Dear Viewers: Below are multiple assessments and strategies for grades 3-6 on different kinds of literacy factors. The list is divided into topics then into sections based on grade levels. Each topic will have one assessment then strategies for teaching based on grade level. I created this in order to help individuals save time on finding strategies and assessments, so more time can be spent on teaching the children with difficult literacy areas. Happy teaching :)
Word Identification
AssessmentMiller Word-Identfication Assessment: The purpose of this study ist odiscover how a person "looks" at printed words or the extent to which s/he is reading words through whole language or phonemic decoding. Students will read proper list based on how they are taught first then moved on to the unknown form of reading list. Students read words to the teacher and the teacher records.
*See the form in the folder "Tool Kit" |
3rd Grade Strategies1. Picture Books: Teach students to use pictures as an asssitance to learning and reading new vocabulary in books. Encourage picture walks before actually reading the words and have students read the pictures aloud. Jan Brett Books are good examples.
2. Toss the Cube: this activity helps a student develop teh ability to create words with a given set of letters. Use 3-5 cubes (letter per side), toss the cube and create words. One point per word. Encourage students who are struggling to use prefixes, suffixes and root words. Optional: students who are high elvel can begin to use more letters and cubes. |
4th Grade Strategies1. Compound Words: Read a book with multiple compound words then create cards that display the words that make up compound words. Students will create words by putting cards together. Optional: Time students for more of a challenge. Book Example: "The Jolly Postman" by Janet Ahlberg
2. Personalized Flash Cards: Create flash cards based on vocabulary of a book or topic. Do not exceed past 10-12 words. The goal is for readers to recognize those words quickly by sight. Two piles will be created-unknown and known. Students find ti satisfying to see their stack of known grow. |
5th Grade Strategies1. Personalized Word Walls: To help struggling readers create a meaningful word bank, create personalized word walls on card stock or a piece of paper. They can be topic, subject or sightword based- depending on the needs.
2. Personalized Word-Part Dictionaries: Affixes and Roots: The goal is to help students see the parts as well as the definition of each word. Categorize dictionary into three parts: Prefixes, Sufixes & Root Words. Also have them write the definition of the word. Leave room to add more. For example: ir- page would have the word irresponsible on it with students own definition. |
6th Grade Strategies1. Technical Terms: Create a word web based on students schema. Then create a web based on vocabulary terms from the book. Allow students to see the categorizes then examples within that certain topic. For example: Topic: Rainforest, Category: Animals, Examples: Tiger, Sloth, Snake, Elephant.
2. Cloze Passage: Select a key work in a sentence and cover it with a sticky note. Instruct the student to read on to the end of the sentence. Then ask them to choose a word that makes sense in teh context of a sentence. Prompt if needed. Choose a book with a lot of pictures. |
Vocabulary
AssessmentSynonym Test: A third-fifth grade test based on finding synonyms to match/fill in for the sentence. It is a multiple choice test.
*See the form in the folder "Tool Kit" |
3rd Grade Strategies1. Listening Walk: Take a walk (outside/inside) with students and discuss what you hear. Strive for vivid descriptions so vocabulary becomes enriched. After have students put ideas into sentences so text becomes predictable.
2. Total Physical Response: A strategy that emphaizes using the body to act out the word or phrase so that learners understand the meaning with visual response. Perform in this way: 1. pronounce the word then use an action 2. repeat 3. invite students to do it 4. say the word without action but group does it 5. say the word and ask individual to do it. |
4th Grade Strategies1. Mutiple Meaning Racetrack: The purpose is to highlight the multiple meanings of commonly used words. The goal is for struggling readers to provide as many definitions for a set of words chosen by the teacher. Create a track, write words on index cards, students explain definition, one space ahead for correct, one space behind for incorrect. Feel free to add obstacles.
2. Categorizing: The purpose is to practice categorzing words to other words and see their connectedness. This activity provides main hedings of areas that students have studies. Ask them to name as many items possible for each category. This can also be used as a study guide for voacbulary purposes too. |
5th Grade Strategies1. Hink Pinks: Riddles that increase students' creative thinking. Hink Pinks are word riddles that have two word answers that rhyme. THe two words each have one syllable. Increase difficulty with hinky pinkies (two words-two syllables each) and Hiniky Pinikies (two words-three syllables each).
