Literacy Assessment &

Instructional Planning
ST. GEORGE SCHOOL INITIATIVES
2011-2012
SEPTEMBER 26, 2011

Literacy School Planning Goals 2011-2012

Expected Outcomes:
Increased student performance in literacy
Continue to become proficient in the Beverly Tyner Literacy Model K-4
Grade 5-8 teachers exploring

K-8 Teachers will become proficient in the use of the Fountas and Pinnell Benchmark
Assessment Kit
Meeting student needs using:

Daily 5
Caf
Tyner Model
Words Their Way

Tyner Model
Cafe Strategies
Literacy Place & Moving Up
Words Their Way

Students in Gr 5-8 requiring support with Literacy/EAL will be supported by Student

Services/ EAL Teacher

Literacy School Plan

Indicators

By the end of Grade 4, 80% of students who have been at St. George since Kindergarten will be reading at grade level.

By June 2012 all teachers will be using the Fountas and Pinnell Benchmark Assessment

By June 2012 Teachers from K-4 will be using all components of the Cafe Model to set goals for all students

All teachers will be using Literacy Place/ Moving Up Series for their direct Literacy Instruction

Student Writing will be assessed using Class created Rubrics and exemplars.

Words Their Way will be used to teach word study from K-8

Strategies

Staff Professional Development (Fountas & Pinnell Benchmark Assessment/ Words Their Way/ Cafe/ Tyner/Moving Up)

Gr 5-8 Using Audio versions of novels etc. for classroom instruction

Staff learning with support by Student Services & Literacy Support Teacher

Identified students involved in ERI

EAL Support for identified students.

Further integration of ICT tools to support learning such as Thinkfinity, and other literacy based websites as well as further use
of Mimio technology.

Data Sources

Fountas and Pinnell Benchmark Assessment, Words their Way Assessment and Fountas and Pinnell Word Lists

Writing Samples assessed using Divisionally created Writing Exemplars (Grade 6)

Writing exemplars/class created rubrics/self editing checklists/peer editing (Grade 7/8)

Writing Samples assessed K-4 using BC Performance Standards Exemplars/Rubrics/Quick scales

Class Assessments

Leveling System Comparison Chart

Leveling System
Comparison
Chart

Revised June

2008

Reading
A-Z
Levels

Fountas
& Pinnell
Levels

Grade
Levels

Basal
Levels

PM & PM Plus
Levels

PM
Benchmark
Kits 1 & 2

Reading
Recovery

DRA

Reading
Stages

aa, A

Readiness

Magenta 1

Starters 1

A1

Early Emergent

K .5

Readiness

Magenta 2

Starters 2

Early Emergent

1.0

Preprimer

Red 1

Red 2

3-4

3-4

Early Emergent

1.1

Preprimer

Red 3

Yellow 1

5-6

5-6

Emergent

1.2

Preprimer

Yellow 2

Yellow 3

7-8

7-8

6-8

Emergent

1.4

Primer

Blue 1

Blue 2

9-10

9-10

10

Emergent

1.5

Primer

Blue 3

Green 1

11-12

11-12

12

Emergent

1.7

Gr. 1

Green 2

Green 3

13-14

13-14

14

Emergent

I&J

1.8

Gr. 1

Orange 1

Orange 2

15-16

15-16

16

Emergent

2.0

Gr. 2

Turquoise 1

Turquoise 2

17-18

17

18

Early Fluent

2.3

Gr. 2

Purple 1

Purple 2

19-20

18

20

Early Fluent

2.6

Gr. 2

Gold 1

21

19

24

Early Fluent

N&O

2.9

Gr. 2

Gold 2

22

20

28

Early Fluent

P&Q

3.0

Gr. 3

Silver 1

23

21

30

Fluent

R&S

3.3

Gr. 3

Silver 2

24

22

34

Fluent

3.6

Gr. 3

Emerald 1

25

23

38

Fluent

4.0

Gr. 4

Emerald 2

26

24

40

Fluent

4.3

Gr. 4

Ruby 1

27

25

40

Fluent

4.6

Gr. 4

Ruby 2

28

26

44

Fluent

4.8

Gr. 4

Sapphire 1

29

27

44

Fluent

5.0

Gr. 5

Sapphire 2

30

28

50

Proficient

5.3

Gr. 5

5.6

6.0

Gr. 6

6.5

Gr. 6

7+

Gr. 7/8

Gr. 5

29

Proficient

30

Proficient

60

Proficient
Proficient

70/80

Adult
Contemporary

Benchmark Assessment
Kits

Kit #1 K-2

Kit #2 3-8

Fountas & Pinnell

Whats in the box?

