Bakersfield City School District Education Center – 1300 Baker Street Bakersfield, CA 93305 Curriculum & Standards

Board of Education Lillian Tafoya, President Karen A. DeWalt Rick Van Horne Bill McDougle Jerry C. Tate

Superintendent Michael Lingo

Curriculum & Standards Nancy Olcott, Director

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

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Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 The Initial Primary Reading Diagnostic is intended to determine each student’s entry-level literacy knowledge. Class recording sheets, testing directions and any necessary resources required to complete this diagnostic are included in this packet. Results of these assessments will provide the most crucial information needed to direct planning and instruction.

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

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Spanish Initial Primary Reading Diagnostic Assessments

Kindergarten

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

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Spanish Initial Primary Reading Diagnostic Assessments Grade K

Assessment Protocol The Initial Diagnostic Assessment for Kindergarten is composed of four subtests highly related to success in beginning reading: • • • •

Naming Uppercase and Lowercase Letters/Nombrar letras mayúsculas y minúsculas Consonant and Vowel Sounds/Nombrar sonidos de letras High Frequency Words/Palabras de uso frequente Word Writing/Escribir palabras

The entry-level subtests are to be administered to all kindergarten students. All data collected should be scanned into the data management system. See attached resources.

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

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Spanish Initial Primary Reading Diagnostic Assessments Grade K

Directions and Answer Key 1. NAMING UPPERCASE LETTERS/NOMBRAR LETRAS MAYUSCULAS Concepts About Print/Conceptos de imprenta R 1.6 Recognize and name all uppercase and lowercase letters of the alphabet. Test Directions Record the child’s name, the date, and the uppercase letters the child can recognize and name. Say: Me gustaría que me dijeras los nombres de estas letras. ¿Qué letra es ésta? If the student does not know a letter, wait three seconds, then point to the next letter. If the student gives a letter sound, ask for the letter name. Note: You may point to the letter or use index cards or an index card with a “window” cut in it to show one letter at a time. Move left to right across the rows of letters.  Indicate correct responses with √. If a child gives an incorrect letter, record the letter the child gave. Write 0 if the child does not respond.

NAMING LOWERCASE LETTERS/NOMBRAR LETRAS MINUSCULAS Concepts About Print/Conceptos de imprenta R 1.6 Recognize and name all uppercase and lowercase letters of the alphabet. Test Directions Record the lowercase letters the child can recognize and name. Say: Me gustaría que me dijeras los nombres de estas letras. ¿Qué letra es ésta? If the student does not know a letter, wait three seconds, then point to the next letter. If the student gives a letter sound, ask for the letter name. Note: You may point to the letter or use index cards or an index card with a “window” cut in it to show one letter at a time. Move left to right across the rows of letters.  Indicate correct responses with √. If a child gives an incorrect letter, record the letter the child gave. Write 0 if the child does not respond.

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

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Spanish Initial Primary Reading Diagnostic Assessments Grade K

Directions and Answer Key 2. CONSONANT AND VOWEL SOUNDS/NOMBRAR SONIDOS DE LETRAS Decoding and Word Recognition/Sonidos y grafias R 1.14 Match all consonant and short-vowel sounds to appropriate letters. Test Directions Record the sounds the child can say. Say: Me gustaría que me dijeras el sonido de las letras. Yo apuntaré a las letras y tú me dices el sonido. If the student does not know a sound, wait three seconds, then point to the next letter. If the student gives a letter name, ask for the letter sound. Note: You may point to the letter or use index cards or an index card with a “window” cut in it to show one letter at a time. Move left to right across the rows of letters.  Indicate correct responses with √. If a child gives an incorrect sound, record the sound the child gave. Write 0 if the child does not respond.

3. HIGH-FREQUENCY WORDS/PALABRAS DE USO FREQUENTE Decoding and Word Recognition/Decifrar y reconocer palabras R 1.15 Read simple one-syllable and high-frequency words. Test Directions Do not provide any help with these items or tell the child if answers are wrong or right. Say: Trata de leer las palabras para mi. ¿Qué es esta palabra? If the student does not know a word, wait three seconds, then point to the next word. Note: Move down the columns of words. If a child cannot read most of the words, you may wish to ask for the sound the word begins with. Do this only for words beginning with consonants.  Indicate correct responses with √. If a child gives an incorrect word, record the word given. If nonsense words or individual sounds are given, represent what the child said phonetically. Write 0 if a child does not respond.

