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School District 8 Kootenay Lake

Early Literacy Essential Skills Profile

K-3 Student Portfolio

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AboriginalSpecial Education DesignationDo you wear glasses?

Grade Year Teacher SchoolKindergartenGrade OneGrade Two

Grade Three

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K-3 Year End Student Early Literacy Essential Skill Profile Summary Phonological Awareness K Key Gr.1 Key Gr.2 Key Gr.3 Key

Rhyming: Discrimination /5 In any subskill

0-3= Concern

4-5= No Concern

/5 In any subskill

0-3= Concern

4-5= No Concern

/5 In any subskill

0-3= Concern

4-5= No Concern

/5 In any subskill

0-3= Concern

4-5= No Concern Rhyming: Production /5 /5 /5 /5

Phoneme Isolation: Initial /5 /5 /5 /5

Phoneme Isolation: Final /5 /5 /5

Phoneme Isolation: Medial /5 /5

Blending: Syllables /5 /5 /5 /5

Blending: Phonemes /5 /5 /5

Segmentation: Sentences /5 /5 /5 /5

Segmentation: Syllables /5 /5 /5

Segmentation: Phonemes /5 /5 /5

Deletion: Compounds /5 /5 /5 /5

Deletion: Phonemes /5 /5 /5

Oral Language

3-14 = Y (concern)

0-2 = N (No concern)

Write Y or N in the box provided


Alphabet Knowledge K Key Gr.1 Key Gr.2 Key Gr.3 Key

Uppercase /26 In any subskill

0-21= Concern

22-26 = No Concern

/26 In any subskill

0-25= Concern

26= No Concern

Lowercase /26 /26

Correct Sound /26 /26

Correct Word /26 /26

Concepts About Print

/10

0-8 = Concern

9-10= No Concern

/10

0-9 = Concern

10= No Concern

High Frequency Words

225

0-5= Emerging

6-11= Developing

12-225= Applying

225

0-69= Emerging

70-99= Developing

100-225= Applying

225

0-149= Emerging

150-199= Developing

200-225= Applying

225

0-174 Emerging

175-224= Developing

225= Applying

Reading

*Note:

Instructional level = Applying

Optional: Highlight on the reading continuum the reading behaviors the child demonstrates.

Level

0-8= Emerging

9-13= Developing

14-17= Applying (Instructional)

Level

0-18= Emerging

19-20= Developing


Level

0-20= Emerging

21-23= Developing


Writing Refer to the interpretation guide at the bottom of the writing continuum to determine the number to enter into the ED Plan Insight database

1= Emerging

2= Developing

3= Applying

4= Emerging

5= Developing

6= Applying

7= Emerging

8= Developing

9= Applying

10= Emerging

11= Developing

12= Applying

*Assessment Language Key

Emerging = has mastered few or some of the skills Developing = has mastered many or most of the skills Applying = has met the target for the term


*Key: also refer to the “Teacher’s Guide" for Interpreting the Oral Language Checklist **Note: Any concern that has been identified should be carefully considered. You may wish to consult your S/L Pathologist for further information.

Tier 1 Student 1-2 concerns No, not a concern in language. Teach to areas of concern. Tier 2 Student 3 concerns Yes, a concern in language. *Refer to Interpretation Guide. Tier 3 Student >3 concerns Yes, a concern in language. *Refer to Interpretation Guide.

Oral Language Checklist Kindergarten to Grade Three *Note: Place an X or highlight in the box if there is a concern or leave the box blank if there is NO concern K - Jan K - June 1 - Jan 1 - June 2 - Jan 2 - June 3 - Jan 3 - June Receptive Understands classroom language and follows classroom routines

Understands vocabulary specific to subject and situation Follows oral directions Expressive Shares personal experiences and feelings related to classroom topics and book discussions

Speaks fluently and with expression (prosody) Asks appropriate questions Can retell aspects of a story and give information about a topic

Uses language to explain, inquire and compare Uses speech that is understandable-produces speech sounds correctly (e.g. articulation)

Uses appropriate sentence structure (e.g. grammar) Uses appropriate vocabulary for subject and situation Social Is an active participant in classroom language activities Understands and uses appropriate social conventions for conversations when listening and speaking

Ignores distractions and stays focused during listening activities

Total Concerns /14 /14 /14 /14 /14 /14 /14 /14


Kindergarten Phonological Awareness I. Rhyming

a. Discrimination

Directions: “I’m going to say two words and ask you if they rhyme. Listen carefully.” Demonstration item: “Fan rhymes with man. Do fan and boy rhyme?” Additional demonstration items: mitt/fit mitt/bit mitt/hen

Assessment 1:

Assessment 2:

Stimulus Response +/0 Response +/0 Response +/0 Response +/0

1. look/took

2. fun/sun

3. farm/car

4 hop/sand

5. dad/rad

Total /5 /5 /5 /5

b. Production

Directions: “I’m going to say a word and I want you to tell me a word that rhymes with it. Listen carefully.” Demonstration item: “Tell me a word that rhymes with bat.” Additional demonstration items: miss log

*Note: Nonsense words are acceptable.

Assessment 1:

Assessment 2:


1. win

2. rap

3. same

4. trouble

5. flower

Total /5 /5 /5 /5


II. Isolation

a. Initial (phoneme/sound)

Materials: 3 blocks – 2 of the same colour. Place blocks in a row with a different coloured block at the beginning of the row:

Directions: “I’m going to say a word and ask you to tell me the beginning or first sound of the word. Listen carefully.”

