poor prnt quekii - ericramona berkey, holt public schools jan bernath, ingham intermediate...

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Michigan Literacy Progress Profile: Preschool through GradeThree, 2001.Michigan State Dept. of Education, Lansing.2001-00-00180p.

Michigan Department of Education, 608 West Allegan Street,P.O. Box 30008, Lansing, MI 48909. Tel: 517-241-4779; Fax:517-335-2473.Reports Descriptive (141) Tests/Questionnaires (160)EDRS Price MF01/PC08 Plus Postage.*Elementary School Students; *Emergent Literacy; *EvaluationMethods; Letters (Alphabet); *Literacy; Oral Reading;*Preschool Children; Preschool Education; Primary Education;Questionnaires; Reading Attitudes; Reading Comprehension;Reading Skills; Spelling; State Programs; Student Attitudes;*Student Evaluation; Writing Skills*Michigan; Phonological Awareness

One component of the Reading Plan for Michigan is to developand implement methods of assessing children's progress in acquiring earlyliteracy skills and of communicating their status and progress to otherteachers and parents. This document presents an assessment and instructionalsystem, the Michigan Literacy Progress Profile 2001 (MLPP 2001), a means forteachers to assess students' literacy strengths and connect that informationto instructional decision-making within classrooms serving Michigan children.The document gives an overview of Michigan's literacy system, discusses theuse of the MLPP 2001, and describes the organization of assessments in theMLPP 2001. Assessment tools are then presented in the following sections: (1)literacy attitudes; (2) oral language (speaking, listening); (3) phonologicalawareness; (4) comprehension; (5) writing; (6) concepts of print; (7) oralreading; (8) letter/sound identification; (9) sight/decodable word list,learning of high-frequency words; (10) known words, how children internalizeand apply spelling patterns and rules; and (11) hearing and recording sounds,growth in spelling and letter/sound correspondence. Each section includes arationale for assessment in that area, definitions, an overview of assessmenttools available for children in preschool through Grade 3, assessmentguidelines, and references used to develop the assessment tools. (KB)

ENTIRE LAOCUMENT:

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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EdureationMichigan LiteracyProgress ProfileU.S. DEPARTMENT OF EDUCATION

Office of Educational Research and ImprovementEDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)This document has been reproduced asreceived from the person or organizationoriginating it.

Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

0

(74

2PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY01 20 17; e-Abeit.etrelloATO THE EDUCATIONAL RESOURCES

INFORMATION CENTER (ERIC)1

Preschool through Grade Three' . .

"Show me how this helps teachers teach and children learn."MICHIGAN DEPARTMENT or Eouctenom

DECISION MAKING Yamosnac2001

. . . IV TIT .......

Er COPY AM

Michigan LiteracyProgress Profile

Michigan Department of EducationLansing, Michigan

2001

The Michigan Department of Education plans to revise thisdocument in the coming years to reflect'ongoing evaluationand federal legislation.

Copyright ©2001, by The State of Michigan. All Rights Reserved. No part of this publication may be reproduced, stored in aretrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise,for commercial purposes without the prior written permission of the Michigan Department of Education.

MLPP 2001

3ii

MICHIGANSTATE BOARD OF EDUCATION

Kathleen N. Straus, President Detroit

Sharon L. Gire, Vice President Clinton Township

Michael David Warren, Jr., Secretary Beverly Hills

Eileen Lappin Weiser, Treasurer Ann Arbor

Marianne Yared McGuire, NASBE Delegate Detroit

John C. Austin Ann Arbor

Herbert S. Moyer Temperance

Sharon A. Wise Owosso

EiOFFICIO MEMBERS

John M. Engler Governor

Thomas D. Watkins, Jr. Superintendent of Public Instruction

Number of copies printed:Costs per copy:

The publication of this document isauthorized by Executive Order No. 1998-2.

A publication of the Michigan Department of Education

4MLPP 2001 iii

ACKNOWLEDGEMENTS

Michigan Department of Education

Dr. William J. BushawChief Academic Officer

Sue C. Camel!, DirectorOffice of School Excellence

Charles Allan,4cting SupervisorCurricu ership Unit

.,f torsBonni E ',I ZI ' : % nglish Langua.... ,... .1,. onsultant

. .e.- .*4...". iT3Sheila P Eng sn Langua .4100 c. ow :, or (retired)

Caro lireen, Early o`'.'4' etired)

eamentif for the Impr,

ef, ly eading Achi0411iway, Northwest,

Ye-)Predrick, W4440\Gwen Grah

4;c,higan (retried)is Schools (retired)

Aland Univers ty 141

tillaslett Public $ opaOlivet Co Schoo

is

J6irolAseir-Tiitstone, Oakland oolDistrictOnna Montei, Sa

7t

Miate`SC of DistrictScott Pan . f Michigan

P. David Pearsor4.gan State UniversityBarbara Reed Nelson, Genesee Intermediate School District (retired)

Kathy Shick, Central Montcalm Public SchoolsElizabeth Sulzby, University of Michigan

Sharen Turnbull, Waterford School DistrictElaine Weber, Macomb Intermediate School District

Editing and FormattingCecile Kremsreiter, Michigan Department of Education

Stephen Amor, Studio A

5MLPP 2001 iv

BESTCOPY AVAILABLE

Sincere Appreciation for Continual Reviews and Critical Feedback

The Michigan Department of Education, Office of School Excellence, developed TheMichigan Literacy Progress Profile through the work of the Early Literacy Committee incollaboration with educators from the Ingham Intermediate School District and KalamazooRegional Educational Achievement Center.

Michigan Department of EducationAna Cardona, Arts Consultant

Patricia Nichols, Deputy Director, Office of School Excellence (retired)Faith Stevens, English Language Arts Consultant

Lynnette Van Dyke, English Language Arts ConsultantJoanne Winkelman, Special Education Early Intervention Consultant

Julie Ankrum, Genesee Intermediate:, ACII:OplSuzanne Antonazzo, Waterford PubliOCItOblsLinda Ayres, Walled Lake Consolidattid!choolsTamora Bashore-Berg, Ingham Intermidiate School District,-,,Gloria Bennett, Troy, MichiganRamona Berkey, Holt Public SchoolsJan Bernath, Ingham Intermediate School.pistrictLLisa Booth, Williamston Public SchoolsDortha Braat, Portage Public Sclitiol*,,Jim Cipielewski, Oakland UrliVei:sik,Heidi Clark, Kalamazoo PubliC*hotilsPamela Crookedache, Leslie Public SchoolsJudy Dawson, Dearborn Public SchoolsMarie De Witte, New Baltimore, MichiganShawn Felicijan, Climax-Scotts Public SchtiolsJill Fleming, Farmington Public SchoolsJudy Florian, High Scope Fountlatiotf::::Carol Ford, Detroit Public$CitoOlsCheryl Fox, Grand RapidsiPtiblic SchoolsWendy French, Climax-ScottiPtiblic SchoolsMargarita Frommert, Melvitidale-Northern Allen Park SeitSandy Graham, Waterford, MichiganKristan Grattan, Mason Public SchoolsDebbie Heyboer, Kalamazoo Public SchoolsMaggie Hills, Portage Public SchoolsKathryn Humphrey, Ingham Intermediate School DistrictL. Helen Johnson, Grand Rapids Public SchoolsKaren Katz, Michigan Reading AssociationJeanne Klaes, Grand Haven, MichiganJan Knop, Integra Source Educational ConsultantsLaska Lewis, Lansing School DistrictVicki Lewis, Leslie Public SchoolsLila Malmborg, Cadillac, MichiganChristine Marshick, Lake Orion Community SchoolsDelener McCamey, Detroit Public SchoolsAnnena McCleskey, Wayne Regional Educational Service AgencyJoanie Melching, Leslie Public SchoolsCindy Merkel, Sault Ste. Marie, MichiganGay Monroe, Muskegon Public SchoolsRachael Moreno, Michigan Education AssociationDiane Munshaw, Holt Public SchoolsBeckey Murray, Galesburg-Augusta Public Schools

