Scoresheet Summary

ISEL-S: Illinois Snapshot Of Early Literacy – K/1 Spanish

USE THIS SUMMARY SHEET FOR FIRST GRADE STUDENTS Student

Gender

M

F

CR Teacher

Low Income

Yes

No

School

Birthdate

Migrant

Yes

No

Date: FALL

SPRING

Preschool

Yes

No

LD Resource

None

LD

Speech

Eng. Lang. Support

None

ESL

Bilingual

Examiner Initials

SNAPSHOTS Recognition: 1 Alphabet Upper and Lower Case

Highest Possible Score

54

Listening: 2 Story Comprehension and Vocabulary

21

Awareness: 3 Phonemic Initial Sound

10

4 One-To-One: Matching and Word Naming 5 Letter Sounds

9 25

6 Developmental Spelling

38

7 Word Recognition

22

8 Graded Passage Reading:

FALL Snapshot Not Given (√)

12

FALL FALL th Student 20 Score %ile* Mean*

20

SPRING SPRING SPRING th Snapshot Student 20 Not Score %ile* Given (√) Mean*

46 37

8

49 11

11 4

13 6

6 3

8 7

6 3

8 20

14 --

22 30

16 --

32 20

7 --

22 6

2

9

8-b Readability: Gr.1-Early Fall (0-3 points) 8-d Readability: Gr.1-Late Fall (0-3 points) 8-h Readability: Gr.1-Early Spring (0-3 points) 8-j Readability: Gr. 2-Early Fall (0-3 points) Comments/Observations:

DEVELOPED BY: Guadalupe Suárez-Silva Roberta Buhle Rebecca Barr Camille Blachowicz Carol Ivy Jeanne Chaney National-Louis University ISBE SPONSORED PROJECT

*ISEL:S is intended to show growth in kindergarten and first grade. The scores reported in these columns represent the 20th percentile and the mean. Watch and Target Scores have not been established.

9/2/03

Scoresheet Summary

ISEL-S: Illinois Snapshot Of Early Literacy – K/1 Spanish

USE THIS SUMMARY SHEET FOR KINDERGARTEN STUDENTS Student

Gender

M

F

CR Teacher

Low Income

Yes

No

School

Birthdate

Migrant

Yes

No

Date: FALL

SPRING

Preschool

Yes

No

LD Resource

None

LD

Speech

Eng. Lang. Support

None

ESL

Bilingual

Examiner Initials

SNAPSHOTS Recognition: 1 Alphabet Upper and Lower Case

Highest Possible Score

54

Listening: 2 Story Comprehension and Vocabulary

21

Awareness: 3 Phonemic Initial Sound

10

4 One-To-One: Matching and Word Naming

9

5 Letter Sounds

25

6 Developmental Spelling

38

7 Word Recognition

22

8 Graded Passage Reading:

FALL Snapshot Not Given (√)

12

FALL FALL th Student 20 Score %ile* Mean*

0

SPRING SPRING SPRING th Snapshot Student 20 Not Score %ile* Given (√) Mean*

34 6

2

42 7

7 2

10 4

4 --

7 4

2 --

7 12

1 --

18 5

1 --

18 --

---

8 --

--

1

8-b Readability: Gr.1-Early Fall (0-3 points) 8-d Readability: Gr.1-Late Fall (0-3 points) 8-h Readability: Gr.1-Early Spring (0-3 points) 8-j Readability: Gr. 2-Early Fall (0-3 points) Comments/Observations:

DEVELOPED BY: Guadalupe Suárez-Silva Roberta Buhle Rebecca Barr Camille Blachowicz Carol Ivy Jeanne Chaney National-Louis University ISBE SPONSORED PROJECT

*ISEL:S is intended to show growth in kindergarten and first grade. The scores reported in these columns represent the 20th percentile and the mean. Watch and Target Scores have not been established.

9/2/03

The ISEL-S is intended as a test of Spanish literacy knowledge only. While it may provide helpful information about a child's transition into English as a second language, the ISEL-S is not designed to measure that transition.

