated?
• What student needs do you anticipate facing during the administration of the test?
• What testing accommodations (SPED, LEP, 504) do your students qualify
for? How will your team practice using these tools?
Set norms for how to administer the midyear assessment
Teacher scaffolds/models:
• How will you respond when a student asks for help?
o Because this test is used as an instructional tool, teachers have permission
to determine what level of scaffolding might be helpful for their students.
Accommodations
• Are there any materials that you need to collect (printed copy of test for
paper/pencil accommodations, dictionaries, scrap paper, writing utensils,
highlighters, etc…)
After Administering the Mid-Year Reading Assessment (Now What?)
• After giving your test, log-on to Illuminate to analyze your class data.
o Guiding Questions:
Which students met, exceeded, or approached the benchmark?
What patterns or trends are noted for the whole class/team?
Which questions were particularly challenging for your class/team? Why?
Approaching Meeting Exceeding
Below 60% 60%-80% 80% or above
Identify Instructional Next Steps
• After analyzing class and team data, discuss as a team the learning needs for the students considering the
following questions:
o What instructional strategies will be beneficial for the whole class/grade level?
o What instructional strategies will be beneficial for individuals/small groups?
o How will you address these strategies with your students?
In the spring of 2016, the 3rd, 4th, and 5th grade midyear reading tests were evaluated for the validity of each question. Based on this analysis, all
questions are aligned with the VDOE Standards of Learning.
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 23
Comprehension Strategy Use Interview
Adapted from Mosaic of Thought; Keene, Goudvis, Schwartz (1995)
These interview questions shed light on student thinking about and understanding of text. They can
be used to pre-assess a strategy prior to teaching it or any time after a strategy has been introduced
and modeled to determine how students are applying it to independent or instructional text. When
using these questions as part of a Running Record, consider limiting the interview to one or a couple
of comprehension strategies based on alignment with your instruction. Written responses may be used
instead of oral, particularly if your students have experience with writing about their thinking when
reading.
Rubrics are included to score student responses. The score (actual number) is not as important as the
description the score represents. The information gleaned from the interview will tell you if the
student needs more modeling and guided practice with a strategy.
Uses Schema/Makes Connections:
1. When you read that story did it remind you of anything you know about? What? Why did it
remind you of that?
(If no response) Did it remind you of any experiences or things that have happened?
2. Are there things you know about or things in your life that help you to understand this book?
3. We have just discussed what this book reminds you of. (Restate student’s response)
What do you understand now that you didn’t understand before?
Infers:
Select an event or fact that would call for a conclusion or interpretation. Refer to the event or fact
when asking questions under number 2 below.
1. (For narrative text) Can you predict what is about to happen? Why did you make that prediction?
Can you point to something in the book that helped you make that prediction?
2. What did the author mean by “__________________”? What in the story helped you to know
that? What do you already know that helped you to decide that?
3. We have just discussed predicting and inferring. (Restate the student’s response) What do you
understand now that you didn’t understand before?
Asks Questions:
1. What did you wonder about (or question) while you were reading this story?
2. What questions do you have about this book now? (or wonder about now?)
3. We have just discussed the questions you asked. (Restate student’s response)
What do you understand now that you didn’t understand before?
Determines Importance in Text:
1. Are there some parts of this story that are more important than others? Which ones? Why do you
think they were the most important?
2. What do you think the author (name the author) thought was most important so far in this story?
Why do you think so?
3. We have just discussed important parts of the story. (Restate student’s response)
What do you understand now that you didn’t understand before?
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 24
Monitors Comprehension / Uses Appropriate Fix-Up Strategies
1. Did you have any problems while you were reading this story? What could you do to solve the
problem?
2. When you are reading other stories what kinds of problems do you have? What are all the ways
you solve the problems?
3. We have just discussed problems you have (Restate student’s response).
What do you understand now that you didn’t understand before?
Visualizes and Creates Mental Images While Reading:
1. When you were reading this story did you make any pictures or images in your head? Tell me
everything you can about that picture or image you made while you were reading just now.
Do the pictures or images that you just told me about help you to understand the story better?