Benchmark books: one fiction and one non-fiction

title per level

Assessment forms book and CD-ROM: recording
forms and additional forms
Optional assessment booklet (student forms)
Student folders
Data management CD-ROM
Professional Development CD
The F & P stopwatch
The Continuum of Literacy Learning

How to get started

Use records and charts from previous years

Observe books the student is reading independently

Use the Where to Start Word Test
Determining 3 Levels Fountas & Pinnell
98%-100% = Independent
95%-97% = Instructional
<94% = Hard

Discussion
Take some time to look through the kits

Discuss questions and concerns with colleagues

Q&A with facilitators

Words Their
Way
Word Study for
Phonics, Vocabulary,
and Spelling
Instruction

Spelling and
Reading
Stages
Grade Levels, and
Corresponding
Instructional Chapters

Alphabet

Pattern

Meaning

Emergent Stage
Emergent Reading
Pre-K to middle of 1
Chapter 4
Letter Name-Alphabetic Stage
Beginning Reading
K to middle of 2
Chapter 5
Within Word Pattern Stage
Transitional Reading
Grade 1 to middle of 4
Chapter 6
Syllables and Affixes Stage
Intermediate Reading
Grades 3 to 8
Chapter 7
Derivational Relations
Advanced Reading
Grades 5 to 12
Chapter 8

Discussion
Take 10 minutes to view the Words Their Way

materials.
Based on this assessment how would you program
for this student?
Q & A with facilitators

Break
15 minutes

Following the break Grades K-4 please meet in Room

4 and Grade 5-8 please meet in Janice Moores

Room.
Take all of your materials with you for the duration
of the morning.

Benchmark Assessment At a
Glance
PREPARATION
&
ADMINISTRATION
VIDEO: BENCHMARK ASSESSMENT AT A
GLANCE

Coding Oral Reading

Instructions video

A look at the recording form

Finding Easy, Instructional, and Hard Text Levels

Early Years Example

The Loose Tooth

Level E - Fiction

Middle Years Example

Not Too Cold for A Polar Bear

Level Q Non-Fiction

Analysis of the Running Record

msv

M-Meaning: makes sense?

Meaning: Does the error make sense?

Ms White lives in a bungalow.
house

msv

yes

Ms White lives in a hole.

m s v

no

S- Structure (Sounds Right)

Structure: Does the error sound right?

Ms White sleeps in a house.
lives

msv

yes

Ms White sleeping in a house.

msv

no

V-Visual: Look Right?

Visual: Does the error look right?

Ms White lives in a hound.
house
Ms White lives in a home.
house
Ms White lives in a condo.
house

msv

yes

msv

yes

msv

no

Analysis of the Running Record

Fluency: Rate the fluency by making a note of how

the reading sounded and circling the rating on the

fluency scoring key.

0 - reads primarily word by wordslow rate

1 - two word phrases dominateslow rate
2- three-four word phrases, some expression, appropriate rate
with some slow parts.
3- reads primarily in large meaningful phrases with expressive
intonation and pausing

Analysis of the Reading Record

Comprehension
Levels A-K:
Within the Text
Beyond the Text
Levels L-Z
Within the Text
Beyond the Text
About the Text

Analysis of the Reading Record

Writing: This writing about reading assessment can

provide additional information about the readers

understanding of the text. It is not a formal writing
assessment. The scoring rubric on page 41 of the
admin. book reflects this.

0- no understanding
1- very limited understanding
2- partial understanding
3- excellent understanding

Assessment to Teaching
How do we take the information from the reading

record and set individual and group reading goals in

the classroom?

Task
1.

2.
3.
4.

5.
6.

Score the reading record

Pick a praise point (Reinforce)
Pick a Teaching point (Teach and/or prompt)
Set a Reading Goal for the student
Set a Reading Strength for the student
How would you teach/prompt/reinforce for this
students needs?

Teach, Prompt, Reinforce

Whenever an activity fails, it is because I havent

done enough modeling. Modeling gives students

words and examples to frame their thinking Chris
Tovini, I Read it but I dont get it. (p.82)