9/2/03

ALPHABET RECOGNITION: Upper and Lower Case MATERIALS DO and SAY

MARK

RECORD OPTION: If student misses ALL letters in top row (but only if ALL 6), you may:

Snapshot 1

This scoresheet Pages 1 and 2 in I S E L Student Booklet

“Dime el nombre de cada letra. Si no reconoces una letra, déjala y continúa, por favor”. • Teacher points to each letter. • This is a test of Spanish literacy knowledge only. When response is in English, prompt for Spanish. • When there is repeated evidence of English intrusions, consider also administering Snapshot I from the ISEL-E. Incorrect Spanish response……… Record incorrect response (including reversals) above letter. Response with English letter…….… Write Eng above letter. No response or “I don’t know”..... Circle omitted letter. Self-corrections…………………. Place sc above self-corrected letter.

O

A

U

X

I

E

N

B

Z

H

S

F

J

R

Q

M

C

L

D

T

P

K

G

Y

V

Ñ

o

x

z

u

e

a

s

i

c

a

t

n

f

k

p

j

y

m

v

r

l

g

d

g

h

b

q

ñ

1. Discontinue Upper Case. 2. Begin Lower Case.

OPTION: If student misses ALL letters in top row (but only if ALL 6), you may: 1. Discontinue Lower Case. 2. Begin Snapshot 2.

SCORE Comments/Observations:

Score 1 point for each correct Spanish response. Self-corrections are scored as correct. Reversals are not correct. English-only responses are not correct.

Upper Case ALPHABET RECOGNITION: Lower Case

/26 /28

/54 9/2/03

STORY LISTENING: Comprehension and Vocabulary MATERIALS DO and SAY

MARK RECORD

Snapshot 2

This scoresheet La semilla de zanahoria by Ruth Krauss “Te voy a leer un cuento. Se llama La semilla de zanahoria. Cuando termine, hablaremos acerca del cuento”. • Position book to provide student with a clear view of the illustrations. • Read La semilla de zanahoria to the student, with no discussions before or during story. • After reading, ask questions below. For questions 1 and 9, use prompts (in parentheses) only if needed. • Mark a plus in the box ( ) when child provides a reasonable response to a comprehension question. • Mark a plus in the oval ( ) when child uses specific vocabulary listed to the right of each oval. • If a plus is given for vocabulary usage, the corresponding box for that answer should contain a plus. 1. ¿Cómo empezó el cuento? (¿Qué fue lo primero que hizo el niño?)

Gives any reasonable answer: sembró o plantó una zanahoria; sembró o plantó una semilla; puso algo en el suelo o la tierra; sembró o plantó algo en el suelo o la tierra; puso algo para crecer. Uses any form of the word sembrar or plantar (e.g., sembró or plantó). Uses semilla and/or zanahoria.

2. Después de que él sembró la semilla, ¿qué le dijo su familia?

Gives any reasonable answer.

3. ¿Qué hizo después de que su familia le decía que no iba a brotar?

Gives any reasonable answer: la cuidaba; la rociaba o mojaba o regaba; arrancaba la maleza o las hierbas; seguía cuidándola.

Uses any form of the word creció, and/or salió, and/or brotar.

Uses any form of the word rociar, mojar, or regar (e.g., roció, mojó, regó). Uses any form of the word maleza, hierbas, or hierba mala.

4. ¿Por qué seguía cuidando el niño la semilla de zanahoria después de que su familia le decía que no iba a brotar?

Gives any reasonable answer: quería una zanahoria; quería seguir cuidándola. Uses any form of the words creer (e.g., él no les creía,) or saber (e.g., él sabía que podría crecer or pensaba diferente a ellos).

5. ¿Qué pasó al final del cuento?

Gives any reasonable answer: salió o creció la zanahoria o algo; tenía una zanahoria; se llevó la zanahoria. Uses any form of the word brotar, crecer or salir (e.g., brotó, creció or salió).

6. Dime, ¿cómo siembras tú una semilla?

Gives any reasonable answer: pones algo para crecer; pones algo en la tierra; escarbas un hoyo para la semilla o para sembrar. Uses any form of the word escarbar or hoyo, or enterrar. Uses any form of the word suelo or tierra.

7. ¿Qué es la maleza?

Gives any reasonable answer: cositas en la tierra; palitos; plantitas; cosas verdes; matas; matitas. Indicates they are plantas, hierbas, hierba mala; cosas que crecen, zacate, césped, or pasto. Indicates that they are harmful (e.g., plantas malas, hierbas; malas; no las quiere allí).

8. ¿Qué es una zanahoria?

Gives any reasonable answer: algo para comer; una verdura o un vegetal; para conejitos; para los ojos; para los caballos; comida; cena; para la salud. Uses any form of the word verdura.