How?
2. (If no response) Can you think of a story where you made your own pictures or images in your
head? Tell me everything you can about that picture or image.
Do those pictures or images help you understand the story better? How?
3. We have just discussed the pictures or images you make in your head. (Restate student’s
response)
What do you understand now that you didn’t understand before?
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 25
Comprehension Strategy Use Rubrics
Adapted from Mosaic of Thought; Keene, Goudvis, Schwartz (1995)
Name _________________________________ Teacher __________________________ Grade ______
Uses 1 2 3 4
Schema/Makes
No response. Relates background knowledge/ Expands interpretation of text Explains how schema enriches
Connections OR experience to text using schema (background interpretation of text; talks
Can talk about what text 2 knowledge/ experience); may about use of schema to enhance
reminds him of, but cannot discuss schema related to interpretation and
explain; reference to schema Draws conclusions or makes
may not be clearly connected to predictions that are consistent author, text structure; may pose comprehension of other texts;
questions based on apparent connections extend beyond life
text with text or schema. experience and immediate text
discrepancies between text and
2 background knowledge
Dates: 1 Poses questions to clarify 3 4
Infers meaning.
No response. Draws conclusions and/or makes Develops predictions,
OR predictions and can explain the interpretations, and/or
conclusions about the text that
Attempts a prediction or source of the conclusion or include connections between the
conclusion, inaccurate or prediction in text. text and the reader's
unsubstantiated with text background knowledge or ideas
and beliefs and that enhance the
information. overall meaning of the text,
make it more memorable to the
reader.
Dates: 1 3 4
Asks Questions
No response. Poses questions to enhance Uses questions to challenge the
OR meaning of text (critical validity of print, author's
Poses literal question(s) that response; big idea), may explain stance/motive or point of view
relate to the text. how posing questions deepens and to enhance understanding of
comprehension.
the text, questions may be
rhetorical and would lead to
interesting discussion.
Dates:
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 26
Comprehension Strategy Use Rubrics – continued
Name _________________________________ Teacher __________________________ Grade ________
1 2 3 4
No response. Identifies at least one key Identifies words, characters, Identifies multiple ideas or
OR concept, idea, or theme as and/or events as more themes, may attribute them to
Identifies some elements important in overall text important to overall meaning -- different points of view,
(primarily pictures) as more meaning, clearly explains why. makes some attempt to explain discusses author's stance or
important to text meaning – reasoning – in expository text, purpose and its relation to key
uses text features such as bold themes and ideas in the text.
isn’t sure why they are
important to overall meaning. print and captions to identify
importance, can explain why the
Dates:
concepts are important.
Monitors 1 2 3 4
Comprehension Identifies difficulties - problems Identifies problems at word, Articulates and uses more than Identifies problems at all levels;
Uses Fix-up are often at word level; little or sentence, or schema level; can one strategy for solving uses a variety of word level and
Strategies no sense of the need to solve articulate and use a strategy to
the problem; does not articulate solve problems - usually at the problems, focuses on problems comprehension strategies
at the schema (more global) flexibly and appropriately given
strengths - identifies need to word or sentence level. level.
concentrate; says sound it out. the context and the problem.
Dates: 1 2 3 4
Visualizes No response. Describes own mental images, Creates and describes multi- Elaborates multi-sensory and
Uses Sensory OR usually visual; images are sensory and/or emotional emotional images to enhance
Information comprehension - can articulate
Describes some visual or other somewhat elaborated from the images that extend and enrich
Dates: sensory images; may be tied literal text or existing picture the text. Describes ways in how the process enhances
directly to text or a description and help to understand more which images help to comprehension
of the picture in the text. than would have without understand more about the text
creating the images. May include than would have been possible
some emotional images that without the images.
enhance the meaning.
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 27
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 28
Fluency
• Fluency Frequently Asked Questions
• Student Fluency Record
• Primary Automatic Word Lists (PAWS)
• Fluency Passages
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 29
Fluency
Frequently Asked Questions
1. Why are we calling this measure “fluency”? If we are looking at
Words Per Minute (WPM) isn’t that just reading rate?
