Elem. Lit. Assessment Guidelines 17-18 - Hyperlinked

Writing

• Letter Production (optional)
• Student Reflection and Writing Goal
• Writing Samples and Assessment Tools
• Fifth Grade SOL Writing Rubric
• Info on Fifth Grade Alternate Assessment in

Writing

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 51

Letter Production – THIS ASSESSMENT IS OPTIONAL.

Letter production can be authentically assessed in student writing.
You will find letter production in the writing rubric.

Teacher Instructions

Note: This assessment should be used to determine a student’s ability to produce
both uppercase and lowercase letters. Standard K.11 (a), students will print
both uppercase and lowercase letters independently, was added to the LA SOL’s
in 2012-2013.

Materials
• Student copy of the probe for each student
• Teacher copy of the probe

Directions for Administration:
1. Place the student copy in front of the student and have the teacher copy on
a clipboard positioned so that the student cannot see.
2. Draw a model box on the board. Say the letter, “m”, and demonstrate for
the students how to write a single letter in the box (example m ).
3. Teacher will now call out a letter name and students will write each letter in
a separate box. Continue until all 26 letters have been called out.

Directions for Scoring:
1. Students receive 1 point for each letter produced correctly. 2. Reversals and
inversions are acceptable responses. Ask student what letter s(he) meant to
write if there is a questionable response.
3. Record number correct at the bottom of the student probe.

***Once a student has met their current grade level benchmark, you are not
required to continue testing.

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 52

Letter Production -Teacher Probe

AF JNTH
L RGX P V
CQYMS Z
DW I U K E
BO

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 53

Letter Production: Uppercase
Student Probe

Student Name__________________
Date__________________________

Fall Winter Spring

Uppercase:
Number Correct

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 54

Letter Production: Lowercase
Student Probe

Student Name__________________
Date__________________________

Fall Winter Spring

Lowercase:
Number Correct

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 55

Student Reflection and Writing Goal

Name____________________________ Date_____________

In writing I have been working on________________________________
_________________________________________________________

When I look at my finished piece I notice__________________________
_________________________________________________________

As a writer I think that I have gotten better at____________________
_________________________________________________________
I want to improve __________________________________________
--------------------------------------------------------------------------------------
My goal for my writing is to ____________________________________
_________________________________________________________
How will I achieve my goal? (Action Steps)
1.

2.

3.

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 56

Scored Sample: 3rd Grade Individual Writing Assessment Tool

Student: Susie Sample Date: Oct. 2014Benchmark Score: 3

Descriptors of Successful Writing 6+1 Almost all of Much Some (<50%) Almost none
Trait the writing (>50%) of of the writing of the writing
the writing

It is clear what this piece is about. I4 3 2 1
1
Writing fully communicates ideas and shows I 4 3 2 1
sustained thought. 1
1
Details are used to tell more. I4 3 2

Writing shows individual expression and V 4 32
creativity.

One idea flows logically into the next. O4 32

Sentences are fluent when read aloud. S4 3 21

There is varied and descriptive vocabulary. W 4 3 2 1
3 2 1
Writing reflects taught spelling as well as usage C 4
and mechanics highlighted below.

I=IdeasO=OrganizationV=VoiceW=Word ChoiceS= Sentence FluencyC=Conventions

What do I need to focus on with this student between now and the next assessment?

Need to continue working with Susie on expressing her own “voice” in her writing with a
focus on using choice vocabulary.

What level of support did the child receive on this piece?

Outside of a few peer conferences, Susie was able to write this piece independently.

Notes: Susie’s confidence and attitude towards writing has improved greatly.

Scoring Table SOL Usage and Mechanics

Total Score Benchmark Instructions: Highlight area of focus for this piece.
8-12 Score
3.10 a) Use complete sentences.
1 b) Use transition words to vary sentence structure.
c) Use the word I in compound subjects.
12-19 2 d) Use past and present verb tense.
e) Use singular possessives.
20-28 3 f) Use commas in a simple series.
g) Use simple abbreviations.
28-32 4 h) Use apostrophes in contractions with pronouns and in possessives.
i) Use the articles a, an, and the correctly.
Grade Level Benchmark j) Use correct spelling for frequently used sight words, including irregular plurals.

Fall 2-3

Winter 2-3

Spring 3-4

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 57

Writing Sample & Assessment Tool –Kindergarten

Fall Division-Wide Writing Samples
Winter N/A
Being a Writer Unit 2, Week 9
Spring Writing about an animal
Being a Writer Unit 6, Week 1, Day 2
Write about what you might do for fun during the summer.

Directions for Administration:

• Teachers will collect and score a writing sample for each student from the indicated Being
a Writer units. (You may want to copy the writing and return the original to the student or
class library.)

• Copy the Individual Writing Assessment Tool (rubric) for each student.

Note: Writing samples, by the very nature of the writing process, have been revised and edited
from feedback of peers or teachers. This is an authentic process of writing, and therefore an
authentic assessment. It is assumed that the scored pieces will have been given feedback following
the tenets of the Being a Writer framework. The expectation is that the piece being scored will
have received teacher/peer feedback and the author will have had an opportunity to revise
and edit, but the work has not been “corrected” by the teacher.

Directions for Scoring:

• Read the piece carefully and determine whether almost all of the writing, much of the
writing, some of the writing, or almost none of the writing shows evidence of each
descriptor. Circle 4, 3, 2, or 1 to indicate your assessment for each descriptor. Calculate the
total score and look at the scoring table for the corresponding benchmark score. (See
scoring sample on pg. 53.)

• Answer the questions at the bottom of the Assessment Tool. Use this information to drive
instruction and guide PLC conversations.

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 58

Kindergarten Individual Writing Assessment Tool

Student ___________________________________ Date_______ Benchmark Score______

Descriptors of Successful Writing Almost all of Much Some (<50%) Almost none
the writing (>50%) of of the writing of the writing
It is clear what this piece is about. the writing
4 21
Writing corresponds to illustration. 3
Spelling communicates effectively whether 4 21
conventional or approximate. 3
The writing reflects taught skills highlighted
below. 4321

4321

What do I need to focus on with this student between now and the next assessment?

