Type

of
Tool
Formal

Name of
Tool/Activity
Scholastic red:
CORE Phonics
Survey


(CORE Phonics Survey.
Scholastic Red. Web. 19
Oct. 2016.)

Formal,
school/tea
cher
designed,
or activity

Consonant
Digraph Bingo

Activity

Phonics Bean Bag

Toss

(Digraph Bingo.
Education.com. N.p. Web.
19.Oct. 2016.)

(Adapted from:
"Play Beanbag Letter
Blend
Toss." Education.com.
N.p., 15 Apr. 2011. Web.
19 Oct. 2016. )

Component: Phonics
What it Assesses
How It is Administered

How the Data Are

Evaluated
Depending on which
The student is presented The survey has its own
sections of the survey with visual several
record form much like a
are used, the CORE
graphemes on a piece of
running record form but
survey assesses
paper. The teacher asks
more structured. The
alphabet skills
the student to name the
teacher marks which
(naming) or
letter or tell what sound it letters the student can
consonant sound
makes (depending on the name/tell the sound for
(match written letter section being given).
out of the total number
with sound).
given.
Student ability to
Create a bingo card with
This activity is bested
match digraph sounds consonant digraph entries assessed informally.
to their graphemes.
(or write them the board Teacher can take notes of
and have students put
which students are
them in the box of their
marking matching the
choice). Provide students digraphs correctly, and
with markers. Say each
which need more help.
digraph aloud and allow
students to choose which
grapheme fits the sound.
When a student gets 5 in a
row, they call BINGO.
Have the student read
each sound back to you to
check.
Student ability to
Write graphemes on
Teacher can informally
match spoken sounds index cards; spread them assess student
with their written
around on the floor face
understanding or use a
representation (can
up. Divide students into
rubric to make note of
be made more of less teams or have students
how many of the tosses
complicated based on come up one at a time. Say the student gets correct
grade level/student
the letter sound out loud
and if there are any
readiness level).
(the phoneme), have the
patterns to student
student toss their
mistakes.
beanbag onto the
grapheme index card that
they think matches the
phoneme.

Type of
Tool
Formal

Name of
Tool/Activity
PALS

("PALS." PALS. N.p., n.d.
Web. 19 Oct. 2016.
<https://pals.virginia.edu/.)

Formal,
school/tea
cher
designed,
or activity

First or Last
Phoneme
Assessment

Activity

In My Box
Rhyming Game

Student Ability to
blend phonemes to
make words and
segment words into
phonemes.

PALS testing must be

ordered through the
testing site and is
administered by the
teacher over a two-
week period.

Student Ability to
isolate the first or
last phoneme in a
word.

The teacher is given a

list of words that are
appropriate for the
students grade level.
The teacher says tell
me the first (or last)
sound you hear in each
of these words. The
teacher reads each
word slowly and the
student responds with
the first (or last) sound
they heard.
Place pictures of
familiar people, places,
things in a small box.
Model how to play:
Choose a picture from
the box at random; say,
in my box, theres a
___(whatever the
picture shows). Call on
a student and ask them
to give a rhyming word
for cat. After they come
up with a rhyming
word, hand them the
box and let them choose
a picture, call on
another student to
come up with a rhyming
word and continue until
everyone has gone.

(Phonemic Awareness
Skills Assessment:
Kindergarten. Literacy
Resources, Inc. N.p. n.d.
Web. 19 Oct. 2016)

(Five Quick, Easy, and

Fun Phonemic
Awareness Activities.
Early Childhood Teacher.
Web 21 Oct. 2016.
http://www.earlychildho
odteacher.org/blog/5-
quick-easy-and-fun-
phonemic-awareness-
activities/)

Component: Phonemic Awareness

What it Assesses
How It is Administered

Student Ability to
create rhyming
words

How the Data Are

Evaluated
Teachers input their
scores into the Online
Assessment Wizard as
they administer each
portion of the test. The
online portal provides
a full report for
students.
Using the assessment
sheet provided from
Literacy Resources,
Inc. the teacher can
record how many
phonemes the student
correctly identifies.