Demonstration item: Say “cat.” Then ask, “What’s the beginning sound in the word cat?” or “What sound does the word cat start with?” Point to the first block.

Additional demonstration items: dog mouse

Assessment 1:

Assessment 2:


1. bug

2. sick

3. pan

4. duck

5. fudge

Total /5 /5 /5 /5


III. Blending

a. Syllables

Directions: “I will say the parts of a word and you are to tell me what the word is." e.g. ta-ble / ba-na-na

Assessment 1:

Assessment 2:


1. ba - by

2. win - dow

3. tel - e - phone

4. pop - si - cle

5. lem - on - ade

Total /5 /5 /5 /5

IV. Segmentation

a. Sentences

Directions: I will say a sentence and I want you to tap one time for each word that I say. “My house is big.” Demonstrate by tapping on table once for each word in the sentence.

Assessment 1:

Assessment 2:


1. Tom can jump. 3 taps/ 3 taps/ 3 taps/ 3 taps/

2. My dog is black. 4 taps/ 4 taps/ 4 taps/ 4 taps/

3. Some boys can skip. 4 taps/ 4 taps/ 4 taps/ 4 taps/

4. I have six blue books. 5 taps/ 5 taps/ 5 taps/ 5 taps/

5. The kite is up high. 5 taps/ 5 taps/ 5 taps/ 5 taps/

Total /5 /5 /5 /5


V. Deletion

a. Compounds

Directions: Listen – I will say a word to you and say it again without one of its parts. “Cowboy” – Now I’ll say it again but I won’t say “boy.” The answer is “cow.” Now I want you to try. Say “football.” Now say it again but don’t say “foot.” (Answer: “ball.”)

Stimulus Stimulus Correct

Response

Assessment 1:

Assessment 2:

1. Say mailbag Say it again, but don’t say bag. mail

2. Say sunlight Say it again, but don’t say sun. light

3. Say backpack Say it again, but don’t say pack back

4. Say shoelace Say it again, but don’t say lace shoe

5. Say driveway Say it again, but don’t say drive. way

Total /5 /5 /5 /5


Kindergarten Concepts about Print

Procedure: Choose a simple levelled book (level 2 or B) with 2 lines per page and read it to your class. Narrate the use of concepts about print with your children before the first screening. Assess each child individually. When reassessing, check only the items that were previously unknown, unless a complete reassessment is deemed necessary.

Circle + for correct and – for incorrect Assessment 1: Assessment 2:

1. Hand the child the story and say: “Point to where you should start reading.”

+ - + -

2. Say: “Which way should you go?” Check for knowledge of directionality.

+ - + -

3. Check for return sweep. + - + -

4. Say: “Point to one word on the page.” + - + -

5. Say: “Point to the first letter of a word. Point to the last letter of a word.”

+ - + -

6. Point to a period and ask: “What is this for?” + - + -

7. Ask the student to "read" the story to you. Does the child’s reading closely match the text?

+ - + -

8. Read the story to the child asking him/her to match the words as you read. Was the child able to closely track as you read?

+ - + -

9. Ask the child to "reread" the story, tracking as he/she reads. Does the child’s reading closely match the text? (Less than 3 errors?)

+ - + -

10. Ask the child what the story is about. Does the child understand that print conveys meaning?

+ - + -

Total

/10

/10

Winter 0-6 Emerging

7-10 Independent Application

Spring 0-8 Emerging

9-10 Independent Application


Kindergarten Alphabet Knowledge Highlight the 'letter' in each subset when the child can identify the uppercase name, lowercase name, the letter sound and generate a word that begins with that letter. Child must be able to generate answer within 3 seconds. Use the testing sheet provided in the teacher resource guide.

Note: Once an element (upper, lower, sound, word) has been achieved, there is no need to re-test that element.

Uppercase

M S D F G L J U R W B N O C X E Z Q A H T Y K I V P

Lower case

m s d f g l j u r w b n o c x e z q a h t y k i v p

Sounds


Words

Note: Encourage child not to generate names of people. If they do ask them for another word.

M S D

F G L

J U R

W B N

O C X

E Z Q

A H T

Y K I

V P

Targets for each subskill *Note: Test sounds in term one if child is successful in identifying many letters. Test words if child is successful in identifying many sounds, otherwise in Term 1 only Uppercase and Lowercase need to be tested.

Term 1 Term 2 Term 3

Uppercase & Lowercase Uppercase, Lowercase, Sound & Word Uppercase, Lowercase, Sound & Word

Emerging 0-5 for each subskill 0-14 for each subskill

0-21 for each subskill Developing 6-14 for each subskill 15-21 for each subskill

Applying 15-26 for each subskill 22-26 for each subskill 22-26 for each subskill

Initial: Pink

Term 1: Blue

Term 2: Green

Term 3: Yellow


Kindergarten High Frequency Words: Highlight the words that the child can read within 2-3 seconds. If the child can read all the words in List 1 continue to List 2. Once a child has mastered all the words in a list then move to the next list.

*Use the assessment sheet provided in the teacher resource guide.