Melissa Myeri4imax-Scotts Public SchoolsMa4oiind.$04:Sterling Heights, MichiganaineiNeiiii*:-.Kalamazoo Regional Educational

SetrCe-,Agt.mby (retired)atilynb.Stiander, Jackson Intermediate School District.A. Perkins, Wayne-Westiiii4Community Schools

:Marilyn Peters, lliscolajiiierthedititi$chool DistrictKathy PetlickeirslOrthiAtIet Michigan 'Elizabeth PiCk:;;1-4V.ingiiiiii:Developthental AcademyDavid,Pottei; Waverly Ptitalie,Sehools

SchoolsLeonie Ruse, Ceittial Michigan UniversityMitriAlieeRoss, Flint Community SchoolsSusan RUinora, Climax - Scotts Public SchoolsGene Rutledge, Flint Community SchoolsSara Sampeer, PrinialPUblic SchoolsLindaSchetz, ForestHills Public School DistrictDarlepe Schoolmaster: Dearborn Public Schools

.BarbiiittShePartl;Ciratid Blanc Community Schools,,CY.titliiii,Sieira,-,keirsley Community Schools

Lee Sktuitlalaris, Oakland University-Jan:Smith, Climax-Scotts Public SchoolsLinda Smith, Okemos Public SchoolsWilliam Smith, Traverse City Area Public SchoolsIngrid Snyder, Waterford School DistrictMaureen Staskowski, Macomb Intermediate School DistrictHelenann Steensen, Utica Community SchoolsGeorgia Styka, Okemos Public SchoolsDebra Sugiyama, Ada, MichiganSue Szczepanski, Marquette Public SchoolsMichal Taylor, Ingham Intermediate School DistrictMary Traverse, Galesburg-Augusta Public SchoolsKathleen Turner, Lansing Public SchoolsNancy VanLeuwen, Climax-Scotts Public SchoolsMarvelle Vannest, Jackson Intermediate School DistrictPam Varga, Muskegon Public SchoolsMary Vliek, Hastings Area SchoolsLinda Wacyk, Partnership for LearningKaren White, Detroit Public SchoolsCindy Wixson, Olivet Community SchoolsEleanor Wollett, Lenawee Intermediate School DistrictSharon Yuille, Flint Community Schools

MLPP 2001 6et4 EST COPY AVAILABLE

Table of Contents

Page

Registration/Surveys vii

Purpose of MLPP 2001 xi

Overview of the Reading Plan for Michigan 1

Who Uses the MLPP 20019 3

:Ole 2001: A System4

Descri 3,:,40.1 a bii of Assessn t 7,t.

Section I Literacy ':- des I-:', 1.1

Section II Oral Lan age ,.i 2.1,Assessment e Language 2.7

ie-",Ass fort'Keceptive Lan- : 2.9

ti ,-. 25w--Section III Ph' o at t4Itness 3.1

0,Phoneme Blend' 4t,' r 3.6Phone : Ilit R.' flb 3.9

0

Section IV Comp 1 4.1-,,Section V iti 5.1

11 Mg iA wk 5.25

Section VI Concepts of Print 6.1

Section VII Oral Reading 7.1

Section VIII Letter/Sound Identification 8.1

Section IX Sight Word/Decodable Word List 9.1

Section X Known Words 10.1

Section XI Hearing and Recording Sounds 11.1

Section XII Instructional Resources 12.1

Michigan Literacy,for Asses

MLPP 2001

7 BEST COPY AVAILABLEvi

Michigan Literacy Progress Profile (MLPP) 2001Notebook Registration Form and Survey

Teacher Survey

The purpose of this registration form is to provide valuable data to the Michigan Department ofEducation as well as to create a complete mailing data bank that will allow timely distribution of anychanges and/or additions to the MLPP 2001. Any data collected are for the purpose of state-levelplanning which will include information, as factual and accurate as possible, about the use of theMLPP 2001 in literacy programs throughout Michigan.

Failure to complete and return this registration could result in missing any corrections,updates, or revisions that may be mailed to educators across Michigan.

Once you have received the MLPP 2001, please complete the applicable information and return thisregistration to

Mic ent of EducationDeool Excellence

rriCidumieadership Unit0. Box 30008,

Lansing, MIATTN: Bonnie-line

,(517)241-41

Name

Intermediate School District*:

School District

1. Level of educationBachelor Master LI Ma`ster Plus credifs Education SpeCialist Ph.D. 1:1 Ph.D. Plus

2. College/UniversitygralitingAfte

3. Teacher certificalionfor grades

4. Number of years teaching

5. Number of years at K-3 level

6. Current instructional position

7. Grade level(s)

8. Class size (number of students)

9. MLPP level of training 15t (User) 2nd (Trainer)

10. Number of days of training 2 Days 3 Days 5 Days 8 Days 10 Days

11. Your Regional Literacy Training Center

12. Years using MLPP (may include pilot experience) 0 1 2

MLPP 2001 vii

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Teacher Survey page 2

Please answer the following questions:

13. What is your understanding of your school district's policy regarding the use of the MLPP 2001?

14. The portfolio created through use of the A(Lp,P, is used in the following ways in our classroom,building, and/or school district:

Classroom

Building

School District

9MLPP 2001 viii

Building Administrator Survey

The following survey is to provide information to facilitate professional development efforts acrossthe state of Michigan. Administrators need to complete and return only one survey. If you are ateacher receiving this MLPP 2001, please give this survey to your administrator to becompleted and mailed to:

Name

Michigan Department of EducationOffice of School Excellence

Curriculum Leadership UnitP. O. Box 30008

Lansing, MI 48909ATTN: Bonnie Rockafellow

(517) 241-4779

Intermediate School District or Regional Education

School District Building

1. Level of educationBachelor Master Master Plus 30 Credits CI 'EduditionSpe,cialist CI Ph.D. Ph.D. Plus

2. Teacher certification for grades

3. Number of years teaching

4. Number of years at k-3.1evel

5. Number of years in administration

6. Current position

7. Grade level(s)

8. Total enrollment

9. MLPP level of training 1St (User) 2nd (Trainer)

10. Number of days of training 2 Days 3 Days 5 Days 8 Days 10 Days

11. Your Regional Literacy Training Center

12. Years using MLPP (may include pilot experience) 0 1 2

13. Number of teachers in building using MLPP

MLPP 2001 10 ix

Building Administrator Survey page 2

Please answer the following questions:

14. How are the MLPP portfolios used from year to year?

15. What student-selected items are stored in the MLPP portfolio?

16. Where are the MLPP portfolios stored?

17. When does the MLPP portfolio get transferred. to,. -s new teacher?

18. How are student profiles froth year to year?

19. What building poliOiedo you hive regarding use of them4pp?

20. What is your description of a balanced, comprehensive early literacy program?

21. How does your building's classroom instruction reflect the balanced literacy view captured in theMLPP 2001?

MLPP 2001 11

The Michigan Literacy Progress Profileis to be used by trained educators

to determine and document student growthin the areas of literacy development

for the purpose of improvingthe learning opportunities for students.

MichiganLiteracyProgressProfile

12MLPP 2001 xi

Every Michigan child throughgrade three will have opportuni-ties to show what s/he knowsabout reading, writing, and speak-ing as s/he progresses towardbecoming an independent reader.

A collection of assessment toolsto determine a child's progress inher/his development of written andoral language. These tools tap theareas that are known to contributeto becoming literate.

46422gillitt**7

Within classrooms withtrained personnel for thepurpose of improving thechild's learning.

MLPP 2001

-"-tee.,11.11ZIA""

When there is a need toknow about the progresschildren are making inbecoming literate.

MichiganLiteracyProgressProfile

To ensure that all Michigan children areindependent readers by the end of grade three.