What level of support did the child receive on this piece?
Notes:

Scoring Table SOL Usage and Mechanics

Total Score Benchmark Instructions: Highlight area of focus for this piece.
Score
K.11 a)Print uppercase and lowercase letters of the alphabet independently.
4-5 1 b) Print his/her first and last names.

6-9 2 K.12 a) Differentiate pictures from writing.
b) Draw pictures and/or use letters and phonetically spelled words to write about experiences.
10-13 3 c) Use letters and beginning consonant sounds to spell phonetically words to describe pictures

14-16 4 or write about experiences.
d) Write left to right and top to bottom.
Grade Level Benchmark

Winter 2-3
Spring 3-4

(Rubrics adapted from Being a Writer, 2007) 59

ACPS Elementary Literacy Assessment Guidelines, 2017-2018

Writing Sample & Assessment Tool –First Grade

Fall Division-Wide Writing Samples
Winter Being a Writer Unit 1, Week 5
Spring My Friend and I Like to… stories
Being a Writer Unit 3, Week 1
Writing about a fun time
Being a Writer Unit 7, Week 1
Writing about writing time

Directions for Administration:

• Teachers will collect and score a writing sample for each student from the indicated Being
a Writer units. (You may want to copy the writing and return the original to the student or
class library.)

• Copy the Individual Writing Assessment Tool (rubric) for each student.

Note: Writing samples, by the very nature of the writing process, have been revised and edited
from feedback of peers or teachers. This is an authentic process of writing, and therefore an
authentic assessment. It is assumed that the scored pieces will have been given feedback following
the tenets of the Being a Writer framework. The expectation is that the piece being scored will
have received teacher/peer feedback and the author will have had an opportunity to revise
and edit, but the work has not been “corrected” by the teacher.

Directions for Scoring:

• Read the piece carefully and determine whether almost all of the writing, much of the
writing, some of the writing, or almost none of the writing shows evidence of each
descriptor. Circle 4, 3, 2, or 1 to indicate your assessment for each descriptor. Calculate the
total score and look at the scoring table for the corresponding benchmark score. (See
attached scoring sample.)

• Answer the questions at the bottom of the Assessment Tool. Use this information to drive
instruction and guide PLC conversations.

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 60

1st Grade Individual Writing Assessment Tool

Student ___________________________________ Date_______ Benchmark Score______

Descriptors of Successful Writing 6+1 Almost all of Much Some (<50%) Almost none
Trait the writing (>50%) of of the writing of the writing
the writing
It is clear what this piece is about. I4 21
3
Writing shows evidence of sustained thought and I 4 21
stays on topic. 3
21
Details are used to tell more. I4 3 21
V4 3 21
The writing shows creativity or personal O,S 4 3 21
engagement with the topic. 3 21
3
One idea flows logically into the next. 21
3
There is varied and descriptive vocabulary. W4

Spelling communicates effectively whether C4
conventional or approximate.

The writing reflects taught skills highlighted C4
below.

I=IdeasO=OrganizationV=VoiceW=Word ChoiceS= Sentence FluencyC=Conventions

What do I need to focus on with this student between now and the next assessment?

What level of support did the child receive on this piece?
Notes:

Scoring Table SOL Usage and Mechanics

Total Score Benchmark Instructions: Highlight area of focus for this piece.
Score
1.12 b) Space words within sentences.
8-12 1 c) Use the alphabetic code to write unknown words phonetically.

12-19 2 1.13 d) Use complete sentences.
e) Begin each sentence with a capital letter and use ending punctuation.
20-28 3 f) Use correct spelling for commonly used sight words and phonetically regular words.

28-32 4

(Rubrics adapted from Being a Writer, 2007) 61

ACPS Elementary Literacy Assessment Guidelines, 2017-2018

Writing Sample & Assessment Tool – Second Grade

Fall Division-Wide Writing Samples
Winter Being a Writer Unit 1, Week 7
Spring Published Piece – The Writing Community
Being a Writer Unit 3, Week 4
Published Piece - Fiction
Being a Writer Unit 5, Week 3
Published Piece – Friendly Letter

Directions for Administration:

• Teachers will collect and score a published writing sample for each student from the indicated
Being a Writer units. (You may want to copy the writing and return the original to the student or
class library.)

• Copy the Individual Writing Assessment Tool (rubric) for each student.

Note: Published pieces by the very nature of the writing process have been revised and edited from
feedback of peers or teachers. This is an authentic process of writing, and therefore an authentic
assessment. It is assumed that the scored pieces will have been given feedback following the tenets of the
Being a Writer framework. The expectation is that the piece being scored will have received
teacher/peer feedback and the author will have had an opportunity to revise and edit, but the work
has not been “corrected” by the teacher.

Directions for Scoring:

• Read the piece carefully and determine whether almost all of the writing, much of the writing,
some of the writing, or almost none of the writing shows evidence of each descriptor. Circle 4, 3,
2, or 1 to indicate your assessment for each descriptor. Calculate the total score and look at the
scoring table for the corresponding benchmark score. (See attached scoring sample.)

• Answer the questions at the bottom of the Assessment Tool. Use this information to drive
instruction and guide PLC conversations.

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 62

2nd Grade Individual Writing Assessment Tool

Student ___________________________________ Date_______ Benchmark Score______

Descriptors of Successful Writing 6+1 Almost all of Much Some (<50%) Almost none
Trait the writing (>50%) of of the writing of the writing
the writing
It is clear what this piece is about. I 4 21
I 4 3
Writing fully communicates ideas and shows I 4 21
sustained thought. V 4 3
O 4 21
Details are used to tell more. S 4 3 21
Writing shows individual expression and 3 21
3 21
creativity. 3 21
One idea flows logically into the next. 3 21

Sentences are fluent when read aloud. 3

There is varied and descriptive vocabulary. W 4

Writing reflects taught spelling as well as usage C 4
and mechanics highlighted below.

I=IdeasO=OrganizationV=VoiceW=Word ChoiceS= Sentence FluencyC=Conventions

What do I need to focus on with this student between now and the next assessment?