Informal assessment is
probably best for this
activity but the teacher
could also keep a sort
of checklist that allows
them to take notes on
which students
struggle to come up
with rhyming words.

Type of
Tool
Formal

Name of
Tool/Activity
MLPP Michigan
Standard
Assessment for
Concepts of
Print
(Concepts of Print.
MISD School District. Web
21 Oct. 2016.
http://www.misd.net/ml
pp/assessments/concept
sofprint/Concepts-of-
Print-A.pdf .)

Formal,
Mow Motorcycle
school/te Task
acher

About Print.
designed, Concepts
University of Buffalo. N.p.
or activity n.d. Web 20 Oct. 2016.
http://gse.buffalo.edu/fa
s/cook-
cottone/tools/pdffiles/co
nceptsaboutprint.pdf

Activity

Looking for
Print!
(Print Concept
Activities. Center Grove
Kindergarten. N.p. N.d.
Web 20 Oct. 2016.
http://www.centergrove.
k12.in.us/cms/lib4/IN01
000850/Centricity/Dom
ain/26/Kindergarten%2
0screening%20Print%20
Concept%20Activities.pd
f )

Component: Concepts of Print

What it Assesses
How It is Administered
Assesses book
concepts (parts of a
book, etc.), reading
concepts,
directionality
concepts,
word/letter
concepts, and
punctuation.

One on one assessment

with student. Mark
locations in a grade
appropriate book
where you will ask
questions and preview
with students. Use the
Concepts of print-
Checklist to check off
which concepts the
student masters, and
which questions the
student answers
incorrectly.

Assesses students
awareness of the
basic mapping
relationship
between speech and
print (the longer the
printed word, the
longer the spoken
word).
Student ability to
identify print
(words, letters,
sentences,
punctuation, etc.)

Prepare ten word pairs

that begin with the
same letter but have
different length. Show
the student one pair at
a time. Read one word
aloud. Ask the student
to identify which word
was read aloud.
Take students on a field
trip (even a walk
around the school will
suffice). Ask them to
raise their hand when
they see words, letters,
punctuation, etc. and
share what they found
with the class (they
dont need to be able to
read it to point it out to
the class).

How the Data Are

Evaluated
Each student has their
own checklist of
concepts met and
concepts not met out of
22 possible concepts.
Data is can be broken
down into book
concepts, reading
concepts, directionality
concepts, word/letter
concepts, and
punctuation to give the
teacher and idea of
what the student needs
to work on.
Teacher records which
words the student
identifies correctly on
a rubric or grade sheet,
looking for patterns in
incorrect responses.

This activity is best

assessed informally,
checking to make sure
students are
recognizing words,
letters, sentences, or
punctuation.

Type of
Tool
Formal

Name of
Tool/Activity
Peabody Picture
Vocabulary Test

Component: Vocabulary
What it Assesses
How It is Administered

How the Data Are

Evaluated
Assesses expressive Teacher reads a word to The PPVT uses a
and/or receptive
a student (one on one). growth scale to
vocabulary
The student chooses a
measure changes in
(McKenna, M. Stahl K.
picture
t
hat
d
escribes
expressive and
Normed Standardized
the word. In a different receptive vocabulary
Tests. Assessment for
Reading Instruction. P.
version of the test, the
over time.
195. 2015. )
teacher asks a question
about one of the
pictures and the
student must respond
with a label, synonym,
or phrase to describe
the picture.
Formal,
Before and After Assesses students
Students complete the
Teacher collects the
school/te Knowledge
progress in learning Before reading
before and after
acher
ratings
vocabulary through knowledge rating. Each reading knowledge
designed,
reading and
word is written down
ratings and assesses
Vocabulary
or activity (Assessing
listening.
for
t
he
s
tudent
o
n
a