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Overview of Michigan's Literacy System

WHERE WE HAVE BEENMichigan's children will have every opportunity to read well and independently by the end of thethird grade. This goal is consistent with our previous statewide efforts to improve reading. Thesefour components from a Reading Plan for Michigan (RPM) demonstrate that commitment:

1. An outreach to parents of preschool children to help them recognize the importance of readingto their children in the early years and to provide them tools to accomplish this;

2. A method of assessing children's progress in acquiring early literacy skills;3. A way to communicate children's status and progress to other teachers and parents; and4. A summer school reading program that would offer intensive intervention to children

experiencing difficulties in learning to read.

Community leaders and literacy expei'is provide advice and oversight to the Michigan Departmentof Education (MDE) staff and;:die,MpE,E4rly Literacy Committeeip the development andimplementation of these comiiiinerits Litera0'.§y4.01:

The first component is addressed by the design and dissemination of the Read,.F.,ducate, and DevelopYouth (R.EA.D.Y.) kits. Michigan futhilies-liave*ceivea these kits with great enthusiasm. Thesecond and third componemsof theripw are to assess and communicate children's-progress acrosseducational experiences -to leaCheis'und parents. Consequently, the:Michigan Literacy ProgressProfile (MLPP) was developedIo assess students' literacy kiengthkand connect that information toinstructional decision-making 'Within classrooms servingMichigan-Children.

WHERE WE ARE NOWThe MLPP 2001 is an assessment and instructional system thatpovides. a means for teachers todocument and explain wlini:they know about a child's literacyleaming-and performance levels. Theassessment tools, instructional strategy guidance, portfoliouhd indiliidual student profile allow acommon language across: classrooms and schools' s a Child4rogresses through early literacy experi-ences. The MLPP 2001 is a dynamic document that is eyOlvirig and changing in response to teachers'comments and suggestions received from across: Michigan. This is the second edition of the MLPP.It has several additional components, along with revisions to the original tools, to provide a morecomprehensive assessment and instructional system. The assessments which allow the teacher to digdeeper into what children understand about literacy and how they process text have been adjusted,while those instruments that assess the milestone behaviors of literacy have changed greatly.

An additional, separate parent communication piece, Family FUNdamentals for Literacy (FFL),has been created for teacher use. The FFL is a teacher resource tool that is directly aligned with theMLPP 2001. It provides ideas and reinforcement experiences for families to use at home. In thespring of 2000, the FFL was piloted in 75 classrooms across Michigan. It is currently under revisionand anticipated to be available in late 2002.

The summer school component of Michigan's Literacy System also includes the MLPP 2001.Additional MLPP 2001 projects under development will support the implementation ofindividualized assessment and connected instruction during summer school. The goal is to providethe opportunity for a seamless continuation of learning from the traditional school year placementthrough summer school and into the new school year.

WHERE WE ARE GOINGIt is the plan of the Michigan Department of Education (MDE) to add to our data collection fromteachers and parents regarding the use of the MLPP 2001 in the classroom during the regular schoolyear. Much of our evaluation and data collection efforts have revolved around summer school pro-grams. Several sample documents created during summer school evaluation efforts are included inthe Instructional Resources section of the MLPP 2001. It is our hope that educators will adapt thesesample documents in creating their district evaluation plan. While the MLPP 2001 is NOT expectedto (and WILL NOT) provide normative data, it DOES provide a means to connect instructionalstrategies and individual student progress and inform literacy instructional decisions. An evaluationplan, using the MLPP 2001 as a set of aSSessiientInstruments for preschool through grade three untilthe year 2003, is being developed Eaeh yeat evaluation data will be collected from classroomsacross Michigan and from sinlAesiteSV Oeterriiine the MLPp,,2001's effectiveness for assessingstudent progress and informing instruction: These data will provide a view of how MLPP 2001assessment and instruction are supporting the early literacy pitigresi'bf children in Michigan.

The MDE continues to develop the:yichiga*Rrofessidnal Resource and Ifistrtietional Materials inEducation (MI PRIME). This a technology resource package that .ConibiOs assessment tools andinstructional componentS to support- eacheri in fostering literacy:achievement \for all students.

Several additional initiatives are ongoing during. the next three years. While assessment tools in theMLPP 2001 remain consistent over this peripd'Ofrime, theiirdessional development and supportelements will change. During the coming year, the Early Literacy Committee will discuss and ex-plore research aimed at strengthening the :instructional strategy and management sections of theMLPP 2001.

Just as the MLPP 2001 is dynamic, so are teaeberS!;Icno*ledge and practice in guiding a child inher/his literacy achievement. During the next three yearswe will continue to support teachers asthey practice reflective teaching.

15MLPP 2001 BEST COPY AVAILABLE 2

Who Uses the MLPP 2001?

Teachers in public schools, public school academies, or private schools using the MLPP 2001for informing instructional decisions are the primary consumers of this document. Since theMLPP 2001 requires a minimum of 35 hours of training, classroom teachers and other educatorsinvolved with classroom instruction may be using the MLPP 2001 for professional development.This training helps build an understanding of the effect of assessing student performance andadjusting instruction in order to gain accelerated student achievement.

Administrators may find the MLPP 2001 helpful in determining how to address specificprofessional development program concerns. Administrators may observe teachers' use ofthe MLPP 2001 as a tool for monitoring instruction to assure an informed and balanced approachto literacy. As teachers use the MLPP 2001 and: become reflective about their practice, strategicteaching knowledge will be enhanced,anckneedkcan be identified for professional development.Therefore, the allocation of professiCOrdOelOpMenfresources may be adjusted for a schoolbuilding as teachers become aware of and specific knowledge-building opportunities.

Teacher education professionals may use the; MLPP2001 document to provide awareness andfocus for pre-service teachers duringteacher'preparation programs. By experiencing an aware-ness session about the MLPP 2001,*ithiii*undargiaduate class, pre-service teachers may havemore knowledge when applyingfiteracy instruction and assessmentin theclassroom. An opportunityfor basic MLPP 2001 training ,;(miiMuin of 35 hours), as:an elective'Course within the institutions ofhigher education, may prOVide'pre2Service teachers with opportunities .to connect knowledge ofliteracy instruction and assessment in ways that,are'congiatible with the Reading Plan for Michigan.

MLPP 2001 16 3

Michigan Literacy Progress Profile 2001:

A System for Assessment and Instruction

The MLPP 2001 is a system for assessment and instruction. It provides a consistent way to observe,assess, instruct, document, and articulate a child's early literacy progress.

The MLPP 2001 contains a wide variety of research-based assessment tools and instructionalstrategies that provide appropriate learning experiences to scaffold a child's literacy growth throughdevelopmental levels. These tools present teachers and parents with information about what anindividual child knows and can do well as s/he uses literacy to become a strategic and thoughtfulcommunicator. The single most important goal of all assessment is to increase student learning.Therefore, the assessments included are designed'_*suide and support instruction. The teacher'sknowledge will determine what assessments are needed at each point in a child's learning. Everychild will not need every assessment

, -The most fundamental distinction inizing-ilie assessment tools included in this kit is between toolsassessing progress on "milestonebehaviors" and thciSe.asseSSing40abling skills." A milestonebehavior assessment requires multiple skills operating in an integrated manner tcxachieve success.Each milestone behavior task provides the OpportiMityfbi teachers to "take-stock" as studentsdemonstrate the behaviors that recur thrOiighdut their literacy development. MileStOne behaviorsinclude:

Literacy Attitudes

Oral Language

Comprehension

Writing

Oral Reading

Milestone behaviors should be assessed on a regularbasii throughout the school year (about everythree or four months), and progress should be charted within and across grade levels. Notingprogress on these milestone behaviors helps the teacher understand how well the student can applythe knowledge and skills s/he is learning.