What level of support did the child receive on this piece?
Notes:

Scoring Table SOL Usage and Mechanics

Total Score Benchmark Instructions: Highlight area of focus for this piece.
Score
2.13a) Recognize and use complete sentences.
8-12 1 b) Use and punctuate declarative, interrogative, and exclamatory sentences.
c) Capitalize all proper nouns and the word I.
12-19 2 d) Use singular and plural nouns and pronouns.
e) Use apostrophes in contractions and possessives.
20-28 3 f) Use contractions and singular possessives.
g) Use knowledge of simple abbreviations.
28-32 4 h) Use correct spelling for commonly usedsight words, including compound words and regular

Grade Level Benchmark plurals.
i) Use commas in the salutation and closing of a letter.
Fall 2-3 j) Use verbs and adjectives correctly in sentences.

Winter 2-3

Spring 3-4

(Rubrics adapted from Being a Writer, 2007)

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 63

Writing Sample & Assessment Tool – Third Grade

Fall Division-Wide Writing Samples
Winter Being a Writer Unit Two, Week Three, Published Piece
Published Piece from Being a Writer Genre Unit (to be
Spring decided by PLC team)
Published Piece from Being a Writer Genre Unit (to be
decided by PLC team)

Directions for Administration:
• Teachers will collect and score a published writing sample for each student from the indicated
Being a Writer units. Units 3-6, the Genre units, may be taught in any order. Therefore, PLC
teams will need to decide which unit pieces will be the winter and spring assessment sample.
(You may want to copy the writing and return the original to the student or class library.)
• Copy the Individual Writing Assessment Tool (rubric) for each student.

Note: Published pieces by the very nature of the writing process have been revised and edited
from feedback of peers or teachers. This is an authentic process of writing, and therefore an
authentic assessment. It is assumed that the scored pieces will have been given feedback
following the tenets of the Being a Writer framework. The expectation is that the piece being
scored will have received teacher/peer feedback and the author will have had an
opportunity to revise and edit, but the work has not been “corrected” by the teacher.

Directions for Scoring:
• Read the piece carefully and determine whether almost all of the writing, much of the writing,
some of the writing, or almost none of the writing shows evidence of each descriptor. Circle 4,
3, 2, or 1 to indicate your assessment for each descriptor. Calculate the total score and look at
the scoring table for the corresponding benchmark score.
• Answer the questions at the bottom of the Assessment Tool. Use this information to drive
instruction and guide PLC conversations.

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 64

3rd Grade Individual Writing Assessment Tool

Student ___________________________________ Date_______ Benchmark Score______

Descriptors of Successful Writing 6+1 Almost all of Much Some (<50%) Almost none
Trait the writing (>50%) of of the writing of the writing
the writing
It is clear what this piece is about. I4 21
Writing fully communicates ideas and shows I4 3 21
sustained thought. I4 3 21
Details are used to tell more. V4 3 21
Writing shows individual expression and O4 21
creativity. S4 3 21
One idea flows logically into the next. 21
3
Sentences are fluent when read aloud. 3 21

There is varied and descriptive vocabulary. W4 3

Writing reflects taught spelling as well as usage C 4 3
and mechanics highlighted below.

I=IdeasO=OrganizationV=VoiceW=Word ChoiceS= Sentence FluencyC=Conventions

What do I need to focus on with this student between now and the next assessment?

What level of support did the child receive on this piece?
Notes:

Scoring Table SOL Usage and Mechanics

Total Score Benchmark Instructions: Highlight area of focus for this piece.
Score
3.10 a) Use complete sentences.
8-12 1 b) Use transition words to vary sentence structure.
c) Use the word I in compound subjects.
12-19 2 d) Use past and present verb tense.
e) Use singular possessives.
20-28 3 f) Use commas in a simple series.
g) Use simple abbreviations.
28-32 4 h) Use apostrophes in contractions with pronouns and in possessives.
i) Use the articles a, an, and the correctly.
Grade Level Benchmark j) Use correct spelling for frequently used sight words, including irregular plurals.

Fall 2-3 .

Winter 2-3

Spring 3-4

(Rubrics adapted from Being a Writer, 2007) 65

ACPS Elementary Literacy Assessment Guidelines, 2017-2018

Writing Sample & Assessment Tool – Fourth Grade

Fall Division-Wide Writing Samples
Winter Being a Writer Unit Two, Week Three, Published Piece
Published Piece from Being a Writer Genre Unit (to be
Spring decided by PLC team)
Published Piece from Being a Writer Genre Unit (to be
decided by PLC team)

Directions for Administration:
• Teachers will collect and score a published writing sample for each student from the indicated
Being a Writer units. Units 3-6, the Genre units, may be taught in any order. Therefore, PLC
teams will need to decide which unit pieces will be the winter and spring assessment sample.
(You may want to copy the writing and return the original to the student or class library.)
• Copy the Individual Writing Assessment Tool (rubric) for each student.

Note: Published pieces by the very nature of the writing process have been revised and edited
from feedback of peers or teachers. This is an authentic process of writing, and therefore an
authentic assessment. It is assumed that the scored pieces will have been given feedback
following the tenets of the Being a Writer framework. The expectation is that the piece being
scored will have received teacher/peer feedback and the author will have had an
opportunity to revise and edit, but the work has not been “corrected” by the teacher.

Directions for Scoring:
• Read the piece carefully and determine whether almost all of the writing, much of the writing,
some of the writing, or almost none of the writing shows evidence of each descriptor. Circle 4,
3, 2, or 1 to indicate your assessment for each descriptor. Calculate the total score and look at
the scoring table for the corresponding benchmark score

• Answer the questions at the bottom of the Assessment Tool. Use this information to drive
instruction and guide PLC conversations.

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 66

4thGrade Individual Writing Assessment Tool

Student ________________________________ Date_______ Benchmark Score______

Descriptors of Successful Writing 6+1 Almost all of Much Some (<50%) Almost none
Trait the writing (>50%) of of the writing of the writing
It’s clear what this piece is about the writing
Writing fully communicates ideas and shows
sustained thought I4 3 2 1
Details are used to tell more
I4 3 2 1

I4 3 2 1

Writing shows individual expression and creativity V 4 3 2 1

One idea flows logically into the next O4 3 2 1
Sentences are fluent when read aloud S4 3 2 1

There is varied and descriptive vocabulary W4 3 2 1

Writing reflects taught spelling as well as usage C 4 3 2 1
and mechanics highlighted below

I=IdeasO=OrganizationV=VoiceW=Word ChoiceS= Sentence FluencyC=Conventions

What do I need to focus on with this student between now and the next assessment?