g
rid
how much the student
Knowledge. EdTech
(example in link).
gained from reading
Leaders. P. 133. N.d. Web
20 Oct. 2016.
Students
r
ate
t
he
w
ord
the text in regard to
http://courses.edtechlea
as can define it, heard it vocabulary knowledge
ders.org/documents/ele
mvoc/assess_vocab.pdf )
but cant define it, or
(this is heavily
dont know it. Students connected to
read or listen to a story comprehension). The
that uses all of the
teacher can also
vocab presented to
address questions
them in the before
formed by students
reading section. After
during the lesson.
reading they fill out the
after reading
knowledge rating. This
asks the students to
rerate each word,
describe it, and ask
questions. The after
reading knowledge
rating can be adapted to
different content areas
or subjects.
Activity
Vocab Bingo
Assesses student
Create blank bingo
Assessment of this

knowledge of word cards. Have students fill activity is best done
(Play Vocabulary
meaning
in their bingo card with informally. Monitor
Bingo! Education.com.
vocabulary words for
students
N.p. n.d. Web 20 Oct.
2016.
the week/unit. Call out comprehension of
http://www.education.co
definitions for
vocabulary words and
m/activity/article/Vocab
ulary_Bingo_fifth/ . )
vocabulary words and
their meanings by
have students match
walking around during

vocabulary words to
the game and watching
the definition provided. students as they place
their markers on the
BINGO card.

Type of
Tool
Formal

Name of
Tool/Activit
y
Cloze
Assessment

(McKenna, M. Stahl
K. Cloze
Assessment.
Assessment for
Reading
Instruction. P. 203.
2015.)

Formal,
Oral
school/te Retellings
acher

designed, (Retelling
Rubrics. Reading
or activity A-Z. N.p. n.d. Web

Component: Comprehension
What it Assesses
How It is Administered
Assesses students Students are given a passage
comprehension of a that has had some words
given text.
removed and blanks left.
Students read the passage
and guess what words go in
the blank based on their
reading and context clues.

Assesses students
ability to
remember and
explain the events
of a story.

Oct 20 2016.
https://www.readi
nga-
z.com/assessment
s/retelling-
rubrics/.)

Activity

Story Ball

(Play Story Ball.
Education.com.
N.p. n.d. Web Oct.
20 2016.
http://www.educa
tion.com/activity/
article/storyball_fi
rst/.)

Assesses students
retelling and
comprehension
skills.

How the Data Are

Evaluated

Credit is only given

for verbatim answers.
After all answers are
marked the teacher
can use score
guidelines to
determine if the
passage is at an
appropriate reading
level for the student,
and student answers
can give the teacher
information about
how much they
understood about the
passage.
After any reading experience Teachers can use
(oral, individual, etc.) ask the retelling rubrics to
student to explain what
determine assess
happened in the story. This
students retelling
can be done one-on-one, in
comprehension. The
small groups, or even as a
rubric can be adapted
class.
depending on the
age/reading level or
story being retold.
Rubric may include
assessment of
sequencing,
characters, details,
and vocabulary.
After some sort of reading
Assess informally by
activity (group reading, read listening to student
aloud, individual reading,
responses and
etc.) have students get into a whether they struggle
circle. Toss a beach ball with to think about what
the following phrases to a
they read (easier
student: Where? Who?
when all students are
Beginning? Middle? End?
reading the same
Favorite part? Have the
book, but can be done
student answer the question with independent
that their right hand lands
reading).
on. Toss to another student.
Repeat.

Type of
Tool
Formal

Name of
Tool/Activity
DIBELS NEXT
DORF task

(McKenna, M. Stahl
K. DIBELS NEXT.
Assessment for
Reading Instruction.
P. 160-170. 2015.)

Formal,
Readers
school/te theatre
acher

M. Stahl
designed, (McKenna,
K. Plays, Readers
or activity Theater.

Component: Fluency
What it Assesses How It is Administered
Assesses the
number of words
read correctly in
one minute.