9. ¿Qué te gustó del cuento? (¿Qué fue chistoso o te sorprendió; o no te gustó del cuento?)

SCORE

Gives any answer except, “Yo no sé ”. or “No sé”. or “No tengo ninguna idea”.

Score one point for each box and each circle that contain a plus.

Comments/Observations:

STORY LISTENING: Comprehension and Vocabulary

21 9/2/03

PHONEMIC AWARENESS: Initial Sound

Snapshot 3

This Scoresheet

MATERIALS Page 3 in I S E L Student Booklet DO and SAY

“Vamos a ver qué dibujos empiezan con el mismo sonido. Yo hago los dos primeros”. For Examples A and B only (enclosed within dotted lines in Student Booklet), say: EXAMPLE A

[1] “¿Cuál de estos dibujos empieza [2] “LECHE—JABON—CARRO”. [3] “CARRO empieza como COPA”. [4] “CCCARRO—CCCOPA”.

como COPA?”

EXAMPLE B

[1] “¿Qué empieza como PESCADO?” [2] “MANZANA—PAJARO—OSO”. [3] “PAJARO empieza como PESCADO”. [4] “PPPAJARO—PPPESCADO”.

For pictures 1-10 (enclosed within solid lines in Student Booklet), say: 1. “¿Qué empieza como…?” 2. Point to all 3 pictures while saying each name clearly. 3. Do not emphasize beginning sounds, identify matching pair, or repeat child's answer. • If child tries to say the picture names first, say, “Deja que yo diga los nombres de los dibujos”. • If child tries to answer before all three pictures are named, say, “Espera a que yo termine de nombrar todos los dibujos”.

MARK

Circle student responses. (Correct responses bolded.) Mark as correct if child names correct picture, points to correct picture, or both points and names.

RECORD

1. “¿Qué empieza como sol?”

boca

anillo

2. “¿Qué empieza como ojo?”

camión

pie

sandía oso

3. “¿Qué empieza como limón?”

puerta

lápiz

carro

4. “¿Qué empieza como azul?”

ángel

taza

seis

5. “¿Qué empieza como naranja?”

corazón

nubes

manguera

paja

chile

hoja

7. “¿Qué empieza como llave?”

venado

muñeca

llorar

8. “¿Qué empieza como taza?”

tigre

zapato

rueda

nariz

reloj

mariposa

chicle

elefante

llave

6. “¿Qué empieza como chocolate?”

9. “¿Qué empieza como muñeca?” 10. “¿Qué empieza como estrella?”

SCORE

Score 1 point for each correct picture to which child points and/or names.

Comments/Observations:

PHONEMIC AWARENESS: Initial Sound

10 9/2/03

ONE-TO-ONE MATCHING and WORD NAMING

Snapshot 4

MATERIALS

This scoresheet Pages 4, 5, and 6 in I S E L Student Booklet

DO and SAY

“Vamos a leer un cuentito juntos. Yo te voy a leer cada página y voy a señalar cada

palabra. Luego tú vas a señalar y a leer la misma página”. • The process below is repeated in full for each sentence before moving on to the next page. [1] Teacher reads one sentence alone, pointing once to each word in that sentence. [2] Child reads same sentence (alone), pointing to each word in that sentence. If the child fails to attempt pointing, teacher can lift child's finger toward the page. [3] After the child reads each sentence, the teacher points to each of 2 target words in that sentence, one word at a time, and asks, “¿Qué palabra es ésta?” • After the teacher reads and points to each sentence (step 1 above), s/he avoids talk or distractions in order to facilitate the child's memory of the sentence. • If the teacher is unsure whether the child pointed to each word (e.g., child pointed and/or read too quickly), the teacher can quickly ask the child to read sentence again and to point more carefully.

MARK

Child points once, separately, to each word while reading sentence…. Plus (+) in WORD POINTING column Child does not point once , separately, to each word while reading sentence… Dash (-) in WORD POINTING column Child correctly names target word to which teacher points……….. Plus (+) in WORD NAMING column Child does not correctly name target word to which teacher points …….. Dash (-) in WORD NAMING column NOTE:

In WORD NAMING, if child responds with a close approximation, score as correct (e.g., child says “camina” instead of “caminando”). However, if child struggles to remember/repeat a sentence, check DIFFICULTY REMEMBERING SENTENCE box. Sentences

RECORD 1. Luz

un

2. esta

1. caminando

2

Difficulty remembering sentence

perro

la

Read and pointed to all words

1. Ve

Read and pointed to all words

1. El

2. perro

moja. 2

Difficulty remembering sentence

SCORE

Read and pointed to all words

perro grande.

