Classroom Literacy

Profile (CLP) Ball State University

by BJ Zagorac, M.A., M.Ed.

Introduction and Background

Problem: Frederick is 8-years-old and just

began third grade, but he is unable to read at

grade-level and is behind his peers in reading.

No documentary evidence is available since

Frederick has been transferred in/out of many school

districts.

Classroom teacher needs assistance in helping

Frederick to advance in reading.

Frederick is a well-behaved child who exhibits a

positive attitude in the classroom.

Frederick has no known vision or hearing problems.

Dr. Fry Phonemic Awareness Assessment

Phonemic Awareness Assessment by Dr. Fry Administered orally by the teacher

Tests a child’s awareness in the following categories: Phoneme Isolation

Phoneme Identity

Phoneme Categorization

Phoneme Blending

Phoneme Segmentation

Phoneme Deletion

Phoneme Addition

Phoneme Substitution

Each category includes 5 items and a child is awarded 1 point for each correct response. Total score is out of 40.

Test of Phonemic Awareness

Phonemic Awareness Tests by McKenna &

Stahl (2009)

Contains 9 categories, including the 8 on Dr. Fry’s

test, but with the addition of rhyme.

Different than Dr. Fry’s test as the teacher can

develop the words in each category, allowing for

more flexibility during administration.

All items are administered orally, and scoring

guidelines are the same as Dr. Fry’s test.

Interventions following Phonemic

Awareness Assessments

1 – Word Play: students can manipulate the sounds of words. Select books that have features of spoken words that can

be manipulated. For example, in the book The Hungry Thing Goes to a Restaurant, students can listen for nonsense words used by the monster and determine the real words that the monster meant.

2 – Rhyme Activities: students should develop awareness of rhyming words. Point out rhyming words to students as books are read

aloud. For example, reading nursery rhymes is a great start to help students hear words that rhyme. After rhyme, the teacher can point out how each word has a unique set of individual sounds (phonemes).

Gunning Phonics Inventory

Phonics Inventory (Gunning, 2013)

This inventory assesses the following elements of

phonics:

Short-Vowel Patterns

Short-Vowels with Consonant Clusters

Long-Vowel Patterns

R-Controlled Vowles

Ambiguous/Other Vowels (mainly diphthongs)

List contains 50 words, with 10 words for each

category.

Student is asked to read the word list to the teacher.

Interventions following Phonics Inventory

1 – Making Words with Letter Tiles Students make different words following specific phonics

patterns.

Smaller words are often made from 1 larger word.

Students make the words with letter tiles and then are requested to write each word they make.

An example would be the use of Patricia Cunningham’s Making Words lessons.

2 – Word Sorts Teacher provides words that follow a specific phonics

pattern and ask students to sort them based on the phonics patterns present.

An example would be having students sort words with the short vowel -an and -in rimes and contrasting them.

The Z-Test of Phonics Rimes

The Z-Test (McKenna & Stahl, 2009): This test samples a student’s ability to identify and

read words from the 37 most common word families.

All the words (psuedo) begin with the letter “z,” so this test focuses exclusively on the child’s knowledge the rime in each word.

This assessment does not include any formal scoring guidelines, but it is highly useful to determine which word families a child may need additional help with to be successful in reading.

Interventions following Z-Test Personal Word Bank

Student is given a few of the most common rimes and is must find and write down words that follow a specific rime.

For example, the teacher could ask the student to find words following the ack and ain word patterns during independent reading time.

Word Games Student is given between 3-4 word cards containing a

common rime along with word cards containing consonants or consonant clusters.

Student places the rime cards face down in one column and the consonant cards face down in another column.

Student selects one card from each column and determines if an actual word is formed. If so, the students writes down the word (which can be worth a point).

This game may be played with the teacher or another student.