Enabling skills, such as phonemic awareness, letter/sound correspondence, and concepts of print, aredifferent from milestone behaviors. They are called enabling skills because they "enable" students tosuccessfully complete the types of real reading and writing that are included in milestone behaviors.Children who are making good progress on milestone behaviors probably are doing well on theenabling skills; for example, a child who can successfully read first reader-level material at the endof grade one is probably making adequate progress on developing phonological awareness skills,letter/sound correspondences, and a healthy sight word repertoire. When children fall short of thereading/writing standards for their age and grade level, it is time to carefully look at their enablingskills. A child may lack fluency due to poor decoding skills which may, in turn, be hampered by alack of phonological awareness (the ability to hear the separate sounds in spoken words). Whenchildren do not seem to be making expected progress, we must dig deeper and look more closely atappropriate enabling skills.

MLPP 2001 17 4

So our advice is: Assess the milestone behaviors (using the Literacy Attitudes, Oral Language,Comprehension, Writing, and Oral Reading assessments) on a regular schedule (three to four timesper year). The enabling skills assessments should be given on an as-needed basis following teacherreflection on the results from the milestone behavior assessments.

Children acquire literacy skills at varying rates. Many children experience rapid growth spurts andplateaus as they journey toward increasingly higher levels of literacy. Some children even seem toregress as they practice strategies on more difficult and demanding texts. The assessments includedin this profile can help teachers monitor children's growth and select appropriate instructionalstrategies to address children's next steps. In general, students progressing on the milestone behaviorassessments are moving along the path toward independent reading. They probably seldom requireextensive digging deeper probes.

Children who move haltingly deserve more careful observation and more careful examination of theskills assessed in this profile. Most of the assessments are designed to be given individually soteachers can see which literacy skills eabh:childWns" and "uses" independently and consistently.On the basis of this information,,teachers 41 plan individual instructional goals for the child anddesign learning experiences *0- wilt mg* the child toward; achieving the rigorous literacybenchmarks described in the Michigan Curriculum Framework h Language Arts Standards.

The MLPP 2001 provides a means for ensuring t all C enbecome independent readers andwriters by the end of third grade Asseiineit. alone cannot make the difference but assessmentused to inform instruction: can make t erenie! It is the desire of the contributors to this. .profile that the instructional SirategieS listed: in the Instructional Resources section for eachassessment tool are discuSied;among teachers, parents, and children toward succeeding in ourcommon goal to make sure each Michigan child.receives a:quality learning experience and achieveshigh standards in literacy.

The Michigan Department of Education's Literacy ConunitteeWill'be distributing theInstructional Resourcesseetion of theiMfPP 2001 at a later date::This section will contain instruc-tional resources that identify best -practices and suppOrt inaterialS.to facilitate the connectionsbetween ongoing assessment and instruction,* the clasirooin:

The ideas for the distinction between "taking stock" and "digging deeper" came from:Hoffman, J.; Worthy, J.; Roser, N.; McKool, S.; Rutherford, W.; & Strecker, S. (1996). Performance Assessment in First-Grade

Classrooms: The PALM ModelIn D. Leu, C. Kinzer, & K. Hinchman (Eds.), J.iteracies for the 21st Century (pp. 100-112). Chicago, IL: The National Reading

Conference and The Scottish Council for Research in Education. English Language Pack. Edinburgh EH8 8JR

MLPP 2001 1s 5

MLPP 2001

A System for Instruction and Assessment

Observation

Assessment

Analysis

Planning

Teaching

Planning

The diagram above represents thecytle;for',elasiOOnf instruction in a balatieedlteracy classroom.Successful literacy instruction begins,.with-ileacher who carefully.ObserVe,s.individual children forthe purpose of identifying theirlearning strengths. As the teacher observegindividual children,s/he begins to understand Wh4each child is able to do andsereateS n hypothesis regarding the in-struction that will best facilitate each child's learning: After.a Period of working with the initialhypothesis and thinking about the child!sperfOrthance, the teacher may decide more informationis needed to make informed intentional deciSiOnS.about instruction.

The teacher selects a Mile4One..:behOior assessment task to administer tO a child. After the child hasresponded to the assessment, the.tekher records her/hi:Obiervai:ionsInd numerical scores from theassessment on the Student Profile form. The:aSSeSsmetit'fdoeS*ot provide a complete picture of whatthis child is able to do until the teacher takes.this..`t'snapshot" through an analysis process. The mostvaluable assessment information will be gained-,bi:isking HOW and WHY questions about thestudent's performance. The beginning of the instructional planning process is based on the answer(s)to these questions. Once again, using the observation and assessment data already gathered, theteacher will use information about the child's learning strengths to select the best instructionalpractices, moving the child toward increased academic achievement.

MLPP 2001 19 6

Description and Organization of Assessments

The organization of assessments in the MLPP 2001 is different than in the first edition. This new,research-based order assists the teacher in determining which assessments to use. Milestone behaviors arethose behaviors that require the use of several skill components integrated in such a manner as to allow thestudent to construct meaning from oral or written communication. They are: Literacy Attitudes, OralLanguage, Comprehension, Writing, and Oral Reading. Enabling skills are skills that may be assessed in adiscrete form and, when integrated, will support successful textual communication experiences. They are:Phonological Awareness, Concepts of Print, Letter/Sound Identification, Sight Word/Decodable Word List,Known Words, and Hearing and Recording Sounds. The enabling assessments are most useful whenadditional information is needed to provide appropriate instruction for an individual child. The orderedsequence of the assessments as they are presented and the descriptions of each follow.

LITERACY ATTITUDESThis is perhaps the most inclusive asse*ment in tats toolbox. Literacy attitudes will profoundly affect theperformance of students as they#ogre4thrOugh their literacy development. These attitudes are builtthrough all kinds of cultural, social, andiniOtional interactionliniideana outside of school. This assess-ment allows the teacher to have x"iteek" into whathelcOrhinders 'a student's achievement as s/hemoves through literacy instruction. The Literae$1*itudi,SnryeY; logs, and teacher's observation recordare tools for gathering information about how the childunaiiitands the use of reading and writing. Theyprovide information about how, children perceive reading and writing for reereational and academicpurposes. Motivation and.self;perception are important factors in learning to read: When we know howa child perceives the acts of Writing, we can makebetter aecisions about the learningexperiences that will help the child' literatepractices as a way to experience pleasure and gatherinformation throughout life.

ORAL LANGUAGEOral language use provides the classroom teacher an opportunity to hear a student's early theories ofsyntax and semantics as s/he applies the generalizations of communication structures that have beenexperienced in the early years of development.,PrePral Language task provides information about achild's ability to communicate through spoken4anglrage. 'pral language provides the foundation uponwhich knowledge of written text develops. Undeistanding how well a child can use spoken language toexpress ideas and feelings, to interact with other& and to facilitate daily activities provides us with infor-mation about how the child may begin to process and use written language. This milestone task isassessed through the use of scripting and analyzing an oral language sample and/or the student's useof language during the school day.

Phonemic AwarenessThe awareness of individual sounds develops as oral language proficiency grows. Developingphonological awareness can be recognized when the child begins to play with words and change soundsto make new combinations of sounds in familiar words. As a child begins to notice symbols and attachesmeaning to symbols, s/he learns that sounds can be attached to symbols in text (alphabetic principle). Thisattachment of sounds to symbols supports the student's acquisition of literacy. Comprehending orallanguage and the awareness of sounds are the primary building blocks for acquiring literacy.

COMPREHENSIONThe tasks in this assessment address a milestone behavior for children in early literacy development.

MLPP 2001 20BEST COPY AVAILABLE

7

Comprehension requires the flexible use of multiple skills for a successful performance. TheComprehension performance tasks assesses the child's ability to use reasoning and reading strategies forunderstanding and applying text. The tasks ask children to respond to familiar stories, unfamiliar stories,and informational texts by making predictions, retelling, summarizing, accessing prior knowledge, settingpurposes, prioritizing content, and making connections to their own lives. The information gathered fromthe tasks will help teachers create learning experiences that will increase the child's ability to constructmeaning for increasingly complex levels of oral and written text.