2. Vocabulary Bookmarks: A way to increazse expressive and recpetive vocabulary is to them "collect" intersting words and make a bookmark with the wrod and definition. Invite students to share during guided reading time. Bookmarks include: Title, Author, Word, Definition, Sentence. |
6th Grade Strategies1. Analogies: Standarized Tests often assess students vocabulary with analogies. Teach studens the relation of analogies: part-whole, synonym, antanym, action, cause-effect, geography. Once familiar have students write their own. First start with multiple choice as practice and for understanding.
2. Word Expert Cards: Students become an expert in a word and then the yteach the word to peers. Teachers assign a new vocabulary word to students from the topic or content area. Students look up the definition, state in their own words, find synonyms and antonyms and use in a sentence. Provide students with indiex cards and present the word to their peers. |
Comprehension of Narrative Text
AssessmentRunning Record: These can be used to assess comprehension. The purpose ist o use them to analyze the errors to determine which lanuage system- syntax, semantics, visual students use. Pace and inflection can be determined if a student's comprehension decreases from it.
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3rd Grade StrategiesDirected Listening-Thinking Activity: This strategy can happen before and during reading. One way or method to do it is 1. read title without showing the cover picture to the students 2. Ask to predict 3. read then validate prediction 4. ask to predict next. Another method is 1. show picture without title. 2. predict what will happen 3. read title, turn to page one, show picture and predict 4. read than validate prediction.
Think Aloud: This can be used for assessment however for this one its important for teachers to model to students. Have students read and make sense of text. Verbalizing thoughts while reading allows students to comprehend text. Refer to them to use prior knowledge, prediction or make inferences. |
4th Grade StrategiesReciprocal Questioning: The student and teaher takes turns asking each other questions. Questions should begin with literal questions than move to inferential questions. Divide the book into sections.
Spin the Discussion: This strategy is used for literal and inferential questioning. Take a spinner and divide it into four sections. 1. tell in your words what happened. 2. Tell your favorite part 3. say what the book reminded you off. 4. add something new to the story. |
5th Grade StrategiesText-Talk: The purpose is for teachers and readers to require the reader "to make sense of ideas that are about something beyond the here and now." The format includes: 1. read a section without pictures 2. pose open-ended questions with inferential questions 3. child to attempt to answer 4. scaffold that child if neccessary 5. show pictures to encourage discussion 6. Repeat 1-5.
Graphic Organizer: The general term includes all parts of a story map, web, chart, or visual representations. Many include beginning, middle and end of the story. Other parts include setting, character, probel, main event and resolution. Be considerate of strugglnig readers and the organizer used. |
6th Grade StrategiesPairing Non-Fiction and Fiction Texts: Build Comprehensio by creating a unit in which nonfiction and fiction to provide background on setting and background knowledge before reading narrative text. It can cause motivation to read the story if they have a better understanding and desire to read.
Repeated Reading: The purpose is to increase comprehension and provide multiple layers of understanding. Inferences can be made to motivate understanding. |
Comprehension of Informational Text
AssessmentRubrics: Designing rubrics based on state standards helps teachers monitor individual student growth in comprehension. Rubrics should include different traists neededs in informational text.
*See handout in the folder "Tool Kit" |
3rd Grade StrategiesRead Louds: These provide students with exposure to expository text. Teacher take time to explain the different from narrative text. Write or read aloud say the vocabulary words. Picture walks with students through text to explain graphys,charts, captions and figures for additional text. Do not limit read alouds of expository text.
K-W-LChart: An aid to help students become active readers of expository test especially struggling readers. Divide paper into three column: (k)what know, (W) want to know (L) learned. The third section (L) filled out last after the book is completed. Take time to go back to see if (K) was all accurate. |
4th Grade StrategiesPre-Reading Plan: PrepP is a questioning strategy used to activate prior knowledge and to develop astudent's interest in the topic. It canbe used to help correct a student's misconception about a topic.
Checklist: This strategy allows students to see reading as an active process which they need to analyze what is being read. Use the steps 1. prepare statements that are true or false. 2. read statements before reading 3. make true and false 4. At end for false to become true. |
5th Grade StrategiesGraphic Organizer: "Mapping" is a form to organize ideas, thoughts and form connections. Expository events are usually prganized in specific pattern. Many examples include: timeline, sequence, description, classisfication, compare/contrast, cause/effect, problem/solution, persuasion.