Multidimensional Fluency Scale

The Multidimensional Fluency Scale is based on NAEP criteria (McKenna & Stahl, 2009). Rubric for assessing fluency includes:

Expression and Volume

Phrasing

Smoothness

Pace of Reading

Each section of the rubric listed above is rated on a scale of 1 to 4, with 4 being the best.

Total scores can range from 4 to 16.

Scores > 8 indicate fluency is progressing while scores < 8 indicate concern with fluency.

The Multidimensional Fluency ScaleEXPRESSION AND VOLUME

1 Reads words as if simply to get them out. Little sense of trying to make text sound like natural language. Tends to read in a quiet voice.

2 Begins to use voice to make text sound like natural language in some areas of the text but not in others. Focus remains largely on pronouncing the word. Still reads in a quiet voice.

3 Make text sound like natural language throughout the better part of the passage. Occasionally slips into expressionless reading. Voice volume is generally appropriate throughout the text.

4 Reads with good expression and enthusiasm throughout the text. Varies expression and volume to match his or her interpretation of the passage.

PHRASING

1 Reads in a monotone with little sense of boundaries; frequently reads word-by-word.

2 Frequently reads in two- and three-word phrases, giving the impression of choppy reading; improper stress and intonation fail to mark ends of sentences and clauses.

3 Reads with a mixture of run-ons, mid-sentence pauses for breath, and some choppiness, reasonable stress and intonation.

4 Generally reads with good phrasing, mostly in clause and sentence units, with adequate attention to expression.

SMOOTHNESS

1 Makes frequent extended pauses, hesitations, false starts, sound-outs, repetitions, and/or multiple attempts.

2 Experiences several “rough spots” in text where extended pauses or hesitations are more frequent and disruptive.

3 Occasionally breaks smooth rhythm because of difficulties with specific words and/or structures.

4 Generally reads smoothly with some breaks, but resolves word and structure difficulties quickly, usually through self-correction.

PACE

1 Reads slowly and laboriously.

2 Reads moderately slowly.

3 Reads with an uneven mixture of fast and slow pace.

4 Consistently reads at conversational pace; appropriate rate throughout reading.

Interventions following MFS Wide Fluency Oriented Oral Reading (Wide FOOR)

Teacher selects 3 different books to be read over the course of 1 week.

Teacher meets with student or small group 3 times during the week, each time focusing on a different book for fluency gains.

Lessons involve echo and choral reading.

Fluency Development Lesson (FDL) Teacher selects a short text to read aloud to the students 2-3

times as each student follows along silently.

Students then read the text chorally as a whole class.

Students are divided into pairs and read the text to their partner 2-3 times each as their partner provides encouragement and support for the reader.

Students are given the option of performing the text for their classmates or in small groups.

Words from the text may be selected for word study.

Curriculum-Based Measure for Fluency

Curriculum-Based Measures for Fluency involve looking at the student’s reading rate.

Short reading passage of about 100 words is presented to the student.

Teacher calculates the number of words per minute that the student reads correctly (WCPM).

Teacher compares the WCPM with norms developed by Hasbrouck and Tindal as provided in the McKenna and Stahl (2009) textbook.

Norms are given in percentiles at 90, 75, 50, 25, and 10.

Interventions following Curriculum-Based

Fluency Measures

Reader’s Theater Students are assigned texts that will eventually be performed for

the class and/or audience.

Teacher can assign students to work independently, in pairs, or small groups.

Students read text repeatedly until they are prepared to read it fluently to the class and/or audience.

Read Naturally Teacher takes an initial reading of a passage, measuring WCPM.

Goal is to increase the WCPM that student reads.

Student listens to passage on audio CD and then practices the same passage several times afterwards.

Teacher chooses a time for student to read passage aloud to see if goal has been achieved.

Vocabulary Assessment – Benchmark Tests

This teacher-developed assessment combines vocabulary questions from the end of the year Benchmark Assessment for 2nd

grade and the beginning of the year placement Benchmark Test for 3rd grade.