1

1

Word Naming

1

Difficulty remembering sentence

3. El

Word Naming

está caminando. 2

2. Ve

Word Pointing

2. moja

Count number of pluses (+) in WORD POINTING column and enter below (total possible = 3). Count total number of pluses (+) in both WORD NAMING columns and enter below (total possible = 6).

Comments/Observations: ONE-TO-ONE MATCHING and WORD NAMING:

Pointing Naming

3 6

/9 9/2/03

LETTER SOUNDS MATERIALS DO and SAY

Snapshot 5

This scoresheet Page 7 in I S E L Student Booklet “Ya me dijiste los nombres de las letras. Ahora, dime el sonido que haces cuando ves

cada letra. No el nombre; solamente cómo suena. Si no sabes cómo suena; déjala y puedes continuar. Así lo hago yo. Teacher points to M in Student Booklet and says, “Cuando veo esta letra digo /mmm/”. • After giving example with M, say, “Ahora, quiero que me digas cómo suenan más letras”. • If child says consonant name say, “Ese es el nombre. ¿Sabes cómo suena?” • If child says a word that begins with the sound, say, “¿Puedes decir solamente cómo suena esta letra?” • This is a test of Spanish literacy knowledge only. When response is in English, prompt for Spanish. • When there is repeated evidence of English intrusions, consider also administering Snapshot 5 from the ISEL-E.

MARK

• • • • • • •

Incorrect response ………………………………..……Record incorrect response above letter. No response or “I don't know.”..……………………….…Circle omitted letter. Child responds with English sound for Spanish letter…… Write Eng above letter. Self-correction……………………………………………Place sc above self-corrected letter. Child says letter name before giving sound (e.g., “p,” /p/….. Response considered correct, no mark. Child adds vowel to form syllable (e.g., /ma/ or /me/ for M... Response considered correct, no mark. Child provides one of several possible sounds for a letter with multiple sounds (i.e., c, x, y, & z)………… Accept any variation or reasonable answer (see manual for examples).

RECORD

O

S

I

U

P

B

If student misses ALL letters in top row (but only if ALL 6), you may:

A

L

E

R

T

Z

1. Discontinue Snapshot 5.

C

N

D

F

V

G

K

X

J

Q

Y

LL

OPTION:

2. Begin Snapshot 6.

CH

SCORE

Score 1 point for each correct Spanish response. Self-corrections scored as correct. Responses in English are not correct.

Comments/Observations:

LETTER SOUNDS

25 9/2/03

DEVELOPMENTAL SPELLING

Snapshot 6

This scoresheet

MATERIALS Back page of this packet and a pencil (for student use) DO and SAY “Vamos a escribir unas palabras. Yo la escribo primero. La palabra es PAN. ¿Qué escribo primero?” • • • • • •

MARK

If child does not provide a letter, say, “Yo oigo la P”. Then say, “¿Oyes algo más? ” Supply letters if child does not say remaining letter names. Repeat process for CASA. Do not skip this 2nd exemplar. Clearly pronounce each of 6 spelling words to student. Do not stretch out or pronounce words slowly. To determine if child has finished spelling, say, “Dime cuando estés listo/a para la próxima palabra”. This is a test of Spanish literacy knowledge only. When response is in English, ask child to respond in Spanish. With repeated evidence of English intrusions, it is suggested to also administer Snapshot 6 from ISEL-E.

Reproduce student’s written attempts in STUDENT’S SPELLING column. See SCORING for additional directions.

RECORD

STUDENT'S SPELLING

OPTION:

If student does not produce letter-like symbols for first 2 words, you may:

1. sol

1. Discontinue Snapshot 6.

2. mesa

s c z

o

m

e

2. Begin Snapshot 7.

3. arroz

4. sueño

5. estrella

6. brincando

SCORE

BONUS POINT LETTER (Correct TOTAL POINTS Spelling) POINTS

CORRECT & ACCEPTABLE LETTERS

a ha s c z e o

b p

rr r u

s c

r rr

l

s c z

a

o

z s c

e

t d

i

ñ ll y n

o

r rr

e

n ñ

c k

ll ñ y j

a

a

n ñ

(3)

(1)

(4)

(4)

(1)

(5)

(4)

(1)

(5)

(5)

(1)

(6)

(7)

(1)

(8)

d o t

v q (1) (9) (10) 1. If a word’s first sound is NOT represented by a letter listed in first column for that word (under CORRECT & ACCEPTABLE LETTERS), it receives zero credit (e.g., only OL or only L for SOL receives 0 credit).