WRITINGWriting is a milestone behavior task assessing the child's ability to use reasoning and writing strategiesfor communicating ideas and creating text. The Writing tasks provides important information abouthow a child communicates thoughts and ideas using the craft and conventions of written language. Thescoring guide allows us to analyze the child's growth in areas such as content, organization, style, andconventions. Analyzing the child's writing sample with the rubric provided also assesses spellingdevelopment.

Concepts of PrintThe Concepts of Print assessment provides a SeneS.of performance tacks that help us understand whatchildren have learned about tlie*aiwe,iiii...'printed language.,KaiOWirighow to handle a book, where tobegin reading, left-to-right direCtiCnality, the difference betweeniiietiireand text, and the concept ofwords are important ideas for beginning reading. ach-OfthesedOncept§enables a child to successfullyperform milestone behaviors in literacy.

ORAL READINGReading text orally and silently are Milestone behaviors. A successftil.reader uses; multiple skills in anintentional integrated manner allowing meaning to be constructed_Assessing oral reading provides a"window" into the reader's use of skills for accuracy and fluency during the act of reading. The OralReading assessment tools are used to docunient and Analyze the way children organize and apply theunderstandings they have of the souncVsyrnbotrelationship and comprehension of ideas in text. Theteacher is able to hear, document, and analyze the way a child uses cueing systems in supplying unknownwords and self-monitors while reading to construct meaning..

Letter/Sound IdentificationThe Letter/Sound IdentifiCation task allows a aCser JO& atMe letters and sounds a child knows. As moreand more letters and sounds are controlled, the chilctWill develop greater flexibility in reading and writ-ing. Identifying letters and sounds the child knoWS Will help the teacher provide learning experienceswhich enables an increase in letter/sound knowledge.

Sight Word/Decodable Word ListThe Sight Word/Decodable Word List task is a tool for gathering information about how well children arelearning sight or high-frequency words.

Known WordsThe Known Words assessment is a tool for analyzing how children are internalizing and applying spellingpatterns and rules. By generating their own lists of words, children provide us with rich information abouttheir understanding of phonetics and spelling conventions.

Hearing and Recording SoundsThe Hearing and Recording Sounds task is a tool for analyzing a child's growth in spelling andletter/sound correspondence. It takes the form of a dictated sentence, asking the child to reproducea variety of phonetic patterns.

MLPP 2001 8

21

MLPP 2001

Milestone Behavior Assessments

Comprehension OralReading

OralLanguage

LiteracyAttitudes

Writing

:Enablingssessments

PhonologicalAwareness Concepts

of Print

Letter /SoundIdentification

KnownWords

HearingandRecordingSounds

Sight Word/DecodableWord List

22 9

Section I

Literacy Attitudes

RationaleIt has become increasingly clear that learning from text does not take place in a deep or meaningfulway without the student's focused commitment to pursue knowledge. The reader must realize somepersonal connection or pleasure from engaging with text. In order to get students to read often andwell, educators must consider what individual interests will serve as a catalyst for the student toactively use literacy skills in intentional ways',tef. comprehend and construct text. Additionally,research has clearly documented the4MPeittanee-**actice in reading text to extend and expanda child's ability to read, developitirgader:jOcabnlary, and enhancetomprehension skills(Cunningham and Stanovich 4094 li:Order to monitor and doefurient the texts that students arereading and writing outside oftehool either independen0.4w.*StiPport, teachers are encouragedto use the reader's/writer's logs;'Which have been included intfiis assessment tool kit. Valuableinformation can be gained about a child's Pere** purposes for reading/writing throughanalysis of these logs.

In addition to the readeeStwriter'S Itigs;-the teacher and student gain isefulinformation from thereflective interview formSThiSinterriew process, guides the teacheei efforts to assess the student'smetacognitive thinking about her/his literacy ehOieei:TheSe prompts allow the teacher to bring tothe mind of the child the communicatiyepurpoSei.that reading and writing serve. Prompting thestudent to think about her/his personal go for reading and writing ,proVides important connectionsbetween school and the world beyond school.

A third strategy for gaining inforination about the literacy of a child is observation. Theobservation survey docuMents what the teacher 6hserveS abOut the child's literacy behaviors. Thestatements that the teacher gains during the-interview process and teacher observation of thestudent's literacy behaviors provide an oppoitnn4 to compare and contrast the ways the childis able to realize her/his perceptions about literacy.

These tools help teachers gather information regarding what individual children know about theirown literacy attitudes. They also provide a record of the teacher's observations about the child'sliteracy attitudes and motivation in order to establish instructional priorities for each child in theearly stages of literacy development.

Literacy attitudes viewed as a milestone behavior is based on research reviews from:Alexander, Patricia A. & Jetton, Tamara L. (2000). Learning from Text: A Multidimensional and Developmental PerspectiveCunningham, A. E., & Stanovich, K. E. (1998). What Reading Does For The Mind, American Educator, 22, 8-15Morrow, L. M. & Gambrell, L. B. (2000). Literature Based Reading Instruction, in M. L. Kamil, P. B. Mosenthal, P. D. Pearson, &

R. Barr (Eds.), Handbook of Reading Research (III). Lawrence AssociatesTierney, R. J., Carter, M. A., & Desai, L. E. (1991). Portfolio Assessment in the Reading-Writing Classroom, Christopher

Gordon Publishers, Inc.

MLPP 200123

1.1

DefinitionLiteracy attitudes are reflective of a consistent, learned reaction to experiences in oracy, reading,and writing. These attitudes are often the result of a complex pattern of emotional, intellectual, andphysical involvement.

Assessment GuidelinesStudent Self-Reflection about Reading and WritingThe teacher's use of this document is based on the child's development. If the child is not yetmanaging writing and reading independently, the teacher asks the interview questions andrecords the child's response. As a child becomes more confident in her/his literacy skills, theteacher will gain new information from this self-reflection process and will record a synthesis ofthe information gained from the student's self-reflections, the literacy goal(s), and the attainmentof the goal(s) on the Student Profile form.

Reader's/Writer's LogsThe reader's log requires that the student r*:opt4,01e date, text type/title, the author, and genre ofthe text. This provides inforMatiOhregaidii*diechild's understanding of common text elements.The student is expected to;w.titeihfprMational comments about the text so the teacher may gaininsights regarding what isiMportaat to the student fprrild*teaCling of the text. A reading orlistening partner signs each entry on the 1%proVidihgiii*MatiOn about the availability and/orpreference of reading/listening partners for il*studOit.qlfe.last cell on the chart is for the partnerto provide feedback to the studenti4tesOnSetCthe student's ideas about the, Capturing thecommunicative and response element on this log will reinforce the focus, of shared ideas inliteracy.

The categories on the writer's log are different from tliereader'S log. The student again recordsthe date of the entry. The text type cell iSliSeti'lo'record-the format of the writing; i.e., a letter, a

.

list, or a report. The audience is teCoided::to remind the student that writing is for the purpose oft.communicating ideas to a specific audience: The next cell.requiies;:the student to record thepurpose for the writing The audience and purpose aredireC4 related:, The cells requesting areading/listening Partner and reviewer comments reinforce the concept of editing writing for

.

clarifying and imprOving the communication pf ideas;

At the end of a specified time, the teacher-Collects these reader's /writer's logs. They are filed inthe student's portfolio and referenced, as needed, in order to provide information about the rangeof reading and writing preferences each student demonstrates. The teacher records insightsgained from the student's logs on the Student Profile form.

Literacy attitudes viewed as a milestone behavior is based on research reviews from:Alexander, Patricia A. & Jetton, Tamara L. (2000). Learning from Text: A Multidimensional and Developmental PerspectiveCunningham, A. E., & Stanovich, K. E. (1998). What Reading Does For The Mind, American Educator, 22, 8-15Morrow, L. M. & Gambrel!, L. B. (2000). Literature Based Reading Instruction, in M. L. Kamil, P. B. Mosenthal, P. D. Pearson, &



MLPP 2001 24 1.2

Teacher's Observation SurveyThe teacher observes and records the child's literacy behaviors at the beginning, middle, andend of the school year. Careful observation of a child during times when activities are self-selected will provide the teacher with information in relation to the child's comfort level withliteracy experiences. The teacher will also be able to observe a child's application of literacyskills when the topic is of interest or outside the child's interest area. The value that a childplaces on literate behaviors may be seen when a teacher practices focused observation. Theteacher's observations are recorded on the Student Profile form.