Lesson Cycle: Struggling readers or small groups should use a cycle when reading. Expostiory test to assit with comprehension. The steps include: 1. introduce main voc words 2. read passage together and discuss 3. complete a graphic organizer. Finally use the organizer to create a summary. |
6th Grade StrategiesLearning Log: These should be used after reading strategy to connect reading and writing. Students recall what they read then provide a summary. Analyze writing to see if they point or write the main points and understand. This can assist with sequence.
Collaboartive Approach: All students read the same NonFiction test. Students write three types of questions. 1. a burning question. 2. A wonder question. 3. A clever connection. They are posted and students discuss together. |
Fluency
AssessmentFluency Folder Assessment: The objective of this asseessment is to improve reading fluency and practice reading with appropriate spped and pacing. Students are able to track their own fluency along with the teacher. Students assess themselves and teachers do too. Set a goal with the student then begin practicing with the studnt and have the student practice along. watch he growth. *See the folder labeled "Tool Kit".
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3rd Grade StrategiesFluency Development Lesson: Teachers should use this lesson in small groups for 10-15 minutes, 3-4 times a week at instructional level (50-185 word passage). Give students a copy of the passage. read passage aloud to students. Discuss the story and content. Next have teh students read in unision or antiphorally. Group students with partners and have them read aloud. Three times to partners. Choose volunteer to read aloud. Last, take home to pracitce and parents to record flunecy.
CarboRecorded-Book Method: A technique used with audiobooks to increase a readers fluency. Teacher produced audio text. Teacher selects a passafe at or a little above reading level. The passage is recorded at a slow pace with appropriate pauses and expression. Child follows along and practice reading fluently. They can take home if neccessary to involve parents in learning process. |
4th Grade StrategiesEcho-Reading: Teacher reads a short phrase and student echos it out andback using same rate and intonation as teacher. Stress correct innotation especially with ELLs.
Rhythm Walk: This is a collaboartive, kinesthtic fun way to get students engaged by moving around as they read cards taped to the floor. 1. Chose passage. 2. Analyze for natural phrases. 3. Write phrases on laminate prepared place on curved line around room. 4. Students line up. 5. first student reads each card once they are on fourth card, next kid can start. 6. Encourage students to read with expression and movement. 7. Read at end in unison with expression. |
5th Grade StrategiesPreview-Pause-Prompt-Praise (PPPP): Any educational professional can use this strategy. 1. Preview-ask students to predict 2. begin reading in unision then stop for students to read aloud 3. wait till end of sentence to have students fix errors if needed 4. prompt if needed 5. continue to read 6. if student self corrects within three seoncd then praise. Teacher can read ther whole time to continue fluency with student.
Repeated Readings: Studies have proven to show increase in student fluency and accuracty. To be effective, set a purpose. This can be done independently with a student or small group. |
6th Grade StrategiesRecord-Check-Chart: A form of repeated reading. 1. Student reads passage in a recorded device. 2. Follow text, student marks error with blue pen. 2. Read passage agin into recorded device. 4. with green pen, student checks errors in round two. 5. record again. 6. Mark errors with blue pen and check. Create a chart for informal assessment and to watch growth.
Choral Reading: A groupactivity where each student is responsible for vocal expression. 1. Read poem to student. 2. Students echo in the second reading, using some expressionandrate. 3. Read in unison with students. 4. Discuss meaning. 5. Arrange students with choral reading. |
Writing
AssessmentAttitude Survey Assessment: Understanding a child's attitude toward writing will often explain how children feel. They will answer some unanswered questions that teachers have. With some surveys, teachers can accomodate to some of the needs making writing fun, interesting and engaging. *See example of the survey in the folder labeled "Tool Kit"
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3rd Grade StrategiesMT. Plot: Responding to stories by creating story maps. It is a good way or writers to write when they have nothing to write about. It connects reading and writing. MT. Plot is a story map that records main events of a story in a desginated format. The plot obstacles are written going up the side of the mountain, the climax is written at the peak, and the resolution iswriteen going down the other side.