2. If first sound IS represented under CORRECT & ACCEPTABLE LETTERS, circle it and all subsequent letters if they occur in the same order from left to right as listed in columns under CORRECT & ACCEPTABLE LETTERS. Ignore inserted letters. Only Spanish substitutions are accepted. English intrusions are not counted as correct. 3. For each word, count the number of columns that contain a circled letter. Give only one point per column (i.e. a column with 2 circled letters earns only one point). Enter number under LETTER POINTS. 4. Award one additional point under BONUS POINT for any word that is correctly spelled. 5. Across each row, add number of LETTER POINTS plus BONUS POINT (if earned) for each word and enter total under TOTAL POINTS for that word. Add final column for a total score. See TEACHER’S GUIDE for scoring examples.

Comments/Observations: 9/2/03

Developmental Spelling

38

WORD RECOGNITION MATERIALS DO and SAY MARK

Snapshot 7

This scoresheet Page 8 in I S E L Student Booklet

“Vamos a ver si sabes leer estas palabras. Yo señalo y tú lees”. If prompts are needed, say: “¿Qué dice aquí?” or “¿Y aquí?” or “¡Trata!” Correct response…………….. Plus (+) next to word Incorrect response ………...… Dash (-) next to word No response or “I don’t know… dk next to word Self-corrections……………..… sc next to word Optional: record attempt and/or incorrect response

RECORD OPTION: If a student misses 6 words In direct order (either within one column or from bottom of one column through top of next column) you may:

1. no

9. voy

16. gusta

2. es

10. para

17. que

3. casa

11. ella

18. amigo

4. la

12. dijo

19. estoy

5. mamá

13. feliz

20. arriba

6. yo

14. alto

21. entonces

7. como

15. tengo

22. familia

1. Discontinue giving Snapshot 7. 2. Proceed to Snapshot 8-b.

8. rojo

SCORE

• Score 1 point for each correctly identified word. • Score self-corrections as correct. • Words laboriously decoded are not counted as correct.

Comments/Observations:

WORD RECOGNITION

22 9/2/03

Snapshot 8-b

GRADED PASSAGE: First Grade-Early Fall MATERIALS

This scoresheet The book, Los juguetes

DO and SAY “Este libro se llama Los juguetes y tiene muchas fotos”. • After reading the cover and title page (without pointing), say, “Lee para ver qué juguetes están en el libro”.

MARK

RECORD

• To mark oral reading, see “Snapshot 8” section of “Directions” in Teacher’s Guide to the ISEL. • Mark a plus (+) in the box for reasonable answers to questions 1 & 2 in right-hand column of RECORD. • Check SMOOTH, WORD-BY-WORD, or LABORED to describe child’s oral reading fluency. p. 2

Un

carro

p. 4

Un

bote

p. 6

Una

es

un

juguete.

1. ASK: ¿Qué haces con un juguete?

Option: Regardless of accuracy, you may discontinue this snapshot and the 3 graded passages to follow if decoding is painfully labored or if child seems frustrated.

un

camioneta

juguete.

es

un

juguete.

p. 8

Un

caballito

es

un

juguete.

p. 10

Una

muñeca

es

un

juguete.

p. 12

Una

granja

p. 14

Un

tren

Una

p. 16

SCORE

es

es

es

casita

un

un es

2. ASK: ¿Cuáles son algunos de los juguetes que están en el libro?

juguete.

juguete. un

Student’s oral reading sounded:

Accept any answer that indicates that a toy is something you play with.

Student must name at least two toys to receive credit. (If necessary, probe.)

juguete. SMOOTH

WORD-BY-WORD

Student’s total number of errors (do not include self-corrections) is ORAL READING ACCURACY:

0 errors = 100% 1 error = 98% 2 errors = 95% Score = 3 CONTINUE to Passage 8-d

3 errors = 4 errors =

93% 90%

Score = 2 CONTINUE to Passage 8-d

_

LABORED

. Match number of errors to a box below.