AnalysisAnalysis, over time, of the reader's/writer's logs includes categorization of the child's genrepreferences, text level used independently, purposes for which the child reads/writes, and theindividuals who provide the listening support. Consideration of this information in relation to theclassroom performance and responses to the other literacy attitude tools will allow the teacher torefine the instructional choices s/he makes.

When the teacher considers the res ,nses from the child's reading/writing self-reflection,s/he should ask the following questions Toes the performance of ;the student in the classroomsetting match what s/he states litericyr "Based on the OiiliOthoughts about her/hisreading/writing strengths, are there opportunities: for the.-ehiliiii:;benccessful in the classroomliteracy experiences?"

The teacher's observation tools allowth6te.Aeber to consider and take anecdotal notes about theapplication of reading/Writ:ing:linOWlecige, skills, and preferences during sinall.granp and indepen-dent work time The chilaffinyAvork:most effectively indiVidnally'Or:ina small group. The childmay choose to always ha*31piriner for reading anirWriiing; this provides interactive discussionto facilitate the construction of meaning.All.of thisinforination will help the teacher shapeinstructional experiences in the claisroom iO,provide the greatest opportunity for studentachievement.

Literacy attitudes viewed as a milestone behavior is based on research reviews from:Alexander, Patricia A. & Jetton, Tamara L. (2000). Learning from Text: A Multidimensional and Developmental PerspectiveCunningham, A. E., & Stanovich, K. E. (1998). What Reading Does For The Mind, American Educator, 22, 8-15Morrow, L. M. & Gambrell, L. B. (2000). Literature Based Reading Instruction, in M. L. Kamil, P. B. Mosenthal, P. D. Pearson, &



MLPP 2001 251.3

Thinking about Yourself as a Reader

ProcedureThe teacher can feel free to reword the questions to match the child's developmental level. Theteacher will need to be the reader and recorder when using this survey with preliterate students in theearliest stages of learning to read and write. Additional information may be gained by allowing thestudent to draw pictures that reflect her/his responses to some of the following prompts. Studentsable to read and write independently may respond to the following prompts without assistance:

1. What kinds of reading have you done?

,

2. What kinds of reading do; most like ta.do?

3. What kinds of reading do you least like tp o.

4. What do you think about-as yoi4.choose What you will read?

5. After you have read wbOok, what do youialk about with Others?

6. What things do you think carefully about as a reader?

7. What have you learned about yourself as',a reader?

8. What are your future goals as a reader?

9. Looking back over your answers in Questions 2 and 3, what do you notice?

MLPP 20012 G 1 .4

Student Response Sheet

Student's Name Date Grade

Thinking about Yourself as a ReaderPrompt Student Response1. What kinds of reading

have you done?

2. What kinds of readingdo you most like to do?

3. What kinds of readingdo you least like to do?

4. What do you thinkabout as you chootewhat you will read?

5. After you have read abook, what do you talkabout with others?

6. What things do youthink carefully about asa reader?

7. What have you learnedabout yourself as areader?

8. What are your futuregoals as a reader?

9. Looking back overyour answers in Ques-tions 2 and 3, what doyou notice?

MLPP 2001 27 1 .5

Thinking about Yourself as a Writer

ProcedureThe teacher can feel free to reword the questions to match the child's developmental level. Theteacher will need to be the reader and recorder when using this survey with preliterate students in theearliest stages of learning to read and write. Additional information may be gained by allowing thestudent to draw pictures that reflect her/his responses to some of the following prompts. Students ableto read and write independently may respond to the following prompts without assistance:

1. What kinds of writing have you done?

2. What kinds of writing do you most like,to

3. What kinds of writing do you least like to do?

4. What do you think about aSSrdu choose What you will write?

5. After you have written= something, what do:YOU:talk 'about with Others?

6. What things do you thinkcarefully aboUt as a writer?

7. What things do yo*believe you do well'as:a.Writer?

8. What are your future goals as a writer?

9. Looking back over your answers in Questions 2 and 3, what do you notice?

MLPP 2001 23 1 .6

Student Response Sheet


Thinking about Yourself as a WriterPrompt Student Response1. What kinds of writing

have you done?

2. What kinds of writingdo you most like to do?

3. What kinds of writingdo you least like to do?

4. What do you think aboutas you choose whatybu-,:-will write?

5. After you have writtensomething, what do youtalk about with others?

6. What things do .think carefully abOtit asa writer?

7. What things do youbelieve you do well as awriter?

8. What are your futuregoals as a writer?

9. Looking back over youranswers in Questions 2and 3, what do younotice?

MLPP 2001 29 1.7

Reader's LogStudent Response Sheet (SAMPLE)


Date: March 21.2001

Text:TV Guide

Author: Genre: Non-fictionmagazine

Reader Comments: This gives me good inforirtion.

Reading/Listening Partner:(Please Sign)Mrs. Rockafellow

Date: March 30, 2001

PartneiReview.Commenii:7:44ii9E:16,read this-to Me, and then,we decide What programs,,Sam'Oan watch.

Text: Harry Potter and the.Chamber of Secrets

Author: Rowland Genre: Fiction

Reader Comments: This book is not as goodas the last one. I wonder why I feel this way?

Reading/Listening Partner:(Please Sign)James

Partner Review Comments:I like the kid who is the main character.

MLPP 2001 30 1 .8

Reader's LogStudent Response Sheet


Date:

Text: Author: Genre:

Reader Comments:

Reading/Listening Partner:(Please Sign)

Date:

Text:

Partner Review Comments:.

Genre:

Reader Comments:


Partner Review Comments:

MLPP 200131

1 .9

Writer's LogStudent Response Sheet (SAMPLE)


Date Written: March 21, 2001

Text Type: Letter to my aunt Audience: Adult relative Purpose: Thank her

Writer Review Comments: Nice thank you letter.,,'

Reading/Listening Partner:(Please Sign)Mn Amor

.

Comments ibout the textI's+eceiVed a cool game for my game boy froM Aunt Aisha.

Date Written: March 30, 2001

Text Type: Grocery list, or party :Audience: Adult Purpose: Remind me

Writer Review Comments: This sure helped plan for the party.:.,

Reading/Listening Partner:(Please Sign)James. my friend

Comments about the text:Mom said I had to help, so I wrote what we needed to have formy birthday sleepover.

MLPP 2001 3 1.10

Writer's LogStudent Response Sheet


Date Written:

Text Type: Audience: Purpose:

Writer Review Comments:


Date Written:

Text Type:

Comments about the text:

Purpose:

Writer Review Comments:


Comments about the text:

MLPP 2001 33

The teacher observes the child during story time or center/choice time and then assesses her/him onthe behaviors listed. Additional observations should take place during other classroom literacyactivities.


Teacher's Observations of Student'sLiteracy Behaviors Reading

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Listens to a short text in an attentive manners 0 1 2 3

Indicates understanding of a ..tory lead to her/himthrough facial expressions, bodylanguage, verbaland auditory responses, etc.

0 1 2 3

Chooses to read texts when given choke tune 3

Requests that stories be read to her 3

Shows evidence of thinking about her/his own reading.(When I read this part, I thought . . . , but when tread thenext passage I knew that . . . .) Child is able to think aloia

0 1 2 3

Chooses to read silently in order to construet mewling ofinformational texts.

0 1 2 3

.

Chooses to read silently in order to construct meaning:of. _narrative texts.

0 1 2 3

Actively participates in conversation using justificationstatements with teacher or peers about what Vhe.has read.

0 1 2 3

Spontaneously shares interesting parts of texts with friends. 0 1 2 3

Often chooses to read silently during free time. 0 1 2 3

Other observations:

MLPP 2001 34 1.12

The teacher observes the child during story time or center/choice time and then assesses her/him onthe behaviors listed. Additional observations should take place during other classroom literacyactivities.