Correct. Fluent reading is made up of at least 3 key elements: accuracy,
rate, and prosody (expression). A fluent reader can maintain this
performance for long periods of time, retains the skill after long periods of no
practice, and can generalize across texts (Hudson, Lane, & Pullen, 2006).
2. Do I need to wait until the end of the quarter to administer a fluency
assessment?
The answer is, “it depends.”
• Because the PAWS (required) and Letter Production (optional) assessments are all
assessments for learning, they can be administered throughout the quarter.
• Because the Six-Minute Solution reserved passage is an assessment of learning, it should
be administered one time close to the end of the nine weeks.
o Remember…Students who have met the end-of-the-year fluency
benchmarks do not need to be assessed again for division-benchmarking
purposes.
3. If my student has already met the end-of the-year ACPS Fluency
Benchmark, do I need to continue to reassess fluency?
You do not need to assess again for benchmarking purposes…only for fluency instruction.
4. Where did the PAWS word list come from? Why these words and not
Dolch, ECAP and/or PALS?
The list of Primary Automatic Words (PAWS) contains the most frequently encountered sight
words in reading texts. They were selected from The American Heritage Word Frequency
Book (Carroll, Davies, & Richman).Our goal is for children to be able to identify these words
automatically before 3rd grade. Automatic word recognition indicates a broader range of
sight vocabulary, which will strengthen fluency.
5. Do we need to continue the PAWS assessment for students in grades
2-5 if they have not yet met the benchmark?
Because this information will travel with the student during elementary school, students in
grades 2-5 who have not mastered the PAWS lists should continue working for mastery as
part of an intervention plan.
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 30
Student Fluency Record for ___________________________
*Once a student has met their current grade level benchmark, you are
not required to continue testing.
Grade 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter
K
Teacher:
__________ PAWS ___/50 PAWS ___/50
Passage Fluency
1st
60 CWPM* ________CWPM
Teacher:
__________
PAWS ___/150 PAWS ___/150 PAWS ___/150 PAWS ___/150
2nd Passage Fluency Passage Fluency Passage Fluency Passage Fluency
90 CWPM*
Teacher: ________CWPM ________CWPM ________CWPM ________CWPM
__________ PAWS ___/150 PAWS ___/150 PAWS ___/150 PAWS ___/150
3rd (As needed) (As needed) (As needed) (As needed)
105 CWPM*
Teacher: Passage Fluency Passage Fluency Passage Fluency Passage Fluency
________CWPM ________CWPM ________CWPM ________CWPM
__________
4th Passage Fluency Passage Fluency Passage Fluency Passage Fluency
125 CWPM*
Teacher: ________CWPM ________CWPM ________CWPM ________CWPM
__________
5th Passage Fluency Passage Fluency Passage Fluency Passage Fluency
140 CWPM*
Teacher: ________CWPM ________CWPM ________CWPM ________CWPM
__________
* End-of-Year Fluency Benchmark
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 31
Primary Automatic Word Lists
Teacher Instructions
*Once a student has met their current grade level benchmark, you are
not required to continue testing.
Materials:
• Student copy of the word lists
• Student record sheet
Directions for Administration:
1. Place the Student Copy in front of the student.
2. Assess using the lists indicated for the benchmark period.
3. Use a separate color ink to record information for each quarter. Write the date on
each student’s record sheet in the color used on that date. Use this form as a
means of record keeping for all data captured.
Directions for Scoring:
7. Non-immediate self-corrections are also counted as errors.
8. Stop the assessment after five consecutive errors.
9. Count the total number of correct words read.
10.When a student has met the end-of-the year benchmark for that grade level, the
assessment does not need to be given again in that year.
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 32
Primary Automatic Words by Tens (Student Record)
Student___________________________________Date_____________
Instructions – Primary Automatic Word List:
• Write the date on the teacher form in the color used on that date.
• Place a check in front of the words that a student knows within 3 seconds.
• Non-immediate self-corrections are also counted as errors.
• Count the total number of correct words read.