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

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Spanish Initial Primary Reading Diagnostic Assessments Grade K

Directions and Answer Key 4. WORD WRITING/ESCRIBIR PALABRAS WS 1.2 Write consonant-vowel-consonant words. Test Directions This test may be given in whole group or in small groups (5 to 6 students). Give the child a blank piece of paper and a pencil. Give the child up to 10 minutes to write the words he/she knows. When the child stops writing, or needs prompting, suggest words he/she might know how to write. Say: Quiero ver cuantas palabras puedes escribir. ¿Puedes escribir tu nombre? Escribe to nombre. Bien. Ahora piensa en todas las palabras que tú sabes escribir y escribelas todas. If the child stops or may need prompting, suggest words that he might know how to write. Say: ¿Puedes escribir ‘a’ o ‘yo’? ¿Puedes escribir ‘tu’ o ‘el’? You may want to suggest categories of words, such as: things you do colors family names/titles

things in your house animals things you eat

Scoring: One point for each word spelled correctly, written left to right. Reversed letters do not influence scoring unless the letter form represents a different word (“bog” for “dog”). Capital letters are acceptable substitutions for lower case letters and vice versa.

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

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Spanish Initial Primary Reading Diagnostic Assessments Grade K

Student Sheet

N

T

G

M

S

O

I

W

X

A

C

D

E

H

Q

U

K

L

Z

Y

R

J

P

B

V

F

Ñ

Ch

Ll

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

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Spanish Initial Primary Reading Diagnostic Assessments Grade K

Student Sheet

n

t

g

m

s

o

i

w

x

a

c

d

e

h

q

u

k

l

z

y

r

j

p

b

v

f

ñ ch

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

ll

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Spanish Initial Primary Reading Diagnostic Assessments Grade K

Student Sheet

yo

mira

lo

del

mami

muy

ya

tío

la

me

dia

mar

un

no

esta

que

si

al

los

con

el

su

una

más

las

en

ir

eso

es

dijo

para

veo

de

amigos

ella

hay

mi

todos

gusta

por

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

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Spanish Initial Primary Reading Diagnostic Assessments Grade K

Recording Sheet Name

Date

1. NAMING UPPERCASE LETTERS/NOMBRAR LETRAS MAYUSCULAS N ____ T ____ G ____ M ____ S ____ O ____ I ____ W ____ X ____ A ____ C ____ D ____ E ____ H ____ Q ____ U ____ K ____ L ____ Z ____ Y ____ R ____ J ____ P ____ B ____ V ____ F ____ Ñ ____ Ch ____ Ll____

NAMING LOWERCASE LETTERS/NOMBRAR LETRAS MINUSCULAS n ____ t ____ g ____ m ____ s ____ o ____ i ____ w ____ x ____ a ____ c ____ d ____ e ____ h ____ q ____ u ____ k ____ l ____ z ____ y ____ r ____ j ____ p ____ b ____ v ____ f ____ ñ ____ ch ____ ll ____ Total _____ / 58 2. NAMING LETTER SOUNDS/NOMBRAR SONIDOS DE LETRAS n ____ t ____ g ____ m ____ s ____ o ____ i ____ w ____ x ____ a ____ c ____ d ____ e ____ h ____ q ____ u ____ k ____ l ____ z ____ y ____ r ____ j ____ p ____ b ____ v ____ f ____ ñ ____ ch ____ ll ____ Total _____ / 29 Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

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Spanish Initial Primary Reading Diagnostic Assessments Grade K

Recording Sheet Name

Date

3. HIGH FREQUENCY WORDS/PALABRAS DE USO FREQUENTE Decoding and Word Recognition/Decifrar y reconocer palabras 1. yo

______

11. mira ______

21. lo

______

31. del

______

2. mami ______

12. muy ______

22. ya

______

32. tío

______

3. la

______

13. me

______

23. día

______

33. mar

______

4. un

______

14. no

______

24. esta

______

34. que

______

5. si

______

15. al

______

25. los

______

35. con

______

6. el

______

16. su

______

26. una

______

36. más

______

7. las

______

17. en

______

27. ir

______

37. eso

______

8. es

______

18. dijo

______

28. para

______

38. veo

______

9. de

______

19. amigos______

29. ella

______

39. hay

______

10. mi

______

20. todos ______

30. gusta ______

40. por

______

Total _____ / 40

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

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Spanish Initial Primary Reading Diagnostic Assessments Grade K

Class Evaluation Chart District _________________________________________ Teacher School __________________________________________________________ Date Student Names (Last, First, Middle Initial)

1. Uppercase, Lowercase Letters ___ / 58

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

2. Letter Sounds ___ / 29

3. High-Freq. Words ___ / 40

4. Word Writing ___ / 35

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Bakersfield City School District Curriculum and Standards

SPANISH Administering the Diagnostic Assessments Grades 1-3 Text Reading Directions Grades 1-3 will administer a text reading assessment to each student. Please follow these general testing directions: • Prior to testing, become familiar with the descriptions of reading behaviors to note outlined on the Reading Behavior Rubric aligned to each grade level. • Locate testing book aligned to the grade level students you will be testing. • Use the book introduction listed on the appropriate grade level recording sheet. • If a student is clearly unable to read the story because it is well above the student’s level, stop the testing process and state, “Vamos a ver algunas otras palabras.” Return to the grade level protocol sheet and execute Step 4 that defines additional testing. • Record observations in the area provided on the grade level recording sheet. These notes will be used to determine a rubric score and provide for analysis of each student’s entry-level literacy knowledge. • Use the Reading Behavior Rubric to calculate each student’s text reading rubric score. • If further testing is required, you will find directions for each subtest listed below.