Teacher's Observations of Student'sLiteracy BehaviorsWriting

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Spontaneously shares interesting parts of journals or noteswith friends.

0 1 2 3

Actively participates in substantive conversationusing justification statements with teacher or peers aboutwhat s/he has written.

0 1 2 3

Engages in writing texts during choice time. 0 1 2 3

Engages in writing messages to other individualsduring choice time.

0 1 2 3

Organizes self through the use of lists or other text. 0 1 2 3

Independently takes notes about topics of interestin pictorial or written format.

0 1 2 3

Requests conventional spelling of words needed forcommunication.

0 1 2 3

Readily uses phonetic approximations of words neededwhen writing.

0 1 2 3

Other observations:

MLPP 2001 35 1.13

Section II

Oral Language

RationaleOral language plays an important role in reading development. One cannot assume that because achild talks well s/he has complete understanding of how language works to make meaning. Emergentreaders who have not yet acquired certain features of oral language competencies will not be adept atmaking sense of written text. The instrument designed for preschool through grade one assesses thechild's use of elaboration of language, syntax, and oral vocabulary, which correlates to the cueingsystems (semantics, syntax, and graphOghoniciu) Aiged by competent readers. Continuous monitoringof a child's oral language development willitrovide insights fortheleacher as s/he observes the useof elaborative language, semantic* and while the child,igengaged in social and academicconversations.

Monitoring the oral language development childreningiades one through three continues to beimportant. Children at these ages must be to use expressive language, which eoinmunicatesideas, organization and structure, vocibulaiystyle and voice, conventions, and non-verbal commu-nication elements in waYs that 'connect to knowledge about/text usage in reading and writing. Inaddition, children must flexibW:use a variety of listening skills; in gaining meaning for an expressivelanguage presentation of ideas in either group'experienCes-ofindividual conversations.

DefinitionOracy is fluency in speaking and listening In this document, the term oral language includesthe expressive (speaking) and ficeptitre (listening) aspects-41anguage. While oral language hasmany functions, most occur in social contexts. These OtaLLangnage assessments relate to the child'sability to effectively use;gemantics, syntax, andoravocabulary while communicating to support thelearning of reading and writing.

The chart on the following page provides an overview of the Oral Language assessments in theMLPP 2001. Each tool is identified, along with the purpose for the assessment and the appropriategrade level. These assessments help teachers understand what individual children know specificallyabout oral language use. The chart is meant as a guide for the teacher's choice of assessment tools.The selection of the appropriate assessment is best determined through the teacher's ongoingobservation of students within the classroom environment.

MLPP 2001 36BEST COPY AVALABLE

2.1

Assessment Options at Grade TwoTool What is Assessed Appropriate Use

Oral Language SampleFree Recall or Picture Prompt

Ability to demonstrate syntaxand complexity of sentences,vocabulary, identification, andelaboration of ideas.

PreschoolGrade One

Oral Language Rubric Ability to use expressivelanguage which communicatesideas, organization andstructure, vocabulary, style andvoice, conventions, and .non-verbal communicationelements in:iv-airs that connect to

kn9*dgezalioni text usage inreading and writing.

Grades OneThree

Listening Checklist.:,:.,-..,:..t.:.

Ability to flexibly usen*arleof listening,skills in gaining:-meaning from an eiiiir-Ssive-langiinge,ptesentation of ideas in.zither group experiences or.indiVidual conversationg.: ,.

' Grades OneThree

Assessment GuidelineS for PreschOOlGrade One Oral Language Assessment

Teachers will listen to each child in the Cias'iiOOni during informal interactions to determine whichchildren are using oral language flexibly And readily to understand and express conceptual meanings.This corresponds with level 3 on therubric provided :(page:2.5):

Children not exhibiting strong oral language, O(: `3s7 on the rubric [page 2.5] in syntax,vocabulary, and elaboration) should be assegs0d:individually. The assessment area should be quietand free from major distraction. Generally, a small table where the teacher can sit beside the childis sufficient.

Procedure1. Show all the picture cards to the child and allow her/him to select one. Do not discuss the

pictures during this preview.

2. Place the chosen picture on the table in front of the child and say: Tell me a story about thepicture. Transcribe the child's entire response. You may prompt the child by saying: Tell memore, nr What else can you say? Do not ask leading questions.

3sMLPP 2001 2.2

3. Score the completed transcription using the rubric. For the syntax rubric, you may use thechild's typical speech to assess the use of regular and irregular verbs and regular and irregularplurals, if necessary. Write the scores on the paper with the script. Add the child's name anddate of assessment to the scored script, and place it in the child's portfolio. Enter each of thethree scores on the Student Profile form.

4. Repeat the assessment during kindergarten and grade one, as appropriate, until the child obtainsa score of 3, indicating typical performance on each element of the rubric.

AnalysisThe teacher analyzes the child's performance and asks the following questions as the child'sresponse is considered:

SyntaxDoes the child's syntax match the standa.rd.Enghsh syntax used in most early readers?Are regular and irregular plurals'and:past tenges used correctly?Does the child use this language at home ofin social situations?Is the child aware that settOol;:iiiioig6 and home language differ? (Look for play situationswhere the child is "playing" school')

VocabularyIs the child aware of the narneS:of niost-Corrimon 'objects?Does the child use comparative and descriptive vocabulary punIs the child using lingnage that is rnore familiar and affective?'Is the child using language .that iS comparative and `formal ?.Is the child able to separate description based on formandfunction?

in most early readers?

When a child is describing a rock. that S/he biought back from vacatiOn;,s/he could use words fromthese categories to talk about it.

Familiar/affective(words that connect toemotions and feelings)

Comparative/forMal(like classificatiOni:- ..in science)

,

(what it looks like)Function(what it can do)

I will keep this rock safeand warm in my roomand never let it get hurt.

This rock is hard andblack and made fromfire.

This rock is round,smooth, and solid.

I can throw this rockfar and break thingswith it.

ElaborationDoes the child's conversation indicate an understanding of typical experiences depicted in earlyreaders?Does the child use analogies and/or metaphors to connect ideas and experiences?Does the child string events or ideas, rather than using categories of ideas and events?

NOTE: The teacher considers if low scores are reflective of a child's typical oral language orquestions whether poor performance, at least in part, is due to lack of experience with the contentof the pictures.

MLPP 2001 33 2.3

Additional Oral Language SampleIf an additional language sample is indicated when a student's performance lacks consistency withobserved classroom behaviors, the teacher considers taping an oral language sample without aspecific picture prompt. A topic in which the child has expressed an interest is chosen, and an open-ended prompt is provided; i.e., "Sintenesha, tell me about your birthday party." Using the rubricsupplied, the teacher scores the child's recorded response.

MLPP 2001 39 2.4

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Oral Language SamplePreschool-Grade One

Individual Score Sheet


Enter the number of points given to the student after each task.

No. Content Score Comments

1.

2.

3.

Syntax

Vocabulary

Elaboration

Picture Content Suggestions

Check types of pictures used with child.CS Child-selected,TS Teacher:-selected

CS TSSchool-related (children playing with blocks)Home-related (children getting into a car or on a bus or a few adults

and children in a family)

Sports-related (soccer or a basketball game)

1:3 Pet-related (child feeding a dog)1:3 Chore-related (people picking apples)

Urban street scene with people of different agesOtherdescribe

MLPP 2001 4 4, 2.6

Assessment Guidelines for Expressive Language (SpeakingGrades OneThree

Procedure1. During the normal classroom routine, observe individual children using expressive language

(speaking) in both large and small groups.

2. Identify four or five students to observe closely for a period of time using the ExpressiveLanguage (Speaking) Rubric on page 2.8. Continue until you have assessed each child in yourclassroom.