List 1 List 2 List 3 List 4
the for this which
of it had
and with not one
to as are you
a his but were
in on from her
that be or all
is at have she
was by an there
he I they would
their
Date # correct Date # correct Date # correct
Date # correct
List 5 List 6 List 7 List 8
we out can then
him so only do
been said first
has what other any
up new my
when its some now
who time such
will about could like
more into these our
no than two over
them may
if Date # correct
Date # correct Date # correct
Date # correct
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 33
Primary Automatic Words by Tens (Student Record)
List 9 List 10 List 11 List 12
man must should us
me because
even through each state
most back good
made years just very
after where those make
also much people world
did your Mr. still
many way how see
well own
before down too men
little
Date # correct Date # correct Date # correct
Date # correct
List 13 List 14 List 15
work day off
long same come
here since
get another go
both sleep
year against
between while came
life last right
being might states
great used
under old take
never
Date # correct Date # correct
Date # correct
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 34
Primary Automatic Word List (Student Copy)
the for this
of it had
and with not
to as are
a his but
in on from
that be or
is at have
was by an
he I they
List #1 List #2 List #3
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 35
Primary Automatic Word List
which we out
so
one him said
what
you been up
its
were has about
into
her when than
them
all who
List #6
she will
there more
would no
their if
List #4 List #5
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 36
Primary Automatic Word List (Student Copy)
can then man
only do me
other first even
new any most
some my made
time now after
could such also
these like did
two our many
may over before
List #7 List #8 List #9
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 37
Primary Automatic Word List (Student Copy)
must should us
through because state
back each good
years just very
where those make
much people world
your Mr. still
way how see
well too own
down little men
List #10 List #11 List #12
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 38
Primary Automatic Word List (Student Copy)
work day off
long same come
here another since
get sleep go
both year against
between while came
life last right
being might states
under great used
never old take
List #13 List #14 List #15
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 39
Fluency Passages - Teacher Instructions
*Once a student has met their current grade level benchmark, you are
not required to continue testing.
Materials:
• Student copy of the reading passage
• Teacher copy of the reading passage
• Timer – Set for one minute
Directions for Administration:
1. Use a separate color ink to record information for each quarter. Write the date on
each student’s Teacher Form in the color used on that date. Use this form as a
means of record keeping for all four quarters.
2. Set the timer or stopwatch for one minute.
3. Have student read the passage. Track the words and underline omitted and
incorrect words.
4. Draw a diagonal line after the last word read when the timer sounds.
5. Count the total number of words read.
6. Self-corrections do not count as errors.
Directions for Scoring:
1. Calculate Correct Words Per Minute (Total Words – minus errors = CWPM)
o Hint: Since all children will be reading the same passage, make sure that
the reader is out of earshot from the rest of the class.
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 40
Teacher Copy- 1st
Dogs: Barking Buddies 12
Dogs are good pets. But they are a lot of work. Be 23
33
sure that you are ready to take good care of a 44
dog. There are more than 400 kinds of dogs. Some 53
are very small. Others are very big. Pick the kind of 63
dog that is right for you and your family. 72
82
Dogs need food and water in a clean dish every 93
day. They need shelter from bad weather. Dogs must 98
have exercise. They like to go for walks. Their hair 108
must be brushed often. They need to go to the vet 116
for check-ups and shots. 125
132
Dogs must learn how to behave. You will have to 144
spend time training your dog. Dogs need love. 154
They like to be around people. You must spend
time playing with your dog every day.
Taking care of a dog can be hard work. But a dog
will be your best friend for many years to come.
Student Name: __________________________
Date data captured_______ Date data captured_______ Date data captured_______ Date data captured_______
Total Words Read_________ Total Words Read_________ Total Words Read_________ Total Words Read_________
- Errors_________ - Errors_________ - Errors_________ - Errors_________
= CWPM________ = CWPM________ = CWPM________ = CWPM________
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 41
Student Copy- 1st
Dogs: Barking Buddies
Dogs are good pets. But they are a lot of work. Be sure that
you are ready to take good care of a dog. There are more than
400 kinds of dogs. Some are very small. Others are very big. Pick
the kind of dog that is right for you and your family.