Year-end Target from K-3

k 1 2 3

0-5= Emerging

6-11= Developing

12-225= Applying

0-69= Emerging

70-99= Developing

100-225= Applying

0-149= Emerging

150-199= Developing

200-225= Applying

0-174 Emerging

175-224= Developing

225= Applying

List 1:

I me and to a the is he it that she was

12 words in list one

List 2:

away big blue can come down find for funny go

help here jump little look make my not one play

red said see three two up we where yellow you

all am are at her be well brown but came

did do eat four get good have in into like

must new no now on our out were pretty ran

ride run saw say so soon there they this too

under want could went what white who will with yes

had him some then black please them ate

88 words in list two

Initial: Pink

Term 1: Blue

Term 2: Green

Term 3: Yellow


List 3:

when full done ask over just from any how know

light pick put take every old by after think let

going walk again may stop fly round give once open

has live thank would very your its around don't right

green their call sleep five wash or before been off

cold tell work first does goes write always made gave

us buy those use fast pull both sit which read

why found because best upon these sing wish many if

long about got six never seven laugh today myself much

keep try start ten bring drink only better hold warm

100 words in list three

List 4:

sister brother more people hurt cut kind fall carry small

own show hot far draw clean grow together eight of

nice nation favourite nervous excited

25 words in list four


Grade One Phonological Awareness

II. Isolation

b. Final (phoneme/sound)

Materials: 3 blocks – 2 of the same colour.

Place blocks in a row with the different coloured block at the end of the row:

Directions: “I’m going to say a word and ask you to tell me the end or last sound of the word. Listen carefully.”

Demonstration item: Say “cat.” Then ask, “What sound is at the end of the word cat?” Point to the last block.

Additional demonstration items: dog mouse

Assessment 1:

Assessment 2:

Stimulus Response +/0 Response

+/0 Response

+/0 Response

+/0

1. mat

2. fan

3. fish

4. ball

5. book

Total /5 /5 /5 /5


III. Blending

b. Phonemes

Directions: I will say parts of a word and you tell me the word,” “e.g. c-a-t / d-o-g / b-l-ue”

Assessment 1: Assessment 2:


1. b-oy

2. m-a-n

3. c-l-ea-n

4. w-i-n-d-ow

5. b-a-b-y

Total /5 /5 /5 /5

IV. Segmentation

b. Syllables/Compound Words

Directions: “I will say a word and I want you to tap one time for each part of the word” - “ba-na-na.” Demonstrate by tapping on arm for each part of the word.

Stimulus Correct Response Assessment 1: Assessment 2:

1. cowboy 2 taps/ cow - boy

2. baseball 2 taps/ base - ball

3. computer 3 taps/ com – pu - ter

4. watermelon 4 taps/ wa – ter – me - lon

5. refrigerator 5 taps/ re – frig – er – a - tor

Total /5 /5 /5 /5


c. Phonemes

Directions: “I will say a word and I want you to clap for each sound in the word.” “cat” Demonstrate by clapping for each phoneme. (c-a-t - 3 claps)

Stimulus Correct Response Assessment 1: Assessment 2:

1. on 2 claps/ o - n

2. baby 4 claps/ b – a – b – y

3. seashell 5 claps/ s – ea – sh – e - ll

4. stamp 5 claps/ s – t – a – m – p

5. snip 4 claps/ s – n – i – p

Total /5 /5 /5 /5

V. Deletion

b. Phonemes

Directions: Listen – I will say a word and then leave out one of its parts. “Cat”. Now I’ll leave out “c”. What is left is “at”. Now you try: Say “bat”. Now say it again but don’t say “b”.

(Answer: “at”). Say “black”. Now say it again but don’t say “l”. (Answer: “back”.)

Stimulus Stimulus Assessment 1: Assessment 2:

1. Say pat Say it again, but don’t say “p”. at

2. Say chin Say it again, but don’t say “ch”. in

3. Say slip Say it again, but don’t say “l”. sip

4. Say meat Say it again, but don’t say “t”. me

5. Say box Say it again, but don’t say “b”. ox

Total /5 /5 /5 /5


Procedure: Choose a simple levelled book (level 2 or B) with 2 lines per page and read it to your class. Narrate the use of concepts about print with your children before the first screening. Assess each child individually. When reassessing, check only the items that were previously unknown, unless a complete reassessment is deemed necessary.

Circle + for correct and – for incorrect Assessment 1:

1. Hand the child the story and say: “Point to where you should start reading.”

+ -

2. Say: “Which way should you go?” Check for knowledge of directionality.

+ -

3. Check for return sweep. + -

4. Say: “Point to one word on the page.” + -

5. Say: “Point to the first letter of a word. Point to the last letter of a word.”

+ -

6. Point to a period and ask: “What is this for?” + -

7. Ask the student to "read" the story to you. Does the child’s reading closely match the text?

+ -

8. Read the story to the child asking him/her to match the words as you read. Was the child able to track as you read?

+ -

9. Ask the child to "reread" the story, tracking as he/she reads. Does the child’s reading closely match the text? (Less than 3 errors?)

+ -

10. Ask the child what the story is about. Does the child understand that print conveys meaning?

+ -

Total

/10

November 0-9 Emerging 10 Independent Application

Grade One Concepts about Print


Grade One Alphabet Knowledge Highlight the 'letter' in each subset when the child can identify the uppercase name, lowercase name, the letter sound and generate a word that begins with that letter. Child must be able to generate answer within 3 seconds. Use the testing sheet provided in the teacher resource guide.

Note: Once an element (upper, lower, sound, word) has been achieved, there is no need to re-test that element.