3. After completing the information at the top of the Rubric:Record the individual focus child'sRecord the names of groupliiiiiciDescribe the context of the;oliserv4tion;,i.e., small group discussion of informational text,compare/contrast activ.itk'oftwo versions of a fairy tale, or large group science reports; andRecord on the Rubric;the qualities the studentdeinOninites in the oral interaction.

4. Utilize the Expressive Languages (SpeakineRubties'throughout the year m a variety of contextsand with several groupings of students.:'

5. Record the studeneslleyel(s) of ormance on the. Student Profile fOrm.

6. Analyze the marked riibric(s); place in the stndent's portfolio; and use as a guide when makinginstructional decisions.

AnalysisAnalysis of the student's expresiive language (speaking) performance will provide furtherinformation. The folloWing questions about the student's performance will help in designinginstruction:

Is this experience typical of this child's 'Siieakini?How is this experience similar to other expressive language interactions?Do the context and participants allow this student to demonstrate her/his strengths in oral

language?What further experiences are needed to gain a better understanding of this child's speakingabilities?

MLPP 2001 4 3 2.7

Stud

ent's

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ain

idea

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earl

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rate

sw

ith s

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.

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s on

topi

c, e

xpre

sses

mai

nid

eaS.

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arly

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ela

bora

tes

with

som

e su

ppor

ting

deta

ils.:

Var

ies

topi

c so

mew

hat a

ndpr

esen

ts id

eas

with

few

sup

port

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ils.

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ks f

ocus

on

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esen

tsid

eas

with

out s

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tails

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Org

aniz

atio

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ruct

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Sequ

ence

s id

eas

and

wor

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alo

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ner

with

eff

ectiv

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ansi

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gid

eas.

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tran

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ome

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and

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Pres

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idea

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atte

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seq

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ansi

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Con

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use

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and

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oice

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tyle

and

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ppro

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men

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f vo

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(dic

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infl

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etc

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ome

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sing

app

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ents

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tyle

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or c

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ivity

and

use

of

, ..

.

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etc

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vent

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Con

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and

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used

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prop

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the

.

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. Reg

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plur

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and

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regu

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form

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Use

s co

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or--

very

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ple

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ence

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ostly

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use

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ay u

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ompl

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idea

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lang

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conv

entio

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oth

form

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ppro

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for

the

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form

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E

Assessment Guidelines for Receptive Language (ListeningGrades OneThree

Procedure1. During the normal classroom routine, observe individual children using receptive

language (listening) in both large and small groups.2. Identify four or five students to observe closely for a period of time using the Receptive

Language (Listening) Checklist on page 2.10. Continue until you have assessed each child inyour classroom.

3. After completing the information at the top of the Checklist:Record the individual focus child's name;Record the names of group participants;-Describe the context of the observatiOn;:i.e:, small group discussion of informational text,compare/contrast activity of two versions of a fairy tale, or large group science reports; andRecord on the Checklist, thoZqualitios the student demonstrates in the oral interaction.

4. Utilize the Receptive Laiikuage:(14iening) Checklist throughout the year in a variety ofcontexts and with severai`trOupings of students

5. Record the student's level(s) of perfornianCe.;onitheStudent Profile form.6. Analyze the marked checklist(s); placeiliemjn the student's portfolio; and use as a guide when

making instructional decisions;

AnalysisAnalysis of the student's receptiv6 language (listening) perforinance will provide furtherinformation. The following questions about the'§tudent's krfOrmance will help in designinginstruction:

Is this experience typical of:thi ehild!a:litening?How is this experience similar to oth& receptive languageinteractions?Do the context and participants allow this student to demonstrate her/his strengths in orallanguage?Does the student apply or use more thair.one purpose, in li4ening to the message?Does the student understand the appropdateskills, and can s/he apply them to fulfill theidentified purpose(s) of listening?Does the student exhibit flexibility in the application of the diverse purposes of listening,including selecting a purpose consistent with the speaker's purpose?What further experiences are needed to gain a better understanding of this child's listeningabilities?

The following sources provided information that was adapted for the Speaking and Listening assessments:Bostrom, R. N. (1990). Listening Behavior: Measurement and Application. New York: Guilford PressWolvin, A. D., & Coakley, C. G., (Eds.) (1993). Perspectives on Listening. Norwood, N. J.: AblexFiumara, G. C. (1990). The Other Side of Language: A Philosophy of Listening. London: RoutledgeKaufmann, P. J. (1993). Sensible Listening: The Key to Responsive Interaction, Dubuque, IA: Kendall/Hunt

Citation for Speaking adapted from a review of:Wilkinson, L. C., & Silliman, E. R., (2000). M. L. Kamil, P. B. Mosenthal, P. D. Pearson. R. Barr (Eds.) Handbook of Reading

Research (III). Lawrence AssociatesWells, G. (1978). Language use and educational success: An empirical response to Joan Tough's "The Development of

Meaning" Research in Education, 18, 9-34Wells, G. (1990). Talk About Text. Curriculum Inquiry, 20, 369-404Palincsar, A. S., Brown, A. L., & Campion, J. C. (1993). First grade dialogues for knowledge acquisition and use. In (E. A.)

Forman, N. Minick & C. A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children's development(pp. 43-57). New York: Oxford University Press

MLPP 200146

2.9

Student's Name Context of Observation

Date Group Participants

Receptive Language (Listening) ChecklistGrades OneThree

This checklist is used to record the teacher's observations of what students know and are able to dousing receptive language skills for varying purposes. These categories for listening may be used toidentify a child's ability to receive, attend, interpret, and respond appropriately to the purpose of thespeaker.

Appreciative ListeningPays attention to context and styleResponds visibly to color, sound, language,and rhythmIdentifies with message of senderRelaxes

Discerning ListeningDetermines the main messageSorts out detailsDecides'Avhat is importantMakeg.Suie nothing is missedTakes' notesAsks for clarification:-Concentrates-.

Eliminates' distraction':.::'Repeats to ciinfirrn accuracy

Empathic ListeningLets sender do the talkingLets sender know s/he caresShows interestAsks open-ended questions EValnative 'Listening

Relates what is heard to personal beliefsComprehensive Listening Questions ender's motives

Elaborates on what has been said ,.Listens for faCtual support of messageAsks for clarifiaation of sender's intended Accepts-.4,-rejects messagemessage Activebr agrees or disagrees with messageBrings up related issues Responds selectivelySummarizes Expresses skepticismExplains message to others in own wordsRelates message to personal experienceUnderstands relationship among ideasListens for main idea and supporting details

MLPP 2001 47 2.10

.544 sw.eifirreegrAirt14,c,1'

"*Viti4,41.4.44;41,

Oral Language Picture Prompt

MLPP 2001

318 IVAV Ad001S39


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MLPP 2001

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MLPP 2001 622.18

Section DI

Phonological Awareness

RationalePhonological awareness is an umbrella term that allows us to think about our linguistic system,speech sounds (phonemes), the manipulation of those sounds, and connections of sounds to print.Phonemic awareness is an auditory component of phonological awareness. Without knowledge ofthe separate sounds that make up words, it is difficult for children to hear separate sounds, recognizethe sound's position in a word, and understand the role sounds play within the word. The followingtasks allow the teacher to assess the phonologieal*areness of students as they use, identify, anddiscriminate rhyming patterns of sounds 4# Mam:Pulate onsets and rimes. Phonemic awareness isassessed as students responcitotlie t ks t90341*Iiiiiii and segmentigg of individual phonemes.Teachers' observations are factors to..iiifQriaheir decisions about whomand when to assess.

DefinitionsPhonological awareness is the understandsounds. Phonemic awarenessisinvolves perceiving the relatiassounds to create new won

at;angitage is composed; loun 'itid patterns ofear The separate sounds thattompriSe-voken words. It

tween sounds and hayin tOalter and rearrange

The following Phonological AwarenesscOikoiewjS4esigned to display the selection of MLPP 2001assessment tools. It is not nece

poor prnt quekii - ericramona berkey, holt public schools jan bernath, ingham intermediate...

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