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Factor 4: Assessment Plan

Elliot Zackoski
Assessment Plan Table


High Frequency Words/Fry Word List

Baseline Writing Sample
The student will be given a weekly
assessment using Frys Word list as well as
content vocabulary words. Initially ten
words will be placed on a ring with new
words added weekly. The individual ring
of student words will form the weekly
The student will complete a reading chart
that will be checked daily to determine
amount of time spent reading
independently and monitor progress on
sustained reading time.
The student will complete writing
assignments using the five step writing
(Daily on the step
by step process;
Week 1 & 2: Students will complete an
Bi-weekly on the
published work)
Weeks 3 & 4: Students will complete a
poetry book
The student will be assessed weekly to
gage increase in reading fluency and
comprehension using questions specific
to the guided reading level text for the
The student will be given a bin of books
of varying levels and using the five finger
(Week 1)
rule to select a developmentally
appropriate text at his or her independent
reading level.
The student will be provided direct
instruction on text features of
(Week 3)
informational texts. Student will then
identify text features in texts when
The student will be provided direct
instruction on various types of poetry
(Week 4)
including Diamante, Color Poems,
Cinquain, Couplets, and Haiku

Unit Objectives
Pre-assessment data used
to determine/confirm
baseline for each student.
Word Work- student will
practice and apply phonics
skills and word analysis to
read and decode unknown

Independent ReadingStudent will increase

sustained reading time.

Writing- Student will

improve writing skills using
the five stages of the
writing process: prewriting, writing, revision,
editing, and publishing
Guided Reading- Student
will increase reading
fluency and
Independent ReadingUsing the five-finger rule,
student will select a book
of interest at his or her
reading level.
Independent ReadingGiven various texts,
students will correctly
identify text features.
Independent ReadingGiven various poems,
students will correctly
identify each type.
Student will increase

(Fluency & Comprehension)


Individual word list created using Frys

Word List and content vocabulary from
guided reading


Baseline Essay

reading fluency, rate, and

Student will increase
Student will apply phonics
skills and word analysis to
read and decode
previously unknown words
Student will demonstrate
improvement in writing

Assessment Information
The first pre-assessment given was the DRA2. The DRA2 is broken into four sections: Reading
Engagement, Oral Reading Fluency, Comprehension, and Teacher Analysis. Within the
Comprehension section there are four sections: Predicting, Retelling, Interpretation, and
Reflection (sometimes Making Connections is in place of Interpretation). Each DRA
assessment has a book that students are given to read. If students do not fall at least into
the independent level the test stops and has you give students an easier leveled text. Once
the student reads a text at an independent level they go to the comprehension section. The
teacher then finishes up by analyzing the test.
The next pre-assessment used was a vocabulary assessment using Frys High Frequency
Word List. The student is given a list of words to read. Words read incorrectly are marked.
This shows which words are sight words and which are not. It can also provide information
into patterns of miscues.
The final pre-assessment was a baseline writing sample. This provided valuable information
on student knowledge of sentence structure, capitalization, punctuation, and overall writing
Though complete and thorough analysis, the use of this battery of pre-assessments provided
a very clear picture of each students strengths and weaknesses in reading as well as
writing. As a result, the teacher or team of teachers was able to tailor instruction to small
groups of students within our larger group. This allowed the student to build on his or her
strengths and work on areas of need in order to grow his or her reading ability.
Pre-Assessment Results
Using pre-assessment data, we worked as a team to form four reading groups based on
current DRA results. Our students all read well below their current grade level. We had
students whose ability ranged from a DRA level 24 to 50 or a Level J to P in Fontas & Pinnell.
We then collaborated weekly, to form lessons that were differentiated to meet the needs of
individual readers and that coordinated between stations so that no group was left behind or
became bored.
Formative Assessments
One formative assessment used during word work was Frys Word List of High Frequency
words. High Frequency Words will be placed on a ring as the student masters each word

and then the individual ring of student words will form the assessment. The student will
take the ring home and work with a parent/caregiver daily to practice sight word
recognition. Each student will be assessed weekly on their ring of words and new words
added according to mastery of current words.
As another formative assessment, students will work on fluency during guided reading by
increasing rate of fluency over daily readings of the same passage.
During independent reading, a reading log/chart was utilized as a means of formative
assessment. This allowed us to gage and assess an increase in the amount of time the
student spends reading on a daily basis outside of the classroom setting.
Also as a means of assessment, during independent reading, students look through a bin
of different leveled books to find a book that is on his or her independent reading level. The
student will need to apply the five finger rule and not just select a book based on its pictures.
At the writing center, students were assessed daily on their ability to apply the five stages
of writing to various writing projects. Bi-weekly students were assessed on a completed/
published piece of writing.
Post Assessments
All post-assessments follow the same pattern as the pre-assessments. By assessing students
using the same format as the beginning, it will give a true representation as to what the
student has learned over the course of the unit. The students were retested using a DRA2 at
the same level as the post assessment. This provided insight into growth in fluency,
comprehension, and writing.
Neither student that we worked with currently had an IEP, 504 plan, or any other
special accommodations provided on a routine basis. Therefore, all students were given
assessments in the provided formats and time frames. Due to the age of both students
building rapport and trust by having casual conversations before beginning an assessment
as well as outlining the assessment/lesson before starting will served to put the student
more at ease and provided a more accreted representation of the student reading level and
We were confident in the choice of assessments for our students. Administering and
analyzing each of the pre-assessments in depth allowed us to gage individual student
strengths and weaknesses in reading. Thereby, allowing the focus to be placed on the areas
where the students needed help. Analyzing the assessments allowed us to set goals and
objectives to help the student become a successful reader. These goals and objectives
helped to determine the scope and sequence of lessons and activities as well as teaching
strategies to be used in helping each student become a more successful reader.