Uppercase


Lower case

m s d f g l j u r w b n o c x e z q a h t y k i v p

Sounds


Words

Note: Encourage child not to generate names of people. If they do ask them for another word.

M S D

F G L

J U R

W B N

O C X

E Z Q

A H T

Y K I

V P

Targets for subskills

Term 1 Term 2 Term 3

Uppercase, Lowercase, Sound & Word Uppercase, Lowercase, Sound & Word Uppercase, Lowercase, Sound & Word

Concern 0-25 0-25 0-25

No Concern 26 26 26

Initial: Pink

Term 1: Blue

Term 2: Green

Term 3: Yellow


Grade One High Frequency Words: Highlight the words that the child can read within 2-3 seconds. If the child can read all the words in List 1, move to List 2. Once a child has mastered all the words in a list then move to the next list.



k 1 2 3

0-5= Emerging

6-11= Developing

12-225= Applying

0-69= Emerging

70-99= Developing

100-225= Applying

0-149= Emerging

150-199= Developing

200-225= Applying

0-174 Emerging

175-224= Developing

225= Applying

List 1:



List 2:











Initial: Pink

Term 1: Blue

Term 2: Green

Term 3: Yellow


List 3:












List 4:






Grade 2 Phonological Awareness II. Isolation c. Medial (phoneme/sound)

Materials: 3 blocks – 2 of the same colour.

Place blocks in a row with a different coloured block in the middle of the row:

Directions: “I’m going to say a word and ask you to tell me the middle sound of the word. Listen carefully.”

Demonstration item: Say “cat.” Then ask, “What sound is in the middle of the word cat?” Point to the middle block.

Additional demonstration items: lid pop ant

Assessment 1:

Assessment 2:


1. pen

2. bit

3. man

4. top

5. end

Total /5 /5 /5 /5


Grade Two High Frequency Words: Highlight the words that the child can read within 2-3 seconds. If the child can read all the words in List 1 & 2, move to List 3. Once a child has mastered all the words in a list then move to the next list.



k 1 2 3

0-5= Emerging

6-11= Developing

12-225= Applying

0-69= Emerging

70-99= Developing

100-225= Applying

0-149= Emerging

150-199= Developing

200-225= Applying

0-174 Emerging

175-224= Developing

225= Applying

List 1:



List 2:











Initial: Pink

Term 1: Blue

Term 2: Green

Term 3: Yellow


List 3:












List 4:






Grade Three High Frequency Words: Highlight the words that the child can read within 2-3 seconds. If the child can read all the words in List 1, 2 & 3, move to List 4.



k 1 2 3

0-5= Emerging

6-11= Developing

12-225= Applying

0-69= Emerging

70-99= Developing

100-225= Applying

0-149= Emerging

150-199= Developing

200-225= Applying

0-174 Emerging

175-224= Developing

225= Applying

List 1:



List 2:











Initial: Pink

Term 1: Blue

Term 2: Green

Term 3: Yellow


List 3:












List 4:






Reading Continuum Role Play Reading

Role Play Readers….. Portray reading-like behavior as they represent text for themselves using their own language. They show an interest in texts including books, images, pictures, illustrations and digital text.

Role Play Readers & First Step Emergent Readers (PM Levels 1-2) - Kindergarten Role-Play & First Step Emergent Reader's Literate Practices, Identity & Metacognition:

-understand three ways to read: the pictures, the words, retell the story -self-select texts and has favourites in a personal book bin -show pleasure in experiencing books and text with others -refers to oneself as a "reader" -begin to notice and comment on environmental print -mimic reading behavior by holding books and turning pages appropriately -begin to identify concepts of print

Code; Accuracy: -recognize own name in print -know some letter names -has favorite personal key vocabulary or sight words -read at least 12 high frequency words

Comprehension & Fluency:

-listen to and respond to literature -point to and comment on illustrations and images -orally chime in with aspects of text read aloud -use pictures to retell story -begin to "read" by memory

Suggested Option 2: Term 1: Blue Term 2: Green Term 3: Yellow

Suggested Option 1: K- Pink Gr. 1: Blue Gr. 2: Green Gr. 3: Yellow


Reading Continuum Emergent Reading

Grade 1

Term Emerging Developing Applying

1 <2 2-4 5-8

2 <5 5-8 9-14

3 <9 9-13 14-17

Emergent Readers…..

Rely on memory of familiar texts to match voice to text and begin pointing to words. They realize print carries meaningful information and messages. They comment on pictures and begin to demonstrate knowledge of concepts of print.

Emergent Readers - Grade 1 (PM Levels 3 -6) Emergent Reader's Literate Practices, Identity & Metacognition:

-understand three ways to read: the pictures, the words, retell the story -choose books based on interest -read to self for short periods of time (approximately 10 minutes) -begin by representing reading behavior by memorizing familiar patterns of text -read environmental print including signs, labels, logos, sight words, and high frequency words -begin to self-identify as a reader -enjoy sharing favorite texts with others

Code; Accuracy: -know most letter names and sounds -recognize increasing numbers of high frequency words -use predictable patterns to read -use sound/symbol at beginning of words to word solve and check predictions


-understand and use concepts of print -use illustrations to support reading and retelling -begin to make predictions -retell details, facts and may attend to sequence -connect text to own experiences; share opinions and preferences -share thinking about text with others -begin to read with phrasing and fluency




Reading Continuum Early Reading

Grade 1


1 <2 2-4 5-8

2 <5 5-8 9-14

3 <9 9-13 14-17

Early Readers…..