Student is given three

passages and reads each one
aloud for one minute.

Assesses
students fluency
in regard to
speed, accuracy,
and prosody.

Find or create plays that go

along with literature
instruction. Have students
sign up for parts of the
play/skit and practice in
groups, meeting with groups
when necessary. Let groups
create props for the play.
Have students present play to
their peers.
Students choose a book to
read in partners or as a small
group. Each person reads one
page at a time. Before reading,
they roll the dice to find what
emotion or accent they will
read in.

Assessment for
Reading Instruction.
P. 177. 2015.)

Activity

Roll and
emotion (or
accent)
partner/grou
p reading

(Roll an Emotion.
Classroom Freebies.
N.p. N.d. Web 20
Oct. 2016.
http://www.classro
omfreebiestoo.com/
2012/08/more-roll-
dice-freebies-by-
msjordanreads.html
.)

Assesses
students
expression in
fluency

How the Data Are

Evaluated
The score given is the
number of words read
correctly in one
minute. The median
score of the three
passages is used to
determine if a student
is at risk for reading
difficulties.
There are many great
rubrics for readers
theatre that focus on
fluency concepts.
Teachers can use a
rubric to evaluate
student fluency.

This activity should be

assessed informally.
Walk around the
room and monitor
student reading to
gauge fluency and
expression.

Type of
Tool
Formal

Name of
Tool/Activity
SOL Writing
Prompt/Prac
tice Prompt

Component: Writing
What it Assesses How It is Administered
Assesses
Composition/wr
itten expression
and mechanics

(Haskins, S.
Writing Rubric-
Grade 5. 2010.
http://www.staunt
on.k12.va.us/cms/li
b03/VA01000591/
Centricity/Domain/
17/Writing%20Rub
ric%20-
%202010%20SOLs.
pdf.)

Formal,
school/te
acher
designed,
or activity

Activity

Compare and
Contrast-step
by step
assessment

(Fowler-White, J.
Writing
Assessment Practice
Prompt. Teachers
pay Teachers. 2013.
Web Oct. 21 2016.
https://www.teach
erspayteachers.com
/FreeDownload/Co
mparing-and-
Contrasting-
Writing-
Assessment-
Practice-Prompt-2-
1065342.)

Flat Stanley

(Flat Stanley.
Flatstanly.com.
https://www.flatsta
nley.com/about.)

How the Data Are

Evaluated
Students are given a prompt to The SOL provides a 1-4
write about after proper
point detailed grading
writing instruction (there are rubric to evaluate
many provided on the SOL
composition and
website). Students are given
mechanics in student
plenty of time to plan and
writing.
write about their prompt.

Assesses
students ability
to write in a
logical fashion
with proper
usage and
mechanics.

Students read a story and

write about the main ideas and
supporting details of the story.
Students read another related
story and do the same prompt
for that story. Then students
complete a Venn Diagram for
the two stories and use it to
write a compare and contrast
essay.

Although there is no
rubric included with
this activity, teachers
can make their own or
use the SOL 4 point
rubric to evaluate
students writing.

Assesses
students ability
to write letters
and
communicate
through writing

Students create a flat Stanley

and write a letter to go with
him. Flat Stanley and the letter
are sent off to a pre-specified
destination using the Flat
Stanley registry. Recipients
write about what happened
with Flat Stanley and send
letters back to the student.

Teachers can assess

student writing by
having students draft
the letter they want to
send and edit it several
times through writers
workshop. Grading can
be done with a rubric.

Type of
Tool
Formal

Name of
Tool/Activity
PALS
Spelling
Inventory

(Administration
and Scoring Guide.
PALS.
https://www.palsm
arketplace.com/v/v
spfiles/files/learn-
more/PALS-
espanol-1-3/PALS-
espanol1-3.pdf.)