What level of support did the child receive on this piece?
Notes:

Scoring Table SOL Usage and Mechanics

Total Score Benchmark Instructions: Highlight area of focus for this piece.
Score
4.8 a) Use subject-verb agreement.
8-12 1 b) Include prepositional phrases.
c) Eliminate double negatives.
12-19 2 d) Use noun-pronoun agreement
e) Use commas in series, dates, and addresses.
20-28 3 f) Incorporate adjectives and adverbs.
g)Use correct spelling for frequently used words, including common homophones.
28-32 4
h) Use singular possessives.
Grade Level Benchmark

Fall 2-3

Winter 2-3

Spring 3-4

(Rubrics adapted from Being a Writer, 2007)

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 67

5th Grade Writing Portfolio – REQUIRED

Alternative Assessment to removed Writing SOL

Overview:
In response to the state of Virginia’s elimination of the 5th grade writing SOL, the division

pulled together a team of teachers to create an alternative means for assessing the 5th grade
standards in writing. We saw this change in the state’s practice as an opportunity to influence both
formative and summative evaluation of student writing.

Our goal was to develop an authentic approach to assessing writing. We wanted to keep in
mind the importance of a balanced assessment approach where kids show what they know in a
variety of ways. In addition, we wanted to align with the division’s framework for writing
instruction, Being a Writer, and the existing ACPS Elementary Literacy Assessment Guidelines.

The team developed a portfolio approach that will allow students to show what they know
in a variety of ways over the course of the year. To assist teachers, guidelines are provided below
that articulate common practices and expectations for administering, collecting and scoring the
student writing samples.

Purpose:
The student writing portfolios are intended to provide evidence of student growth towards mastery
of the 5th grade Standards of Learning in Writing. The reporting categories include:

1. Research, plan, compose, and revise for a variety of purposes
2. Edit for correct use of language, capitalization, punctuation, and spelling

Who: All 5th grade students (including SPED, VAAP, and LEP - All accommodations will apply
for these assessments)

How: Over the course of the year, teachers will collect 5 student-writing samples that are common
division-wide and will be scored with a common division-wide rubric. Additional writing samples
may also be included in the child’s writing portfolio; however, the 5 common writing samples
described below will be the only scores reported in Illuminate.

When: By the end of the school year, all student-writing portfolios will include 5 common writing
samples, scored using the provided ACPS Grade 5 Common Writing Rubric. The expectation is
that at least one student writing sample be collected quarterly over the course of the year to
monitor student growth towards mastery of the 5th grade Standards of Learning for writing.

NOTE: ALL REQUIRED DOCUMENTS FOR THIS PORTFOLIO CAN BE
FOUND ON THE DIVISION’S LANGUAGE ARTS BLACKBOARD PAGE:
ACPS ELA.

You can also go to the County Webpage: Click on Departments / Instruction /
Language Arts / For Staff (left) / Assessment / Elementary / Fifth Grade

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 68

Grade 5 Writing Portfolio FAQ’s

1. Can drafts be included in the students’ portfolios? Yes, teachers and students may
choose to include drafts in the writing portfolios. Some teachers and students find it
helpful to see the progress and growth demonstrated by drafts. However, drafts are not
required in the student portfolio

2. Can writing that does not fit into a required category be included in the portfolio?
Yes, teachers and students have the freedom to include writing samples above and beyond
the required five pieces. For example, a student may consider his or her writing for a
content area class or The Writer’s Eye to be a strong piece and wish to include it in the
portfolio.

3. Can teachers make copies of student work from portfolios to send home? Yes, teachers
may send home copies of their students’ writing at any time. However, teachers should
keep original pieces of student portfolio work at school. All writing may be sent home at
the end of the year, as middle schools do not request literacy folders from fifth-grade
teachers.

4. Can teachers change the sequence of portfolio requirements? Yes, the presented
sequence is a suggested format. Unit 2 of Being A Writer should remain as the initial
assessment piece for the first quarter. The Weather Journal Writing Task (time-bound, in-
class task) may work best after the Expository Unit because the Journal Task requires note-
taking and research skills. It is recommended that fifth-grade teachers consider doing the
Persuasive Writing Unit prior to the Virginia Studies Bucket performance task, since the
VS task requires persuasive writing.

5. How should teachers assess grammar, usage, and mechanics? Teachers should utilize
the English Standards of Learning Checklist for Grammar, Usage, and Mechanics Skills
included with the 5th Grade Writing Rubric. The chart enables teachers to monitor
grammar skills as they are taught. Teachers who feel that their students need additional
grammar practice may use the Skill Practice Mini-lessons included in the Being a Writer
Skill Practice Teaching Guide.

6. Who will score the required writing samples? Teachers are responsible for scoring their
own students’ writing. However, it is suggested that teachers meet with a team of
colleagues (ie: PLCs or instructional coaches) in order to norm the scoring process. Scores
for each domain will be entered in Illuminate.

7. Can students receive accommodations? Yes, students with a documented need may
receive accommodations through their IEPs, 504 Plans, or LEP Accommodation Plans.

8. Are students given the choice to use paper/pencil and/or computer for their writing
samples? Absolutely! Portfolios can be representative of the multiple modes students
choose to use for writing.

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 69

ACPS Grade 5 Writing Portfolio:
Guidelines for Scoring and Reporting

• All student portfolio writing samples will be scored using the ACPS Grade 5 Common
Writing Rubric provided on the next page.

• The “Research” domain will only be scored when applicable (Student portfolio samples 3
and 4).

• All scores will be entered in Illuminate along with the other literacy profile data.

• Scores for each domain of the rubric will be entered separately in Illuminate (i.e. A score of
1-4 will be entered for Central Idea, Organization and Unity, Elaboration and Details, etc.)
This will allow teachers to run reports and monitor student progress in each of the
domains.

• A holistic score will be calculated (by Illuminate) for benchmark purposes. See chart below
for holistic score ranges.