Read unfamiliar texts deliberately and slowly with attention to word solving. They are aware of a few strategies to help them word solve and begin to comment and question what they are reading.

Early Readers - Grade 1 (PM Levels 7 -14) Early Reader's Literate Practices, Identity & Metacognition:

-identify self as reader -begin to read own writing -select books based on interest and on appropriate level -identify basic genre (fiction, nonfiction, poetry) -begin to take ownership of book choice and selection based on interest and knowledge of genre -read for sustained periods of time to self (20 minutes) -begin to articulate reading strategy use (connections, questions, predictions, inference) -self-question while reading to ensure it makes sense -participate in book discussions during read aloud, shared reading and guided reading -with guidance set reading goals

Code; Accuracy: -increasingly applies phonics to solve words -draw on a larger bank of high frequency words -use decoding strategies: stretch sounds, chunk words, blend sounds -cross check using semantics (meaning), structure (grammar) and graphophonic cues -begin to self-correct accuracy miscues – rereads, reads on, and asks oneself – "Does it make sense?"

Comprehension & Fluency: -use punctuation to influence phrasing and pace to demonstrate interpretation and comprehension -use background knowledge and vocabulary to gain meaning -retell beginning, middle and end in sequence with some prompting -discuss character, setting and plot with guidance -understand cause and effect and main idea in stories -relate text and/or facts to own knowledge and experiences -use nonfiction text features to gain information -share and elaborate on favorite parts of the text; express personal preferences and opinions




Reading Continuum Transitional Reading

Grade 2


1 <14 14-16 17-19

2 <17 17-18 19-20

3 <19 19-20 21-22

Transitional Readers……

Are beginning to integrate several reading strategies to make meaning with increasing efficiency and confidence. They adapt their reading to different genres and types of text. They challenge themselves to read more difficult text and enter into comprehensive discussions sharing their opinions with others.

Transitional Readers – Grade 1 (PM Levels 15-17), Grade 2 (PM Levels 18-22)

Transitional Reader's Literate Practices, Identity & Metacognition:

-identify as a reader who challenges him or herself with more difficult text (early chapter books, graphic novels, information text) -self-select a wider variety of books that are just right and interest-based -may become interested in series books and specific authors -use a variety of print and visual texts and text features for accessing information, research, inquiry -begin to independently set reading goals -identify, describe and use effective reading strategies with increasing independence -read independently for sustained periods of time (approximately 30 minutes) -know when meaning is lost; stop and use strategies to regain meaning -find joy in reading and choose text for pleasure and information

Code; Accuracy: -access context to support word solving -use word parts, onset and rimes to solve unknown words -demonstrate increased flexibility in word solving strategies including word parts, phonics patterns, prefixes, suffixes -self-correct using visual, structure and meaning cues -are increasingly more efficient with applying graphophonic knowledge to multi-syllable words


-maintain meaning over longer passages and more complex story lines -understand more complicated language (syntax/structure) -self-question while reading to enhance comprehension -infer, connect, visualize, predict, summarize and synthesize to comprehend -begin to understand complex plots and character development -use text organizers and text features to assist with comprehension of nonfiction text -respond to and make personal connections with facts, characters and comparative situations in other texts -compare and contrast character and story events -discuss plot, story line and question character motives and author's purpose -retell aspects of text in sequential order -adjust reading pace and prosody according to genre -begin to attend to emphasis, stress and intonation on words to reflect meaning during oral reading -notice quotation marks and interpret dialogue with tone, pace and expression




Reading Continuum Fluent Reading

Grade 3


1 <19 19-21 22-23

2 <20 20-22 23-24

3 <21 21-23 24-25

Fluent Readers….

Are confident and purposeful in reading. They access reading strategies when encountering difficult text or reading for a specific purpose. They have grown in their ability to make connections between what is current knowledge and what is new. They may be more critical in their reading by challenging and questioning texts, as well as drawing on evidence from their own funds of knowledge. They engage in thoughtful and critical literate conversations with others.

Fluent Readers – Grade 3(PM Levels 24-25), Grade 4(PM Levels 26-28), Grade 5(PM Levels 29-30)

Fluent Reader's Literate Practices, Identity & Metacognition:

-access multi-modes of literacies to locate information and inform interests -adjust reading strategies for different purposes with guidance -read to self for increasingly longer periods of time (approximately 40 minutes) -expand reading repertoire that challenges and develops interests -begin to identify and articulate reading strategies to others -set reading goals, monitor own progress and present evidence of improvement with support -use reference materials to expand vocabulary and seek new information -set a purpose for reading and use own questions and knowledge to gain more information on a topic -reflect on reading and respond critically and emotionally to text drawing on connections to self, funds of knowledge and other texts

Code; Accuracy: -use context clues to determine meaning of unfamiliar words with guidance -use word parts, onsets and rimes to solve unknown multi-syllable words -use knowledge in flexible ways to solve unknown words (word parts, onset and rimes, root words, prefixes, suffixes) -consistently self-correct while attending to M-S-V -integrate multiple sources of information to read with accuracy and to seek meaning -recognize when meaning is lost; stop and uses strategies to regain meaning