Expository Frames: Helps introduce expository text by understanding the organization of the text. 1. Write a paragraph using sequence words 2. Transfer each sentence on a strip 3. Have student put in order on pocket chart 4. review and reread the paragraph 5. Student rewrites or glues together 6. Draw teh sequence (optional). Sequence words include: First, Next, Then, Finally, Last, After That. |
4th Grade StrategiesWordless Books: They aid students who cannot think of a plot. Students compelte all steps of writing process. 1. They read the pictures and discuss plot. 2. Brainstorm ideas for each page. 3. Begin rough draft. 4. Reread and edit (use different colors) 5. Final draft and share
Noun Stories: Before reading, choose seven to ten nouns from teh story. Do not reveal title. Write the words in a column. Have the student write story using the noun in order. Have students share then read actual story. |
5th Grade StrategiesClassroom ABC Book: Create an ABC Book about a research topic. Students get one letter, researcha fact that goes with the topic and letter. They write a paragraph and illustration. For example: the state of Oaklahoma and letter C, "C" is for cowboys, teh ebst basketball team of the state."
Brochures: These can be used to intertwina science experiment or location or anything. This should be modeled especially the steps and parts to be included. Teachers decide if it shoould be done by themselves or by a group. Adaptions for this strategy can easily be made. |
6th Grade StrategiesWriting on Demand: Many students struggle with prompted writing pieces especially where to begin. Teach the acronym POW or TREE. POW can be used to grasp new material too. (P) Pick your idea (O) Organize your thoughts (W) Write Ideas. TREE can be used for persuasive pieces. (T) Topic Sentence (R) Reasons (E) Explain (E) End passage and wrap up.
Sequels: Help predict what might happen after the book ends. New adventures, create twists, fatal attraction and outcomes. Students should focus on book character with reference to the first book for comprehension. Students can be the most creative. |
Spelling
AssessmentCAFE (Complexity, Accuracy, Fluency, Evaluation): An assessment that evaluates students' word writing ability. It measures their ability to write as many words corretly (accuracy) in a given amount of time (fluency). Assess how many one syllable or multisyllables. Give students a sheet with 50 boxes. Tell them to write a word in each box. Ten minutes to do it independently. Inform them to try to avoid names, numbers and abbreviation and write the word only once. Make the room enviromental print free so its all memory or move students around so they can't see it.
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3rd Grade StrategiesMagnetic Letters: The aim is for this tactile learners. First work with word families, CVC, onset-rime. Spell the word and drag finger across when saying it. Encourage to draw out the sound. Mix up the letters for another word to be spelled. Similar to one before so they can make connections. For example: same word family, once words are spelled they can transfer into their own personal word wall. 3rd Grade families: ight, ound, own
Foam Board Letters: From foam-board sheets, make letter tiles. Have students spell word families or unscramble letters so students can manipulate and change based on sounds. This can be used for scrabble. Kids usually prefer to play with kids their age. |
4th Grade StrategiesWord Searches: The goal in a word search is to find as many as possible by going up, down, backwards, and diagnol. Base word searches on stories the students have read or on words that trouble them. They can be individualized or have a common theme.
Anagrams: Find words in other words or rearranging letters from one word to form a new word is fun especailly in a risk-free environment. Write students first and last name and have them make as many words out of their name (optional). |
5th Grade StrategiesWheel of Fortune: Think of a phrase with which the student is familiar that includes words that might give trouble. Homonyms can be and stressed. Write out the worked blanks and students guess letters.
In-Between: Dictionary skills go hand in hand with spelling skills. Write two guided words on teh board to model then ask students t ocome up with their own. Give them two minutes to write as many words that would go in between. For example: two words would be strange-strike. The words in between couldbe: strengths, street, stream, streak, stress, strict. Optional for whole group or individual. |
6th Grade StrategiesMnemonics: These are unique ways to remember difficult or unusualwords. Easy ways to remember difference with spellings. For example: dessert has two s's because everyone wants two desserts.
SIP (Spelling In Parts): Help struggling students to listen for and indentify syllables. The steps: 1. clap otu syllables 2. say first syllable and circle 3. pronounce next and underline. 4. pronounce last and use vertical line after. Next have students write the syllables out on their paper. Discuss teh connections between the syllables and word in general. |