Holistic Score Holistic Score

(For Composing/ Written Expression & Usage and (For Composing/ Written Expression, Usage and

Mechanics) Mechanics AND Research)

Total Score Benchmark Total Score Benchmark
Score Score

6-8 1 7-10 1

9-14 2 11-17 2

15-20 3 18-24 3
21-24
4 25-28 4

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 70

ACPS Grade 5 Common Writing Rubric

COMPOSING / WRITTEN EXPRESSION

4 - Mastery 3 - Proficient 2 - Progressing 1 – Not Observed

CENTRAL IDEA • Demonstrates clear, • Demonstrates reasonably • Demonstrates inconsistent • Has little or no focus on a
consistent focus on central focus on central idea central idea
consistent focus on a idea
• Demonstrates limited • Has little or no awareness
central idea • Demonstrates awareness of awareness of audience of audience
intended audience
• Demonstrates clear • Exhibits inconsistent • Exhibits little or no
• Exhibits evidence of an organizational plan organizational plan
awareness of intended organizational plan
• Stays mainly on topic and • Strays from the main topic
audience • Stays consistently on topic may have a few digressions and has many digressions
with few digressions
ORGANIZATION • Exhibits a logical • Demonstrates some • Does not demonstrate a
• Demonstrates a beginning, evidence of a beginning, clear beginning, middle,
AND organizational plan middle, and conclusion middle, and conclusion and conclusion

UNITY • Stays consistently on topic • Presents a topic sentence • Presents an inconsistent or • Presents little or no
somewhat focused on the weak topic sentence* indication of the main
ELABORATION AND • Demonstrates a strong main idea* idea*
DETAILS beginning, middle, and • Inconsistently uses of
conclusion • Uses transitional words transitional words and/or • Uses little or no evidence
and/or phrases to connect phrases to connect thoughts of transitional words
• Presents a strong topic thoughts and/or phrases to connect
sentence focusing on the • Somewhat elaborates using thoughts
main idea* • Reasonably elaborates using examples and/or details
examples and/or details • Uses little or no
• Effectively uses elaboration, lack of details
transitional words and/or and/or examples
phrases to connect
thoughts • No sentences of various
lengths or structures
• Fully elaborates using
examples and/or details • Uses little or no specific
vocabulary to create
SENTENCE • Includes a variety of • Includes some sentence • Includes little sentence purposeful tone and voice
FORMATION AND • sentence lengths and variety in lengths and variety in lengths and
structures structures structures 1 – Not Observed
STRUCTURE Uses precise and
descriptive vocabulary to • Uses some precise and • Uses limited vocabulary to • Exhibits little or no control
WORD CHOICE create purposeful tone and descriptive vocabulary to create purposeful tone and of grammar usage
voice create purposeful tone and voice
Usage / Mechanics voice • Exhibits little or no control
4 - Mastery 2 - Progressing
USAGE AND • 3 - Proficient 71
MECHANICS • Exhibits consistent control • Exhibits inconsistent
of grammar usage • Exhibits reasonable control control of grammar usage
Exhibits consistent control of grammar usage
• Exhibits inconsistent
• Exhibits reasonable control

ACPS Elementary Literacy Assessment Guidelines, 2017-2018

of mechanics, including of mechanics, including control of mechanics, of mechanics, including
punctuation, capitalization, punctuation, capitalization, including punctuation, punctuation,
formatting, and spelling formatting, and spelling capitalization, formatting, capitalization, formatting,
and spelling and spelling

Research 4 - Mastery 3 - Proficient 2 - Progressing 1 – Not Observed

RESEARCH • Constructs multiple, clear, • Constructs some clear • Constructs some questions, • No questions fit the topic.
creative, and interesting questions, which fit the topic. which do not fit the topic.
questions which fit the • Collects and records
topic. • Collects and records • Collects and records incomplete information
information from multiple information from one which fails to answer any
• Independently collects and resources (i.e. charts, maps, resource with some of the research questions.
records information from graphs) in many formats support. Requires substantial
multiple resources (i.e. (books, magazines, digital) support to collect and
charts, maps, graphs) in with some support. • Develops notes that lack record information.
many formats (books, clarity and organization of
magazines, digital). • Develops notes that include concepts. Wrote some • Did not develop clear
concepts, summaries, and notes that were copied notes that address
• Develops clear notes that identification of information word-for-word. important concepts.
include important sources. Wrote most notes Copied most or all of the
concepts, summaries, and using their own words. notes word-for-word.
identification of
information sources.
Wrote all notes using their
own words.

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 72

Appendices

• Overview of Literacy Assessments
• Frequently Asked Questions for Collecting a

Profile of Information
• Individual Student Profile
• Reading Stage Descriptions
• QRI Administration Steps
• QRI Reserved Passages

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 73

OVERVIEW OF LITERACY ASSESSMENTS

Assessment Name Phonological Awareness Literacy Screening (PALS) (Provided by the state of
What is it?
Virginia through the EIRI Grant.)
What do the
results tell us A statewide screening tool that measures a student’s knowledge of literacy fundamentals in PreK – 3. It
can also provide diagnostic and progress monitoring information.
about the
student? PALS-PreK: PALS-K PALS 1-3
• Name Writing • Rhyme Awareness • Spelling
Why is it given? • Alphabet Knowledge • Beginning Sound • Word Recognition in Isolation
• Beginning Sound Awareness • Oral Reading in Context
Who are the Awareness • Alphabet Knowledge • Fluency
stakeholders? • Print and Word Awareness • Letter Sounds • Comprehension
• Rhyme Awareness • Spelling
When should it be • Nursery Rhyme • Concept of word PALS 1-3 (diagnostic)
given? Awareness • Word Recognition in • Alphabetic
Isolation • Concept of Word
• Phonemic Awareness

• To provide diagnostic information and to inform instruction by
providing explicit information about a student’s knowledge of literacy fundamentals

• To identify students in need of additional reading instruction beyond that provided to typically
developing readers

• To serve as a common division wide assessment

• Students • ACPS (Central Office Staff and School Board
• Teachers
• Principals Members)

• State of Virginia

Fall Mid-Year Spring
PreK and Kindergarten: all students
Required for all students PreK-1st: all students
1st-3rd: receiving any literacy
• students new to Virginia intervention and PreK- 2nd: all students except those who met the
public schools 2 students who did not High Benchmark Designation in the
• students who did not meet meet the PALS fall spring of 1st grade or the fall of 2nd
the spring 2008 benchmark benchmark. grade
and received summer
intervention 3rd: optional screening of 3rd grade
students; not required due to
Virginia SOLs

Assessment Name Virginia Standards of Learning (SOL) Assessments
What is it?
A statewide criterion-referenced assessment based on Virginia’s Standards of Learning; given to students
What do the
results tell us in grades 3-5 in the area of Reading and grade 5 in Writing.

about the • level of performance based on Virginia’s criteria for demonstrating proficiency in meeting state
student?
standards
Why is it given?
• used to determine a school’s accreditation (from the state) and Adequate Yearly Progress (from the
Who are the
stakeholders? National Department of Education)
When should it be
• provides the school, state, and national data that serves as an indicator for meeting the needs of all
given?
students, in all subgroup populations

• To serve as an accountability tool used to determine that the minimal level of learning has occurred

according to the commonwealth’s outlined expectations as defined by the state SOL documents.