-revise predictions and questions based on new information with guidance -respond to and make personal, textual and global connections with facts, characters and events to deepen understandings -begin to more accurately determine and summarize main idea -ask and answer meaningful questions before, during, and after reading to expand understanding -analyze plot and important parts of story to understand author's purpose -provide important specific important details from the text about characters, settings, events when summarizing a narrative text -summarize key facts and details in expository text -discern between fact and opinion




-notice and communicate how characters are influenced and motivated by settings, social relationships and events in narrative text -create and adjust visual images using text and own perspective -infer author's message; predict what characters might do in other situations -navigate through nonfiction text with an awareness of the features that are most relevant to the reader's learning -synthesize new nonfiction information to gain insight and deepen knowledge about topics and concepts -with guidance describe text with reference to literacy devices and discuss author's craft and style -take up critical perspectives when questioning aspects of texts including differing points of view, representation of diversity and text biases -use appropriate stress on words, pausing and phrasing, intonation, use of punctuation while reading orally in a way that reflect interpretation and understanding of a variety of text -adjust pace appropriate to the text when reading orally; demonstrates ability to "perform" reading aloud -read dialogue with phrasing and expression that interprets and reflects a character's voice


K-3 Writing Continuum

"First you have to love them. If you can convince your children that you love them then there's nothing you can't teach them. We fall in love with our students when we know their stories."

-Lucy Calkins-

"You don't have to write…you get to write."

-Adrienne Gear-


Emerging & Early Writing Continuum The year-end target for Kindergarten is Early Writing

Emerging Writing

Drawing as Writing Scribble/Curly Writing

Scribble/Curly Writing & Letter-Like Symbols

Random & Non-Phonetic Letter Strings

Oral • Not able to talk about their writing

• Can talk about their writing with adult support

• Responds to questions with single words or phrases

• Can talk about writing using a simple sentence

• Can talk about writing using a full sentence

Visual

• Picture

• Draws random scribbles but no recognizable forms

• Draws some forms (e.g., circles, stars) but no recognizable picture is evident

• Draws a recognizable picture

• Picture may not be clearly connected to the story told and/or written

• Draws a recognizable picture that is mostly connected to the story told and/or written

Textual

• Writing

• Writes random scribbles but no recognizable symbols or letters

• Writes a mixture of scribbles, symbols and curly writing

• Writes a mixture of scribbles, curly writing, symbols, and letters

• Writes strings of letters (often letters from the child's name)

• No clear sound-letter correspondence

EDPlan Insight: 1- Emerging




Emerging & Early Writing Continuum The year-end target for Kindergarten is Early Writing

Emerging Writing Early Writing

Phonetic Representation Words with some Phonetic Representation

Invented Spelling

• Can talk about writing using at least two connected ideas (e.g., Here is my dad. He is mowing the lawn.)

• Oral story is connected to drawing and writing

• Can talk about writing in more detail (e.g., using more descriptive words, sequencing three or more events

• Able to tell a short story using some descriptive language and clear sequencing or ideas

• Story is directly related to drawing and writing

• Draws a recognizable picture and includes some details connected to the story (e.g., main character, birthday party, park)

• Draws a full picture including background (e.g., sun, trees, clouds, flowers)

• Picture reflects more than one detail from the story (e.g., multiple characters)

• Draws a detailed picture • Drawing may represent more than

one event in the story

• Matches at least one sound in most words with an appropriate letter (often the initial phoneme)

• May be starting to put spaces between "words"

• Writing is clearly connected to oral story and picture

• Begins to experiment with periods

• Matches some sounds in most words with an appropriate letter (often the initial phoneme and beginning to write final phoneme)

• Inconsistently puts spaces between words

• Writing is clearly connected to oral story and picture

• Beginning to use high frequency words that may be spelled correctly

• Inconsistently uses periods • Inconsistent in letter

formation, shape and size

• Matches some sounds in most words with an appropriate letter and can be largely read by others (often the initial phoneme and/or often the final phoneme)

• Mixed uppercase and lowercase letters (within words)

• Puts spaces between words • Some high frequency words may be

spelled correctly • Writing may be conversational

(sounds like talk written down) • Writes 1-2 simple sentences using

invented spelling • May repeat simple patterns and

familiar words • Sometimes uses periods • Consistent in letter formation but

inconsistent in shape and size

2- Developing 3- Applying Year-end Target




Emerging & Early Writing Continuum The year-end target for Grade 1 are the columns in gray

Early Writing Conventional Writing

Invented Spelling The writing is readable and makes sense. The student can write independently with occasional help

Meaning/Ideas • Ideas/Topic • Details

• Able to orally tell a short story using descriptive language and clear ideas

• Oral story is directly related to drawing and writing

• Writing makes sense, focus may be unclear • Few details

Style • Sentence Fluency • Word choice • Voice

• Writes 1-2 simple sentences • May repeat simple patterns and familiar

words • Writing may be conversational (sounds

like talk written down)

• Writes 2-3 simple sentences • Rhythm may be choppy and repetitive • May include descriptive language • Audience awareness is emerging

Form/Organization

• Logical organization/sequence

• Draws a detailed picture • Drawing may represent more than one

event in the story

• There are detailed pictures that may add information

• Sequencing is starting to emerge

Conventions • Use of phonics • Capitals and lowercase letters • Spelling • Spacing • Punctuation • Legibility

• Matches some sounds in most words with an appropriate letter and can be largely read by others (often the initial phoneme and/or often the final phoneme)

• Mixed uppercase and lowercase letters (within words)

• Puts spaces between words • Some high frequency words may be

spelled correctly • Writing may be conversational (sounds

like talk written down) • Writes 1-2 simple sentences using

invented spelling • May repeat simple patterns and familiar

words • Sometimes uses periods • Consistent in letter formation but

inconsistent in shape and size

• Matches most sounds in most words with an appropriate letter

• Transitioning to using mostly lowercase letters

• Some high frequency and familiar sight words are spelled conventionally

• Many new or unfamiliar words are spelled phonetically

• Puts spaces between words • Periods are often used but may not always

be accurate • Legible printing and correct letter

formation is developing

EDPlan Insight: 4- Emerging 5- Developing

Weighting: 1. Meaning is foremost. 2. Style and Form strengthen the meaning. 3. Conventions clarify the communication.