20 Multiple Choice Questions testing a student’s knowledge of robust vocabulary words.

Teacher reads assessment to student.

Each question was developed by the authors of Harcourt StoryTown.

Scoring could be based on a total percentage.

Example Vocabulary Questions They _______ their boots across the snow.

a. stomped

b. journeyed

c. sipped

d. entertain

Which word means the OPPOSITE of serious?

a. hungry

b. heavy

c. silly

d. sad

What might you hear if your class is in chaos?

a. silence

b. loud noise

c. raindrops

Interventions following Benchmark Vocab

Test Concept of Definition Map

This approach involves using a graphic organizer to help students organize various concepts about a target word.

Is appropriate for use with more challenging words that students may have little familiarity with.

Concepts maps can help extend vocabulary with specific examples, descriptions, and similarities to other words.

Direct Teaching of Vocabulary Teacher determines what words are appropriate to know

before the start of a text or topic of study.

Teacher provides direct instruction relating to the word: Definition

Information on Context

Examples of Usage

Bader Word/Vocab List Assessment

The Bader Reading and Language Inventory (2009) provides graded word lists that can be used to determine a student’s reading level based on knowledge of the vocabulary words in each list. Lists range from preprimer to high school.

10 vocab words on each list.

Determines instructional level, which is the grade level at which no more than 2 words are missed on that list.

Testing should continue until the student misses 4 or more words on any given list.

Interventions following Bader Word/Vocab

Test Teaching Syllabic Analysis with Pattern Approach

Teacher presents several words to students based on a high frequency syllable.

Teacher should always provide direct instruction of the syllable at the start of the lesson.

Example might include teaching the /it/ syllable pattern and explaining how knowing this syllable can help students pronounce polysyllabic words such as mitten, kitchen, rabbit, written, and other large words that follow that syllable pattern.

Many extension activities can help solidify student’s knowledge of the syllable pattern. Examples include finding words in text that fit the pattern, combining word parts to make polysyllabic words, and asking students to come up with real words themselves that fit the pattern.

Interventions following Bader Word/Vocab

Test - continued Teaching Morphemic Analysis

In this approach, the teacher focuses on teaching students prefixes, suffixes, and root words.

Most important prefixes for 3rd grade include un, under, dis, and re. Most important suffixes are able, ible, ful, ness, tion, y, al, ance, and ence (Gunning, 2013).

A specific example of an activity might involve giving students word cards to sort by meaning of the prefixes un and re. After sorting, teacher can ask the student to pronounce each word and then help the student draw a generalization of what the prefixes un and re often mean when seen in words.

Follow-up activity could include having students locate words with those prefixes and provide a brief definition of the word based on knowledge of that prefix.

IRI to Test Reading Comprehension

Bader Reading Inventory (2009)

Many reading passages to choose from.

Assist in identifying a student’s instructional, independent, and frustration reading levels.

First passage to student should be one level below his/her instructional level based on word list results from vocabulary assessment.

Student is asked to retell the passage after reading it.

In addition to retelling, the teacher can use comprehension questions as a guide.

Interventions following IRI

Teach Key Components of Retelling for Fiction & Nonfiction Teacher modeling of both fiction and nonfiction retells is

important.

For fiction, the teacher should model retelling with a focus on problem, solution, characters, and setting.

For nonfiction, the teacher should model retelling with a focus on main ideas and supporting details in the text.

Teach the Strategy of Writing Gist Statements Works well with nonfiction texts but can be used with fiction texts

as well.

Teacher models writing a Gist Statement of the main idea of a text on chart paper.

Teacher requests that students help provide details from the text that support the Gist Statement.

Teacher writes a concluding statement with help from the class.