Dogs need food and water in a clean dish every day. They
need shelter from bad weather. Dogs must have exercise. They
like to go for walks. Their hair must be brushed often. They need
to go to the vet for check-ups and shots.
Dogs must learn how to behave. You will have to spend
time training your dog. Dogs need love. They like to be around
people. You must spend time playing with your dog every day.
Taking care of a dog can be hard work. But a dog will be
your best friend for many years to come.
*The Six-Minute Solution (Primary), Adams and Brown, #112 42
ACPS Elementary Literacy Assessment Guidelines, 2017-2018
Teacher Copy – 2nd
How to Be a Good Citizen 14
24
What does it take to be a good citizen? One way is to be 32
honest. Honest people tell the truth. They are honest with 40
themselves. They are also honest with other people. 50
58
Good citizens care. They care about themselves. They 67
care about each other. Good citizens care about the world. 72
81
Good citizens show respect. That means that they 90
are polite. They obey the law. They respect themselves. 93
They respect other people, too. 101
111
Good citizens are responsible. They do what they say 119
they will do. They don’t make excuses. They don’t 130
blame other people.
Good citizens are brave. They are brave enough
to do the right thing. They are also brave enough
to ask for help when they need it.
We are lucky to have many good citizens in our world.
Student Name: __________________________
Date data captured_______ Date data captured_______ Date data captured_______ Date data captured_______
Total Words Read_________ Total Words Read_________ Total Words Read_________ Total Words Read_________
- Errors_________ - Errors_________ - Errors_________ - Errors_________
= CWPM________ = CWPM________ = CWPM________ = CWPM________
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 43
Student Copy – 2nd
How to Be a Good Citizen
What does it take to be a good citizen? One way is to be
honest. Honest people tell the truth. They are honest with
themselves. They are also honest with other people.
Good citizens care. They care about themselves. They care
about each other. Good citizens care about the world.
Good citizens show respect. That means that they are
polite. They obey the law. They respect themselves. They
respect other people, too.
Good citizens are responsible. They do what they say they
will do. They don’t make excuses. They don’t blame other
people.
Good citizens are brave. They are brave enough to do the
right thing. They are also brave enough to ask for help when
they need it.
We are lucky to have many good citizens in our world.
*The Six-Minute Solution (Primary), Adams and Brown, #210
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 44
Teacher Copy 3rd
Sounds: Moving Waveforms
Sounds are a part of everyday life. Car horns beep. Dogs bark. Children 13
shout. Noisy jets roar across the sky. People whisper to one another. There are 27
hundreds of sounds made every day. It is easy for people to tell them apart. But 43
there are other sounds that cannot be heard by people. These sounds are too 57
high-pitched for the human ear. They are called ultrasounds. 67
Sounds are produced by a certain type of motion. These motions are called 80
vibrations. Sound travels from a vibrating object to a human ear. It does this by 95
using a sound carrier. The sound carrier may be a solid, liquid, or a gas. One way 112
sound travels is through air. Sound waves make the particles In the air move. 126
One moving particle touches another particle and makes that new particle 137
move. Then that particle touches the next particle and so on. If there is no 152
sound carrier, no sound can be heard. 159
The speed of sound depends upon how it is traveling. Sound travels a little 173
faster in warmer air than it does in colder air. However, sound travels much 187
faster in water than it does in air. It travels even faster in solids such as steel or 205
aluminum. The denser the sound carrier, the faster the sound travels. The speed of 219
sound is slower than the speed of light though. That is why we hear thunder after 235
we see lightning. 238
Student Name: __________________________
Date data captured_______ Date data captured_______ Date data captured_______ Date data captured_______
Total Words Read_________ Total Words Read_________ Total Words Read_________ Total Words Read_________
- Errors_________ - Errors_________ - Errors_________ - Errors_________
= CWPM________ = CWPM________ = CWPM________ = CWPM________
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 45
Student Copy- 3rd
Sounds: Moving Waveforms
Sounds are a part of everyday life. Car horns beep. Dogs bark. Children
shout. Noisy jets roar across the sky. People whisper to one another. There are
hundreds of sounds made every day. It is easy for people to tell them apart. But
there are other sounds that cannot be heard by people. These sounds are too
high-pitched for the human ear. They are called ultrasounds.