Emerging & Early Writing Continuum The year-end target for Grade 1 are the columns in gray

Conventional Writing

The writing communicates ideas or information with some description and detail. The student is able to write independently.

• Writing makes sense and generally focuses around a central idea

• Some details to develop central idea

• Central idea is clear and writing makes sense • Simple details that elaborate on the central idea

• Writes several sentences • Rhythm is more mechanical than fluid • Some descriptive language, vocabulary is expanding • Voice is emerging in pictures and text (i.e. speech

bubbles, facial expressions & punctuation) • Audience awareness is becoming evident

• Writes several sentences with some variety in sentence length and structure

• Fluid rhythm is emerging • Uses some descriptive language, plays with triple scoop words • Takes risks with new words and patterns • Identifiable feelings are present and expressed in the writing (I

like, I'm sad, My favourite) • Audience awareness continues to emerge

• There are detailed pictures to add information • Sequence is taking shape • Contains simple sentences and uses connecting

words (and or but)

• There are detailed pictures to add interest or information • With support follows form modelled by the teacher (e.g., list, web,

letter, non-fiction, adding interesting details) • Writing is logically sequenced • Writing makes sense standing alone • Consistently uses connecting words (and, or, but)

• Uses mostly lowercase letters with uppercase to begin sentences and for names

• Uses periods to end most sentences; beginning to use exclamations and questions marks when appropriate

• Many high frequency and familiar sight words are spelled conventionally (List 1 & 2) are spelled conventionally

• New or unfamiliar words are spelled phonetically • Consistently puts spaces between words • Prints legibly and correctly forms letters

• Generally uses lowercase and uppercase letters correctly to begin sentences and for names

• Correctly uses periods and sometimes uses exclamation and question marks when appropriate

• Most high frequency and familiar sight words are spelled conventionally (list 1 & 2)

• Independently able to apply phonics in spelling unfamiliar words • Legible printing, consistent in formation and size

6- Applying Year-end Target




Emerging & Early Writing Continuum The year-end target for Grade 2 is the column in gray


The writing communicates ideas or information with some description and detail. The student

is able to write independently.

The writing offers logical ideas and reactions, but connections are not always clear.


• Central idea is clear and writing makes sense • Simple details that elaborate on the central

idea

• Central idea is clear and developed • Many sentences with some details that

elaborate on central idea


• Writes several sentences with some variety in sentence length and structure

• Fluid rhythm is emerging • Uses some descriptive language, plays with

triple scoop words • Takes risks with new words and patterns • Identifiable feelings are present and

expressed in the writing (I like, I'm sad, My favourite).

• Audience awareness continues to emerge

• Writes several sentences with some variety in sentence beginnings, length and structure

• Rhythm is more fluid than mechanical • Uses descriptive language, triple scoop

words enhance the meaning • Writing begins to connect with the

audience • Individual expression emerges from the

text. • The writer's feelings about the subject are

loud and clear

Form/ Organization • Logical organization/sequence • Connecting Words

• Detailed pictures to add interest or information

• With support follows form modelled by the teacher (e.g., list, web, letter, non-fiction, adding interesting details)

• Writing is logically sequenced • Writing makes sense standing alone • Consistently uses connecting words ( and or

but)

• Independently follows form modelled by the teacher (e.g., list, web, letter, non-fiction, adding interesting details)

• May have no opening sentence (starts in the middle) or ends abruptly

• Ideas and events are logically connected and sequenced

• Uses connecting and transition words (and, but, then, after)

Conventions • Capitalization • Punctuation • Spelling • Grammar

• Generally uses lowercase and uppercase letters correctly to begin sentences and for names

• Correctly uses periods and sometimes uses exclamation and question marks when appropriate

• Most high frequency and familiar sight words are spelled conventionally (list 1 & 2)

• Independently able to apply phonics in spelling unfamiliar words

• Legible printing, consistent in formation and size

• Correctly uses lowercase and uppercase letters to begin sentences and for names and places

• Correctly uses periods and often uses exclamation and question marks when appropriate

• All high frequency words are spelled conventionally (List 1 & 2) and beginning to spell List 3 words conventionally

• Applies phonics and begins to use spelling patterns to spell unfamiliar words

• Some errors in pronouns and verb tense







Conventional Writing Helpful Teaching Hints

The writing is clear and easy to follow. It offers a series of connected ideas and experiences with some detail.

• Triple Scoop Words: Refer to page 49 in Adrienne Gear's Writing Power (2011).

• Voice: Refer to page 48 in Adrienne Gear's Writing Power (2011).

• Interesting Details: Refer to page 43 in Adrienne Gear's Writing Power (2011).