Nonfiction Retell Rubric

(Target Score 10 or Better)

Main idea statements - 2 points each

Supporting details - 1 point each

Use of core academic vocabulary

from selection - Maximum 4 points

Evaluative statement about quality of

writing, a craft element, text features,

or author point of view - 2 points

A minimum score of 8 needed to

move to the next level of text

Fiction Retell Rubric

(Target Score 10 or Better)

Characters - 1 point

Setting - 1 point

Problem - 1 point

Solution - 1 point

Main idea statement - 1 point

Significant events in order - 3 points

(Can earn 1 of 3 or 2 of 3 if events are incomplete or out of order)

Evaluative statement about quality of

writing, craft element, story attribute,

or character - 2 points

A minimum score of 8 needed to

move to the next level of text

Metacomprehension Strategy Index (MSI)

MSI Assessment

This assessment comes in the form of a survey that the teacher can read to the student.

Survey assesses comprehension strategies that students use before, during, and after reading.

25 Questions – Multiple choice format

No definite right answer, but there are strategies that good readers use contained in each question.

Teacher compares student’s responses to the ideal responses that good readers use.

Breakdown of Strategies Measured on MSI

Predictingand

Verifying

Previewing PurposeSetting

SelfQuestioning

UsingBackground Knowledge

Summarizing& Fix-Up

Strategies

#s 1, 4, 13, 15, 16, 18, 23

#s 2, 3 #s 5, 6, 21 #s 6, 14, 17 #s 8, 9, 10, 19,24, 25

#s 11, 12, 20, 22

Samples Questions from MSI

Before ReadingBefore I begin reading, it’s a good idea to

A. See how many pages are in the story

B. Look up all of the big words in the dictionary

C. Make some guesses about what I think will happen in the story

D. Think about what has happened so far in the story

During ReadingWhile I am reading, it’s a good idea to

A. Read the story very slowly so that I will not miss any important parts

B. Read the title to see what the story is about

C. Check to see if the pictures have anything missing

D. Check to see if the story is making sense by seeing if I can tell what’s happened so far

Interventions following MSI Explicitly Teach Students Comprehension Strategies

Teachers should explicitly teach and model several comprehension strategies for students.

Strategies include activating background knowledge, setting a purpose, making predictions, summarizing, creating mental images, identifying text structure, etc.

Teachers should gradually release responsibility to students after sufficient modeling and explicit instruction.

Teach Reciprocal Questioning (ReQuest) Promotes deeper reading and the development of well-

thought-out questions.

Encourages open-ended questions that are asked by the student.

This teaching strategy requires a sufficient amount of modeling from the teacher in order to be successfully used with students.

Steps in ReQuest

Step 1

Teacher models how to ask good questions

Step 2Teacher introduces/orients students to the text

Step 3Stop point in text so student can ask teacher questions

Step 4Teacher asks student follow-up questions

Step 5Process repeats with another student (if in groups)

Writing Assessment – Elementary Spelling

Inventory (ESI)

Elementary Spelling Inventory

Contains 25 words that students are requested to spell.

Each word is reviewed for specific features to determine if student has mastered that feature of spelling.

Teacher reviews the number of spelling features the student missed to determine which phase of spelling the student is presently in.

There are 5 spelling phases that a student could be classified in.

Interventions following ESI

Use of Word Study Notebook Students should write down the words they sorted from the

phonics lesson.

Writing allows students to practice the spelling patterns they are learning and helps them remember for future use.

Students should also write about what they learned from sorting the pattern words during the week. This will allow not only for writing practice, but careful reflection on what has been learned about the spelling/phonics pattern sorts.

Specific Example

Students can be asked to sort words such as spine, shine, bite, sky, my, and try. Students would write out these words from the sort provided by the teacher. During the writing reflection, the students would explain how they discovered that an e on the end of a word following a consonant often means the first vowel (the i) is long and that the y can make the long / i / sound when at the end of a word.

Interventions following ESI - continued

Direct Modeling through Shared Writing This method involves the teacher working

collaboratively with students to compose texts.