5 errors = 6 errors = 7 errors = 8 errors =

88% 85% 83% 80%

Score = 1 STOP Passage Reading

9 or more ≤78% Score = 0 STOP Passage Reading

Comments/Observations:

GRADED PASSAGE READING: 1st Grade-Early Fall

0 1 2

3

Circle One 9/2/03

GRADED PASSAGE: 1st Grade-Late Fall MATERIALS

Snapshot 8-d

This scoresheet The book, La hora de acostarse

DO and SAY “Este libro se llama La hora de acostarse. Se trata de un niño que no se quiere acostar”. • After reading the cover and title page (without pointing), say, “Lee para ver qué hace este niño cuando no quiere acostarse”.

MARK

• To mark oral reading, see “Snapshot 8” section of “Directions” in Teacher’s Guide to the ISEL. • Mark a plus (+) in the box for reasonable answers to questions 1 & 2 in right-hand column of RECORD. • Check SMOOTH, WORD-BY-WORD, or LABORED to describe child’s oral reading fluency.

RECORD Option:

p. 2

No

Regardless of accuracy, you may discontinue this snapshot and the 2 graded passages to follow if decoding is painfully labored or if child seems frustrated

p. 3

Quiero

pararme

p. 4

Quiero

saltar

en

p. 5

Quiero

jugar

con

p. 6

Quiero

darle

un

abrazo

p. 7

Quiero

darle

un

beso

Quiero

p. 8

SCORE

quiero

ir

ir

a

a

la

de

cama.

cabeza.

la

Accept any answer that relates to not wanting to go to sleep or to bed.

cama.

mi

la

Student’s oral reading sounded:

1. ASK: ¿Qué haces tú cuando no te quieres acostar?

osito.

a

a

2. ASK: ¿Qué hizo el niño para no acostarse?

mi

mi

papá.

mamá. Accept any answer that includes played around or jumped on the bed.

cama. SMOOTH

WORD-BY-WORD

Student’s total number of errors (do not include self-corrections) is

_

LABORED

. Match number of errors to a box below.

ORAL READING ACCURACY:

0 errors = 100% 1 error = 97% 2 errors = 95% Score = 3 CONTINUE to Passage 8-h

3 errors = 4 errors =

92% 90%

Score = 2 CONTINUE to Passage 8-h

5 errors = 87% 6 errors = 85% 7 errors = 82% Score = 1 STOP Passage Reading

8 or more ≤79% Score = 0 STOP Passage Reading

Comments/Observations: GRADED PASSAGE READING: 1st Grade-Late Fall

0 1 2

3

Circle One 9/2/03

GRADED PASSAGE: 1st Grade-Early Spring MATERIALS This scoresheet DO and SAY MARK RECORD

The book, Mi trabajo especial "Este libro se llama Mi trabajo especial. Se trata de un niño y un trabajo muy especial que hace para su papá”. • After reading the cover and title page without pointing, say, “Lee para ver qué nos dice el niño de su trabajo especial”. • To mark oral reading, see “Snapshot 8” section of “Directions” in Teacher’s Guide to the ISEL. • Mark a plus (+) in the box for reasonable answers to questions 1 & 2 in right-hand column of RECORD. • Check SMOOTH, WORD-BY-WORD, or LABORED to describe child’s oral reading fluency. p. 2

Mis

hermanos

corren Option: Regardless of accuracy, you may discontinue this snapshot and the next graded passage if decoding is painfully labored or if child seems frustrated

a

cuando p. 3

p. 4

Papá

p. 5

Yo

p. 9

yo

Papá

a

casa

del

trabajo.

no.

tengo

mi

trabajo

se

sienta

especial.

en

sus

su

piernas

Papá

me

hace

como

un

caballito.

Me

bajo

sillón.

los

Agarro

bien

Jalo

y

Agarro ¡pum!

p. 12

Papá

bien

comienza.

de

sus

botas.