• Central idea is clear and well developed • Many sentences with relevant details that elaborate on

central idea

• Writes several sentences. Often varies sentence beginnings, length and structure. May include compound sentences

• Uses descriptive and interesting language to engage the reader

• Rhythm is often fluid and pleasant to read aloud • Writing connects with the audience through the use of

natural and engaging language (Did you know…, Amazingly…)

• Writing reflects risk taking with unique phrases and words • Independently follows form modelled by the teacher (e.g.,

list, web, letter, non-fiction, adding interesting details) • Opening sentence introduces the topic/idea • Sequencing is purposeful from start to finish, including a

beginning, middle and end • No attempt at paragraphing • Uses some effective connecting and transition words (and,

then, so, but, next, later on) • Correctly uses lowercase and uppercase letters to begin

sentences and for names, places and titles • Consistently and correctly uses punctuation (periods,

exclamation marks and question marks) • May experiment with quotation marks, apostrophes and

commas • All high frequency words are spelled conventionally (List 1 &

2) and spells most of List 3 words conventionally • Applies spelling patterns to spell unfamiliar words • Most pronouns and verb tenses are correct







The writing is clear and easy to follow. It offers a series of connected ideas and experiences with some detail.

The writing has a clear topic and focus, with related supporting details, reasons, or examples.


• Central idea is clear and well developed • Many sentences with relevant details that

elaborate on central idea

• Central idea is clear, well developed and elaborated

• Enhanced by relevant details


• Writes several sentences. Often varies sentence beginnings, length and structure. May include compound sentences

• Uses descriptive and interesting language to engage the reader

• Rhythm is often fluid and pleasant to read aloud • Writing connects with the audience through the

use of natural and engaging language (Did you know…, Amazingly…)

• Writing reflects risk taking with unique phrases and words

• Writes several sentences with varying sentence beginnings, length and structure. Often includes compound sentences

• Uses varied descriptive language to engage the reader

• Rhythm is consistently pleasant to read aloud • Writing clearly connects with the audience

through the use of compelling language (A fascinating thing…, You'd be shocked…, You'd be surprised…, Have you ever…,All in all…)

• Writing reflects an interaction with the reader and shows individual thinking

Form/Organization • Logical organization/sequence • Connecting Words

• Independently follows form modelled by the teacher (e.g., non-fiction, web, events story, anchor line)

• Opening sentence introduces the topic/idea • Sequencing is purposeful from start to finish,

including a beginning, middle and end • No attempt at paragraphing • Uses some effective connecting and transition

words (and, then, so, but, next)

• Independently follows form modelled by the teacher (e.g., web, paragraph, anchor lines, non-fiction, event story)

• Beginning attracts, middle works, and ending is present

• Sequencing is purposeful from start to finish • May experiment with paragraphs on one topic • Uses a variety of effective connecting and

transition words (and, then, so, but, next, first after, when, because)

Conventions • Capitalization • Punctuation • Spelling • Grammar

• Correctly uses lowercase and uppercase letters to begin sentences and for names, places and titles

• Consistently and correctly uses punctuation (periods, exclamation marks and question marks)

• May experiment with quotation marks, apostrophes and commas.

• All high frequency words are spelled conventionally (List 1 & 2) and spells most of List 3 words conventionally

• Applies spelling patterns to spell unfamiliar words • Most pronouns and verb tenses are correct

• Capitalization is mostly accurate • Experimenting with punctuation (quotations

marks, apostrophes, commas) • Conventionally spells most high frequency

words from lists 1, 2 & 3 • Applies spelling patterns to challenging words

and more complex language • Uses correct pronouns and verb tenses; may

make occasional errors







Conventional Writing Helpful Teaching Hints

The writing flows smoothly is engaging and offers detail and elaboration. Shows some insight and risk taking.

• Voice: Refer to page 48 in Adrienne Gear's Writing Power (2011). • Anchor Lines: Refer to page 47 in Adrienne Gear's Writing Power

(2011). • Imagery: Refer to page 83 in Adrienne Gear's Writing Power (2011). • Refer to teacher resource package for an example of writing that

illustrates the next step along the writing continuum.

• Central idea is clear, well developed, elaborated, and ideas are fresh and original

• Accurate, quality details amplify ideas, images, and feelings

• Writes several connected sentences on one topic with varied structure. Includes compound sentences

• Uses varied descriptive language to engage the reader (may experiment with similes and imagery)

• The writing connects strongly with the audience through the focus of the topic and selection of relevant details

• The writing is personal and engaging • Independently chooses appropriate writing form that suits

purpose and audience • Clear beginning, developed middle, and powerful end; sticks

to topic • Organization demonstrates planning for effect, may

inconsistently use paragraphs to support organization • Smooth and varied transitions and effective connecting

words. • Capitalization is generally accurate • Inconsistently applies punctuation (quotations marks,

apostrophes, commas) • May experiment with complex punctuation (ellipses,

parentheses, hyphens) • Conventionally spells high frequency words from lists 1, 2 & 3 • Grammar use is generally accurate and adds to the clarity of

the writing





Kindergarten Year-End Writing Sample Staple Here


Grade 1 Year-End Writing Sample Staple Here


Grade 1 Year-End PM Benchmark Reading Record Staple Here (Optional)

new - master k... · 1 day ago · 10= no concern high frequency words 6 225 0-5= emerging -11=...

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