Sounds are produced by a certain type of motion. These motions are called
vibrations. Sound travels from a vibrating object to a human ear. It does this by
using a sound carrier. The sound carrier may be a solid, liquid, or a gas. One way
sound travels is through air. Sound waves make the particles In the air move.
One moving particle touches another particle and makes that new particle
move. Then that particle touches the next particle and so on. If there is no
sound carrier, no sound can be heard.
The speed of sound depends upon how it is traveling. Sound travels a little
faster in warmer air than it does in colder air. However, sound travels much
faster in water than it does in air. It travels even faster in solids such as steel or
aluminum. The denser the sound carrier, the faster the sound travels. The speed of
sound is slower than the speed of light though. That is why we hear thunder after
we see lightning.
*The Six-Minute Solution (Primary), Adams and Brown, #315
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 46
Teacher Copy- 4th 11
24
Baboons: The Biggest Monkeys 40
52
Baboons are the biggest monkeys. They are sometimes called dog-faced 64
monkeys. This is because they have heads that resemble a dog’s muzzle. Baboons 76
can be brown, black, or silver in color. They have long arms and feet. Baboons are 90
intelligent animals that are adaptable to their environment. They are found primarily 107
in Africa. Baboons can live to be 25 to 30 years old. 122
135
Baboons live in groups called troops. These troops are well-organized. Each 151
member has its place. Dominant males usually rule the troop. They have two main 166
jobs. The first job is to keep order within the troop. Baboons do not always get along 180
with each other and often fight among themselves. The other job is to protect the 195
troop from enemies. Jungle cats, like leopards, are the baboon’s greatest enemy. The 197
male baboons act as guards. They guard while the rest of the troop looks for food. 210
Baboons are often on the move, looking for food. They live mostly on the ground. 222
However, baboons are able to climb trees for safety. The baby baboons travel by 237
holding onto their mother’s fur. As they get older, the baby baboons ride on their 246
mothers’ backs 258
271
Baboons eat insects, fruits, seed, reptiles, and rodents. Their favorite food is the 278
scorpion. Baboons have large pouches in their cheeks. These pouches can hold
almost as much food as their stomachs. They look under rocks and bushes for food.
Baboons also hunt along with herds of other animals.
Baboons are social animals. One of their favorite activities is grooming. Baboons
engage in mutual grooming as a way of forming social bonds. The grooming
also helps to keep the baboons clean.
Student Name: __________________________
Date data captured_______ Date data captured_______ Date data captured_______ Date data captured_______
Total Words Read_________ Total Words Read_________ Total Words Read_________ Total Words Read_________
- Errors_________ - Errors_________ - Errors_________ - Errors_________
= CWPM________ = CWPM________ = CWPM________ = CWPM________
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 47
Student Copy-4th
Baboons: The Biggest Monkeys
Baboons are the biggest monkeys. They are sometimes called dog-faced
monkeys. This is because they have heads that resemble a dog’s muzzle. Baboons
can be brown, black, or silver in color. They have long arms and feet. Baboons are
intelligent animals that are adaptable to their environment. They are found primarily
in Africa. Baboons can live to be 25 to 30 years old.
Baboons live in groups called troops. These troops are well-organized. Each
member has its place. Dominant males usually rule the troop. They have two main
jobs. The first job is to keep order within the troop. Baboons do not always get along
with each other and often fight among themselves. The other job is to protect the
troop from enemies. Jungle cats, like leopards, are the baboon’s greatest enemy. The
male baboons act as guards. They guard while the rest of the troop looks for food.
Baboons are often on the move, looking for food. They live mostly on the ground.
However, baboons are able to climb trees for safety. The baby baboons travel by
holding onto their mother’s fur. As they get older, the baby baboons ride on their
mothers’ backs.