• To serve as a common division wide assessment

• Students/Parents • ACPS

• Teachers • State of Virginia

• Principals

Spring of each year in grades 3, 4, & 5

Assessment Name Midyear Reading Assessment
What is it?
What do the An ACPS developed assessment given to students in grades 3-5
• Level of proficiency on grade level standards in relation to information taught by midyear.
results tell us • Provides information on how the student performs on a test in a standardized setting.
about the
student? • To serve as an indicator of whether students have learned what’s been taught and/or their grasp of
material that has not yet been covered.
Why is it given?
• Determine next steps in teaching built around common content.
Who are the • To serve as a common division wide assessment
stakeholders? • Students
When should it be • Teachers/Principals
• ACPS
given? Midyear Assessments are given between December and January in order to gain information that will
assist in preparing students for spring SOL testing.

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 75

Assessment Name Rigby
What is it?
A reading resource that can be used to administer running records for students in grades K-5 to guide
What do the
results tell us instruction.

about the • instructional reading level • knowledge of print conventions
student?
• ability to read for meaning • oral and/or silent reading rate
Why is it given?
• ability to integrate meaning with structural and o Keep in mind that Rigby levels are more
Who are the
stakeholders? visual cues similar than different. Often two Rigby
When should it be
• self-monitoring systems levels fall within one basal or guided
given?
reading level. (See Leveling Chart)

• To quickly and easily assess a student’s reading behaviors to help target instruction

• To group together children with similar needs for reading instruction

• To choose books at an appropriate level for students

• Students

• Teachers

• Principals

See guidelines for required times. However, this is an informal running record that can be used

throughout the year to guide instruction.

Assessment Name Fountas and Pinnell Benchmark Assessment System

What is it? A reading resource that can be used to administer running records (and more) for students in grades K-
8 to guide instruction.
What do the This assessment measures decoding, fluency, vocabulary and comprehension for students in grade K –
results tell us 8 in order to determine a student’s independent and instructional reading levels.

about the • To assess a student’s reading behaviors to help target instruction
student? • Students
Why is it given? • Teachers
Who are the • Principals
stakeholders? This can be used throughout the year to guide instruction.

When should it be
given?

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 76

Assessment Name Running Record

What is it? A running record is a method for closely observing and assessing a student's oral reading of a complete
story or 150-300 words excerpted from a longer text. Running records can be taken spontaneously on
the fly without advance preparation, using whatever text the student happens to be reading; or they can
be taken using a photocopy of a prepared text.

What do the • instructional reading level
results tell us • ability to read for meaning
• ability to integrate meaning with structural and visual cues
about the • self-monitoring systems
student? • knowledge of print conventions
• ability to apply comprehension strategies

Why is it given? • To quickly and easily assess a student’s reading behaviors to help target instruction
• To facilitate student-text matches
• To inform grouping for teacher-guided instruction
• To document student performance

Who are the • Students
stakeholders? • Teachers
• Principals
When should it be
given? See guidelines for required times. However, running records may be taken weekly or monthly to
document growth over time, or periodically (2-4 times a year) as part of an assessment profile to place
students in reading groups or to document progress along specific benchmarks.

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 77

Assessment Name Qualitative Reading Inventory (QRI)
What is it?
What do the A comprehensive classroom reading assessment.

results tell us • reading level for narrative and/or expository text • self-monitoring systems
about the
student? • ability to read for meaning • knowledge of print conventions

Why is it given? • ability to integrate meaning with structural and • oral and/or silent reading rate

Who are the visual cues
stakeholders?
When should it be • To provide diagnostic information about a student’s ability in regards to word identification, fluency,

given? and comprehension

What are the • To determine a student’s highest instructional reading level
reserved
passages? • To serve as a common division wide assessment

• Students • Principals

• Teachers • ACPS

See guidelines for required times. However, this assessment can be used at any time with any student to

gain diagnostic information.

• Pre-Primer: Lost and • Grade 2: What Can I Get for My • Grade 5: Margaret Mead

Found Toy? • Grade 6: Pele

• Primer: A Trip • Grade 3: A Special Birthday for • Upper Middle School: Biddy

• Grade 1: Mouse in a Rosa Mason

House • Grade 4: Amelia Earhart

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 78

Assessment Name Developmental Spelling Analysis (DSA)
What is it?
A classroom diagnostic measure based on developmental spelling theory.
What do the
results tell us • stage of development (Letter Name, Within Word, Syllable Juncture, Derivational

about the Consistency/Relations)
student?
• grasp of specific features within the stage
Why is it given?
• ability to apply several features in an entire word
Who are the
stakeholders? Stage Score Descriptor
When should it be
22-25 The student understands the concepts covered at this stage.
given?
The speller is confident and competent at this stage

12-21 Stage of Word Study development

Below 12 with scores of 22-25 on the Early stage of development

previous stage

• To analyze and interpret stages of spelling development

• To highlight strengths and weaknesses so instruction can be timely, appropriate, and progress

monitored over time

• To serve as a common division wide assessment

• Students • Principals

• Teachers • ACPS

fall – winter – spring

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 79

Assessment Name Primary Automatic Word Lists (PAWS)

What is it? PAWS is a classroom fluency assessment of high-frequency sight words given from kindergarten until
mastery (130/150).
What do the A student’s automaticity in recognizing high-frequency sight words
results tell us
• To assess automaticity of sight word identification
about the • To serve as a common division wide assessment
student? • Students
• Teachers
Why is it given? fall – winter - spring

Who are the Note: Once a student has met their current grade level benchmark, you are not required to continue
stakeholders? testing.