A variety of purposes are served with Shared Writing, and the teacher has the chance to model such things as:

Talking about different word patterns

Prompt students to engage in strategies like using the word wall and other classroom resources (books, dictionaries, etc.).

Paying attention to word families and the relationships between words.

Shared Writing creates a trusting environment for learning about spelling and writing.

Writing Assessment: Rubric

Rubric for Writing (Bromley, 2011)

7 areas of writing are reviewed and rated on a scale from 1 to 4, with 1 being the lowest score and 4 being the highest score.

Content of Ideas

Order of Ideas

Sentence Structure

Spelling

Punctuation

Capitals

Handwriting

Interventions following Writing Rubric

Teach The 6 + 1 Writing Traits The traits provide specific guidelines on what excellent

writing should include.

Traits:

Ideas

Organization

Voice

Word Choice

Sentence Fluency

Conventions

Presentation

These traits can provide teachers with a focus point for helping students develop as writers.

Student and teacher scoring guides are included in book.

Interventions following Writing Rubric -

continued

Teach Expository Writing Strategies Teacher selects a specific type of expository writing

structure to show students.

Teacher locates books with that text structure and reads/discusses them with students.

Students are given the opportunity to compose a piece of writing based on the text structure being taught.

Text Structures:

Description

Sequence

Comparison

Cause/Effect

Problem/Solution

Concluding Remarks

The primary purpose of assessment is to guide instruction for students.

With the prudent use of assessments, all students, including struggling readers like Frederick, can experience success in literacy.

While assessments provide valuable information, teachers must realize all assessments have their limitations.

Teachers should consider the resources that are available for struggling readers in their school (RTI, Reading Recovery, lessons with a reading specialist, help from a literacy coach, …).

References

Almasi, J. F., & Fullerton, S. K. (2012). Teaching strategic processes in

reading. New York, NY: The Guilford Press.

Bader, L. A., & Pearce, D. L. (2009). Bader reading and language inventory.

Boston, MA: Pearson Education, Inc.

Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2012). Words their

way: Word study for phonics, vocabulary, and spelling instruction. Upper

Saddle River, NJ: Pearson Education, Inc.

Blachowicz, C. L., & Fisher, P. J. (2011). Best practices in vocabulary

instruction. In L. M. Morrow & L. B. Gambrell (Eds.), Best practices in

literacy instruction (pp. 224-249). New York, NY: The Guilford Press.

Bromley, K. (2011). Best practices in teaching writing. In L. M. Morrow & L.

B. Gambrell (Eds.), Best practices in literacy instruction (pp. 295-318).

New York, NY: The Guilford Press.

Cunningham, P. M., & Hall, D. P. (2009). Making words: 2nd grade. Boston,

MA: Pearson Education, Inc.

Dow, R. S., & Baer, G. T. (2013). Self-paced phonics: A text for educators.

Boston, MA: Pearson Education, Inc.

References - continued

Gunning, T. G. (2013). Creating literacy instruction for all students. Upper

Saddle River, NJ: Pearson Education, Inc.

Hoyt, L., Davis, K., Olson, J. & Boswell, K. (2011). Solutions for reading

comprehension: Strategic interventions for striving learners. Portsmouth,

NH: Heinemann.

Kuhn, M. R., & Rasinski, T. (2011). Best practices in fluency instruction. In

L. M. Morrow & L. B. Gambrell (Eds.), Best practices in literacy

instruction (pp. 276-294). New York, NY: The Guilford Press.

McAndrews, S. L. (2008). Diagnostic literacy assessments and instructional

strategies. Newark, DE: International Reading Association.

McKenna, M. C., & Dougherty Stahl, K. A. (2009). Assessment for reading

instruction. New York, NY: The Guilford Press.

Read Naturally, Inc. (2007). Placement Packet: Read Naturally Master’s

Edition ME.

Schmitt, M.C. (1990). A questionnaire to measure children’s awareness of

strategic reading processes. The Reading Teacher, 43, 454-461.