Baboons eat insects, fruits, seed, reptiles, and rodents. Their favorite food is the
scorpion. Baboons have large pouches in their cheeks. These pouches can hold
almost as much food as their stomachs. They look under rocks and bushes for food.
Baboons also hunt along with herds of other animals.
Baboons are social animals. One of their favorite activities is grooming. Baboons
engage in mutual grooming as a way of forming social bonds. The grooming also
helps to keep the baboons clean.
*The Six-Minute Solution, Adams and Brown, #413
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 48
Teacher Copy-5th
Bones: Living Tissue 14
27
Some people do not realize that bones are alive. Bones are made of living 41
tissue. Calcium, phosphorous, and bone cells make up our bones. Infants have about 57
three hundred and fifty bones in their bodies. However, an adult body contains only 74
two hundred and six bones. That means that an infant has over a hundred and forty 88
more bones in its body than an adult. The reason for this difference is bone fusion. As 102
infants begin to grow and develop, some of their bones fuse or grow together. 120
133
Every bone is covered with an outer layer. This layer consists of compact bone 149
and is very hard. Inside the outer layer of bone is a softer bone. The inside layer is 167
strong and spongy. Bone marrow is contained within the bone. The bone marrow 184
makes blood for the body. The largest bone in the human body is the thighbone. Its 190
length is related to the size of the person. Its length is about one fourth of a person’s 206
height. The smallest bones in the body are in the ear. There are three tiny ear bones 221
that are only three millimeters long. 238
255
Bones are very important. The hard bones of the body make up a person’s skeleton. The 270
skeleton supports all the other systems in the body. Without bones, bodies would not have 287
shapes. A jellyfish is an example of a body without shape. Bones also protect the soft organs 304
of the body. They do this by forming a protective cage around organs such as the heart, 320
lungs, and brain. Damage to soft organs can cause serious problems. Bones also work with 321
muscles to allow bodies to move. It is important to keep bones strong and healthy. One way
to do this is to eat a sufficient amount of green vegetables and dairy products. Another way
is to do plenty of weight-bearing exercises. Taking care of bones is important to overall
health.
Student Name: __________________________
Date data captured_______ Date data captured_______ Date data captured_______ Date data captured_______
Total Words Read_________ Total Words Read_________ Total Words Read_________ Total Words Read_________
- Errors_________ - Errors_________ - Errors_________ - Errors_________
= CWPM________ = CWPM________ = CWPM________ = CWPM________
ACPS Elementary Literacy Assessment Guidelines, 2017-2018 49
Student Copy
Bones: Living Tissue
Some people do not realize that bones are alive. Bones are made of living
tissue. Calcium, phosphorous, and bone cells make up our bones. Infants have about
three hundred and fifty bones in their bodies. However, an adult body contains only
two hundred and six bones. That means that an infant has over a hundred and forty
more bones in its body than an adult. The reason for this difference is bone fusion. As
infants begin to grow and develop, some of their bones fuse or grow together.
Every bone is covered with an outer layer. This layer consists of compact bone
and is very hard. Inside the outer layer of bone is a softer bone. The inside layer is
strong and spongy. Bone marrow is contained within the bone. The bone marrow
makes blood for the body. The largest bone in the human body is the thighbone. Its
length is related to the size of the person. Its length is about one fourth of a person’s
height. The smallest bones in the body are in the ear. There are three tiny ear bones
that are only three millimeters long.
Bones are very important. The hard bones of the body make up a person’s
skeleton. The skeleton supports all the other systems in the body. Without bones,
bodies would not have shapes. A jellyfish is an example of a body without shape.
Bones also protect the soft organs of the body. They do this by forming a protective
cage around organs such as the heart, lungs, and brain. Damage to soft organs can
cause serious problems. Bones also work with muscles to allow bodies to move. It is
important to keep bones strong and healthy. One way to do this is to eat a sufficient
amount of green vegetables and dairy products. Another way is to do plenty of
weight-bearing exercises. Taking care of bones is important to overall health.
*The Six-Minute Solution, Adams and Brown, #502 50
ACPS Elementary Literacy Assessment Guidelines, 2017-2018
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