When should it be
given?

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 80

Assessment Name Six-Minute Solution

What is it? Six-Minute Solution is a resource used to determine a student’s current fluency rate. As a Division, we

What do the use this as a common assessment to determine a student’s fluency rate on grade level material.
results tell us
In addition, Six-Minute Solution can be used to determine a student’s instructional and/or independent
about the
student? fluency rate as part of ongoing instruction in the classroom.

• Note: the Correct Words per Minute score is a measure of rate, however this is only one component

of fluency that is comprised of accuracy, prosody, and rate.

• Note: While it is important to assess grade level fluency each quarter, it is not appropriate to

practice fluency at a level that is frustrating for the student.

Grade Levels Target Range
(Correct Words Per Minute)

1 40-60 CWPM

• grade level fluency rate

• reading rate compared to the fluency benchmark 2 50-95 CWPM

set for each nine weeks

• where to work within a fluency program, such as 3 80-115 CWPM
Six-Minute Solution

4-5 120-150 CWPM

6-8 150-180 CWPM

9-12 180-200 CWPM

• To determine a student’s fluency rate

Why is it given? • To monitor fluency progress over time

Who are the • To serve as a common division wide assessment (Specifically, to determine a student’s
stakeholders?
When should it be fluency rate at their current grade level)

given? • Students • Principals

What are the • Teachers • ACPS
reserved
passages? Reserved passages are given in the fall and repeated as needed until students have met the grade level

benchmark.

• Grade 1: Dogs: Barking Buddies (4th quarter • Grade 4: Baboons

only) • Grade 5: Bones

• Grade 2: How to be a Good Citizen

• Grade 3: Moving Waveforms

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 81

Assessment Name Letter Production

What is it? A tool used to assess a student’s ability to write letters of the alphabet.
What do the • How well students recall the letters from memory, and can produce them on paper
results tell us • How they hold a pencil (anecdotal observations can be made)

about the • To assess a student’s ability to write the letters from memory
student? • Students
Why is it given? • Teachers
Who are the Fall of Kindergarten, and repeated as needed
stakeholders?
When should it be

given?

Assessment Name Writing Sample
What is it?
An authentic assessment of student writing from the identified Being a Writer unit.
What do the
results tell us • student growth in writing
• ability to apply spelling knowledge in context
about the
student? • use of writing conventions and appropriate grammar

Why is it given? • ability to compose narrative or expository text

Who are the •
stakeholders?
When should it be • To highlight strengths and weaknesses so instruction can be timely, appropriate, and progress

given? monitored over time

• To serve as a division wide common assessment

• Students • Principals

• Teachers • ACPS

fall – winter – spring

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 82

Collecting a Profile of Information

Frequently Asked Questions

• Do I need to assess in the first few weeks of school?

• Use assessment information received from the previous grade level so you
can start building community and begin instruction immediately rather than
spending time assessing. Make sure your groups are fluid so that if a student’s
instructional level has changed you can move them!

• Think about timing assessments so that instruction can continue:
o Use Literacy Work Stations
o Assess during Reader’s Workshop
o Stagger assessments, one literacy group at a time
o See your Language Arts Vertical Team Member for additional ideas and
suggestions

2. What do I do with assessment data after I’ve captured it?

• Record your results in Illuminate (ask an instructional coach or PLC member for
support if you need it)

• Create reports in Illuminate for use at PLC meetings
• Use the data to inform your instruction and to communicate with key stakeholders

(students, parents, colleagues, etc.)

3. How do I determine if a student is “above, on, or below” grade level?

Please remember that we are collecting a “profile of information” in order to determine
grading for the report card. No single assessment should be used to make an “on,
above, or below” grade level determination. Remember to use the comment section of
the report card to address any specific concerns for students who are on grade level, but
right on the “bubble.”

• See Reading Stage Descriptions Chart (in the Reading section) for the profile of
information

• In order to be marked above grade level, a student should be:
o reading at least two years above their current grade on a running record
o instructed at least two years above their current grade, (i.e., a first grader 2nd
quarter would be instructed at the third grade 2nd quarter level)
o self-selecting above grade level books
o reading self-selected books independently with strong comprehension

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 83

• In order to be marked on grade level, a student should
o meet the benchmarks (Teachers should carefully consider the entire literacy
profile when making this decision.)
o meet the end-of-the-year benchmark on the grade level QRI or PALS passage
if:
o They are independent in Word Recognition in Context (Accuracy), and
instructional in Comprehension

• In order to report below grade level for report card purposes:
o You will need to collect data using a variety of assessments in order to discuss
the results at a PLC meeting
o The student must test below the benchmark on more than one assessment in
order to be considered below grade level. Be sure to explain the specific
area(s) of concern in the comment section, and provide hints for how the
parent can help at home.
 Word of caution: Due to the developmental progression and “leaps”
that young children can make, use caution when reporting
Kindergarten children below grade level to parents early in the year.
Use the information gathered from assessments and classroom
performance to determine if the child is, or is not, showing progress. It
is important to be honest without causing parental alarm.

♦ You may choose to use the Individual Student Profile on the next page to track
student growth (or lack of progression) across the year. This profile of information
should be shared with:
• teammates during PLC time if there are questions or concerns
• the SBIT team
• parents during conferences to let parents know where their child is in relation
to the benchmarks

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 84

Individual Student Profile

Name ___________________________ Grade___Teacher___________

Use the ACPS Benchmarks for “On Grade Level” Literacy Performance on pages 5-11 to analyze your data.
When making the decision about whether a student is on, above, or below grade level, consider the entire profile of information.

1st Quarter 2nd 3rd 4th
Quarter Quarter Quarter

Reading Inventory

Guided Reading Level

(instructional)

Other Reading Inventory

Reading Observations

Comprehension score

from above Reading Inventory

QRI IV — WRI

Comprehension
Observations

Fluency Rate

Grade level passage
(wpm or cwpm)

Other Fluency measure
on instructional level

(wpm or cwpm)

Fluency Observations

(expression, prosody)

PAWS

DSA stage & score
Word Study
In classroom
Writing Sample
Writing Observations

Other Writing measure

(Ex. Letter Production)

Midyear Assessment

General notes and
observations (write on
back)

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 85

Individual Student Profile (Kindergarten)

Name ___________________________ Teacher___________

Use the ACPS Benchmarks for “On Grade Level” Literacy Performance on pages 5-11 to analyze your data.
When making the decision about whether a student is on, above, or below grade level, consider the entire profile of information.