Formal,
Spelling
school/te detectives
acher

designed, (Detective
Spellcheck Game.
or activity Education.com. Web
21 Oct. 2016
http://www.educati
onworld.com/a_less
on/02/lp282-
02.shtml.)

Activity

Flyswatter
Spelling
(Flyswatter
Spelling.
Education.com. Web
21 Oct. 2016.
http://www.educati
onworld.com/a_less
on/02/lp282-
03.shtml.)

Component: Spelling
What it Assesses How It is Administered

How the Data Are

Evaluated
Assesses student Tell students that you will be
According to the PALS
knowledge of
giving them a spelling
method, students who
phonics and
inventory (they should not
get 10 more words
spelling
have been pre-taught the
correct in set 1 should
patterns.
words). Call out the words,
be given set 2, and
read the word in a sentence,
students who spell
and say the word again.
more than 6 but less
than 10 words correct
should be given set 3.
After students have
been given the proper
set(s) the PALS
assessment provides a
student summary sheet
for each student using
the online assessment
wizard.
Assesses
Write spelling words (or sight Informal assessment if
students ability words) on the board. Go over
students are raising
to recognize
them with students. Have
their hand. If students
spelling errors.
students put their heads down. are writing the
Erase one of the words;
misspelled word (with
rewrite it with a spelling error. its correct spelling),
Announce, go to work
the teacher can collect
detectives! students look up
the sheets of paper
and try to find the spelling
students write on and
error. Students raise their
check spelling like they
hands as soon as they find the would a spelling test.
error. You can also have
students write down the
misspelled word for an easier
time assessing
Assesses oral
Write the letters of the
Informal assessment is
spelling.
alphabet on a shower curtain
best for this activity.
and hang it up at the front of
Monitor students
the room. Give student a fly
spelling as they take
swatter and say one of their
their turn.
spelling words aloud. Have
them spell it out loud, swatting
the letters as they go along.

Type of
Tool
Formal

Name of
Tool/Activity
Ganske
Assessment

Assessment.
Ganske Assessment.
Roanoke City Public
Schools.

Formal,
Magnetic
school/te Letters
acher

Introduction to
designed, (An
the Components of
or activity Balanced Literacy:

Activity

Word Study. Miyo

Wahkohtowin
Education. Web Oct.
21 2016.
https://miyo.ca/ind
ex.php/blog/item/
word-study-
components-of-
balanced-literacy .)

Word Sorts

(An Introduction to
the Components of
Balanced Literacy:
Word Study. Miyo
Wahkohtowin
Education. Web Oct.
21 2016.
https://miyo.ca/ind
ex.php/blog/item/
word-study-
components-of-
balanced-literacy .)

Component: Word Study

What it Assesses How It is Administered
Assesses student
understanding of
spelling and
word features
(i.e. initial
consonants,
blends, etc.)

Assesses
students
knowledge of
how letters and
sounds fit
together to make
words.

Assesses student
understanding of
spelling
patterns,
common
sounds/letters,
etc. (depending
on the sort).

How the Data Are

Evaluated
Tell students they will be
Each word is assigned
taking a spelling test (that is
a feature (initial
not for a grade). Using the
consonant, short
blank form, read the word,
vowels, blends, etc.).
sentence, and word again from Student gets 2 points
the list provided. Have
when the word is
students try to spell all 25
spelled correctly, 1
words.
point when the word is
spelled incorrectly but
the words feature is
used correctly, and 0
points if both are
incorrect.
Students are given magnetic
This can be assessed
letters and asked to create
informally, via
words with their letters.
monitoring student, or
teacher can have
student write down the
words they come up
with and read them
aloud to evaluate
understanding of word
creation and sound
blending.
Students are given a group of
Teacher can ask
words or pictures and are
students to glue their
asked to sort them into groups sort onto a piece of
based on a specified rule or set paper to turn in for a
of rules.
grade, or the activity
can be monitored and
assessed informally.