2. ASK: ¿Tú tienes un trabajo especial en tu familia?

bota. hasta

la

y

ríe

–¡Has Tal

cordones una

Accept any answer that relates to his special job.

que…

sale.

jalo

p. 11

fuerza.

piernas…

especial

jalo

bota

y

sus

trabajo

Aflojo

con

saltar

de

mi

la p. 10

llega

abrazo

y p. 8

a

1. ASK: ¿Cuál es el trabajo especial del niño?

salto

y p. 6

saludar

él

Pero Yo

p. 7

SCORE

Snapshot 8-h

jalo y

bota

hasta

que…

buen

trabajo!

dice:

hecho como

otra

un yo

hacía

con

mi

Accept any answer that relates to a job that the student performs at home.

papá

cuando él llegaba a casa del trabajo. Student’s oral reading sounded: SMOOTH WORD-BY-WORD LABORED Student’s total number of errors (do not include self-corrections) is _ . Match number of errors to a box below. ORAL ACCURACY:

0 errors 1 error 2 errors 3 errors 4 errors 5 errors

=100% = 99% = 98% = 97% = 96% = 95%

Score = 3 CONTINUE to Passage8-j

Comments/Observations:

6 errors = 7 errors = 8-9 errors= 10 errors= 11 errors=

94% 93% 92% 91% 90%

Score = 2 CONTINUE to Passage8-j

12 errors 13 errors 14 errors 15 errors 16 errors

= = = = =

89% 88% 87% 86% 85%

17 errors = 84% 18 errors = 83% 19 errors = 82% 20 errors = 81% 21 errors = 80%

22 or more ≤79%

Score = 1 STOP Passage Reading

Score = 0 STOP Passage Reading

GRADED PASSAGE READING: 1st Grade-Early Spring

0 1 2

3

Circle One 9/2/03

GRADED PASSAGE: 2nd Grade-Early Fall MATERIALS

Snapshot 8-j

This scoresheet The book, El poder del viento

DO and SAY “Este es un cuento sobre El poder del viento y la electricidad”.

• After reading the cover and title page for the student (without pointing), say, “Ahora, lee a ver qué nos dicen del viento”.

MARK RECORD

• To mark oral reading, see “Snapshot 8” section of “Directions” in Teacher’s Guide to the ISEL. • Mark a plus (+) in the box for reasonable answers to questions 1 & 2 in right-hand column of RECORD. • Check SMOOTH, WORD-BY-WORD, or LABORED to describe child’s oral reading fluency. p. 2

encanta

detrás

Option: Regardless of accuracy, you may discontinue this snapshot if decoding is painfully labored or if child seems frustrated

Nos

p. 4

de ver

toda

Podemos

ver

hasta

El

viento

Me

gusta

p. 6

p. 7

En

la una

Una

turbina turbina

un

molino.

y

SCORE

El

el

Las

hélices

El

generador

p. 10

Usamos

p. 12

¡para

el

en

para

la

el

tiempo.

mi

cara.

que Accept any answer that relates to a big machine or object with paddles or arms that get blown by the wind; a power generator.

loma

enorme.

de

viento.

parece

un

2. ASK: ¿Por qué es tan importante el poder del viento?

molino

sus

hélices.

rápido, es

muy

mueve

las

prenden

tipo

fuerte. hélices.

el

produce

electricidad todo

todo

viento

de

sonido

viento

casi

árboles.

giran muy

mar.

ventoso

como

Van

1. ASK: ¿Qué es una turbina de viento?

ciudad.

el

máquina

La

Suena

la

allí

cima

hay

loma

casa.

sentir

los

cuando

p. 9

sopla

demasiado

crezcan

la

nuestra

Podemos

Es

p. 5

subir

generador.

electricidad.

todos de

los

Accept any answer that relates to making or providing electricity.

días…

cosas!

Student’s oral reading sounded:

SMOOTH

WORD-BY-WORD

Student’s total number of errors (do not include self-corrections) is

LABORED

. Match number of errors to a box below.

ORAL ACCURACY:

0 errors 1 errors 2 errors 3 errors 4 error 5 errors

=100% = 99% = 98% = 97% = 96% = 95%

Score = 3 Comments/Observations:

6 errors 7 errors 8 errors 9 errors 10 error

= = = = =

94% 93% 92% 91% 90%

Score = 2

11 errors 12 errors 13 errors 14 errors 15 errors

= = = = =

89% 88% 87% 86% 85%

16 errors 17-18 errors 19 errors 20 errors 21 errors

= = = = =

84% 83% 82% 81% 80%

Score = 1

GRADED PASSAGE READING: 2nd Grade-Early Fall

22 or more ≤79%

Score = 0

0 1 2 3 Circle One 9/2/03

Use with Snapshot 6 1st teacher exemplar

2nd teacher exemplar

1.

2.

3.

4.

5.

6.

After spelling, student prints name here

9/2/03