1st 2nd 3rd 4th
Quarter Quarter Quarter Quarter

PALS Score

Guided Reading
Level (instructional)
Accuracy
Comprehension
Reading Observations

Comprehension
Observations

Upper Case Letter
ID (26)
Lower Case Letter
ID(26)
Letter Sounds(30)

PAWS

DSA stage & score

Word Study
In classroom

Uppercase Letter
Production (26)
Lowercase Letter
Production (26)
Writing Score

General notes and
observations (write on
back)

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 86

ACPS Reading Stage Descriptions

Behaviors in italics are listed on the report card.

Stage Reading Book Characteristics

• Memorizing and reciting

Emergent (E) • rhymes, jingles, etc. • Simple books with few
Learning that a printed word words on each page
• is a set of letters with blank • Wordless books
• space on either side (Concept • Text that labels pictures
• of Word – COW) • ABC books
• Using pictures in text to make • Concept books
meaning • Some complete sentences
Memorizing words in a text • High repetition
and “reading” by attempting • Large print
to point to each word • Includes high frequency
Matching spoken words with words
the print on the page • Includes rhyme
Learning letter sounds

• Self-correcting with support

• Reading short books with

familiar language

Beginner (B) • Using phonics (sounding out) • Smaller print
and context clues to read • Illustrations enhance but
unknown words
provide less support
• Developing recognition of • Story collections (such as
frequently used words that do
not “sound out” Mouse Tales)
• Varied sentence structure
• Reading and re-reading to • May have text in paragraph
develop a list of words
recognized automatically form

• Reading orally word by word

with some expression

Advanced • Reading books with fewer • Fewer illustrations
Beginner pictures • Short beginner novels
• Text in paragraph form
(AB) • Expanding strategies for • More dialogue
reading unknown words • More words on a page (in

• Expanding list of words order to help students
recognized automatically build stamina)

• Reading with increased
fluency

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 87

Reading Stage Descriptions, continued

Behaviors in italics are listed on the report card.

Stage Reading Book Characteristics

Transitional • Reading longer books such as • Sequential chapters
(T) series (which allow them to • Longer with more than one
follow familiar characters and
Intermediate story patterns) and other setting
(I) chapter books • More complex stories (plot

Proficient • Further expanding strategies and character
(P) for identifying unknown development)
words by using clues such as • More sophisticated
sentence structure (continued vocabulary
use of phonics) • More sophisticated literary
elements (flashback,
• Reading with fluency and symbolism)
expression (silent reading • Fewer illustrations
becomes faster than oral • Series books
reading) • Reflects life experiences of
children in this reading
• Reading silently for sustained stage
periods of time (finger
pointing decreases) • Continually more difficult
vocabulary and conceptual
• Sizable store of sight words level
• Shifting of attention
• Includes chapters that are
(decoding to comp) often complete in
• Reading a wide variety of themselves

chapter books and juvenile • Often features characters,
non-fiction (more challenging situations, and dialogue of
vocabulary and concepts) interest to upper
• Reading books with more elementary students
sophisticated literary styles,
such as flashbacks
• Analyzing literary elements
such as plot, setting, etc.
• Prefers reading silently
• Fluent in oral & silent reading
(silent approaching 200 wpm)
• Negotiating genres (fiction,
nonfiction, fantasy,
biographies, poetry)

*Due to the • Reading any text desired • All types of texts and
nature of this • Analyzing text in depth genres
stage it is rare
for elementary
age students to
achieve this

level

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 88

QRI-6

Administration Steps & Reserved Passages

Step 1: Administer Word Lists
o If you don’t have background information or data on the student’s current reading achievement, start the

word list 2 levels below grade level
o Using the timed, flash word list will help you determine levels with more accuracy. You can find this on the

ACPS Blackboard site.
o Continue through lists until you identify your students’ independent, instructional, and frustration levels

Step 2: Select a Narrative or Expository Passage (agree at grade level or school level on genre; for most
students a narrative passage will give the truest picture of current reading skills)
o Begin with passage at student’s last independent level from word lists; if you know that your student struggles

with comprehension, you can start at a lower level.
o Ask the concept questions to get a sense of your student’s prior knowledge.
o Have the student read the passage aloud; keep track of miscues.
o Ask the student to retell the narrative.
o Ask each of the comprehension questions.*
o Calculate your student’s levels for word identification and comprehension; if your student is independent or

instructional, move up a level; if they are at the frustration level, stop (or move down level(s) if you have not
identified their instructional level yet).
o Continue administering passages until you find your students’ independent, instructional, and frustration
levels—if you have time constraints, it is most important to find your student’s instructional level (keep in
mind that a student can be instructional at more than one level).
o Whatever genre you administer in the fall, use the same genre but a different passage for administration in the
spring. For most students, narrative passages will be best to show case their current reading level.

*You may want to have the child do a look-back for a passage in which he/she had comprehension
difficulties. You should do that only AFTER you have done the retelling and asked questions. It is
most useful to do this for passages where word id accuracy is instructional level but comprehension
is low.

Grade Level Reserved Narrative Passages Reserved Expository Passage

1 The Surprise Air
Marva Finds a Friend The Brain and the Five Senses

2 The Family’s First Trip Whales and Fish
The Lucky Cricket Seasons

3 A Special Birthday for Rosa Where Do People Live?

The Friend Cat: Lions and Tigers in Your House

4 Amelia Earhart Early Railroads

Tomie dePaola Plant Structures for Survival

5 Margaret Meade Farming on the Great Plains

Patricia McKissack How Does Your Body Take in Oxygen

6 Abraham Lincolm The Life Line of the Nile
The Early Life of Lois Lowry Temperature and Humidity

Middle Immigration
Life Cycles of Stars

High World War One

Characteristics of Viruses

See your ELA CAT leader for copies of the QRI 6 reserved passages.

The QRI 6 Flash Word List is linked HERE.

ACPS Elementary Literacy Assessment Guidelines, 2017-2018 89