Subtest Directions Each subtest is to be individually administered. Provide the student a copy of the subtest to be administered. Use the teacher recording sheet to mark student responses to each test item. Record the total score for each administered subtest on the recording sheet. This score will determine whether further testing is required. • Allow three seconds for each response. If the student does not respond within this time period, state the answer and continue the testing. • If a student makes an error, but corrects that error, count the response as correct. • Follow the test directions below for each subtest.

Grade 3 Grade 2 Grade 1

Subtest Protocol Chart - Subtest sequence for each grade level Subtest 4A, 3B, 3A, 2, 1, Phonemic Awareness Subtest 2 and Subtest 1 Subtest 3A, 2, 1, Phonemic Awareness Subtest 2 and Subtest 1 Subtest 1 and 2, Phonemic Awareness Subtest 2 and Subtest 1

Subtest 4A - Word Reading/Leer palabras Para leer estas palabras, usa lo que ya sabes sobre combiner sonidos y sobre la division de sílabas. Lee todas las palabras que puedas. If student is unable to read any of the first five words, you may discontinue testing of this subtest and follow directions for further testing.

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

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Subtest 3B - Word Reading/Leer palabras MODEL Te voy a pedir que leas palabras. Para leer estas palabras puedes hacerlo por sílabas. (Señale portal, la primera palabra). Esta palabra es portal. Puedo dividirla en dos sílabas, por y tal, para ayudarme a leerla. Ahora lee todas las palabras que puedas. Empieza aquí (senale sillas) y sigue a lo ancho de la página. Si hay una palabra que no puedes leer, yo te leeré. If a student makes errors on three words listed within one row, move to the next row of testing. If a student misses three words on two consecutive rows, discontinue testing of this subtest and follow directions for further testing.

Subtest 3A - Word Reading/Leer palabras MODEL Te voy a pedir que leas palabras. Señale mi, la primera palabra). Esta es la palabra mi. Si te cuesta leerla, puedes combiner sus sonidos /m/ /i/, mi. ¿Qué palabra es? Si, esta palabra es mi. Ahora lee todas las palabras que puedas. Empieza aqui (señale la) y sigue a lo ancho de la página. Si hay una palabra que no puedas leer, yo te la leeré. If student make errors on three words listed within one row, move to the next row of testing. If a student misses three words on two consecutive rows, discontinue testing of this subtest and follow directions for further testing.

Subtest 1 - Letter names/Nombrar letras MODEL (Señale la g, la primera letra de la Parte 1). Esta letra es la ge. ¿Qué letra es esta? Si, es la ge. Ahora nombra todas las letras que puedas. Empieza aqui (señale la E) y sigue a lo ancho de la página. Si no conoces el nombre de una letra, yo te lo dire.

Subtest 2 - Consonant and vowel sounds/Sonidos y grafías MODEL (Señale la m, la primera letra). El sonido de esta letra es /m/. ¿Qué sonido representa esta letra? Si, la eme representa el sonido /m/. Ahora dime el sonido de cada letra. Empieza aqui (señale la b) y sigue a lo ancho de la página. Si no conoces el sonido de alguna letra, yo te lo diré. Record student responses on recording sheet and follow directions if further testing is required.

Phonemic Awareness Subtest 2 - Blend and segment words/Combinar y separar palabras Combinar MODEL Voy a pedirte que combines sonidos para formar palabras. Yo voy a hacer la primera. Escucha con atencion. Voy a decir algunos sonidos. Luego los voy a combinar para formar una palabra. Los sonidos son /p/ /e/ /s/. La palabra es pez. Que palabra forman los sonidos /p/ /e/ /s/? (pausa) Si, forman la palabra pez. Ahora es tu turno. Que palabra forman estos sonidos? Record student responses on recording sheet and follow directions if further testing is required. /d/ /o/ /s/ (dos)

/s/ /a/ /l/ (sal)

/m/ /a/ /n/ /o/ (mano)

/g/ /a/ /s/ /t/ /o/ (gasto)

/p/ /l/ /u/ /m/ /a/ (pluma) Separar MODEL Voy a pedirte que me digas los sonidos de una palabra. Yo voy hacer la primera. Escucha con atencion. Voy a decir una palabra. Luego voy a decir cada sonido de la palabra. La palabra es mesa. Los sonidoa en mesa son /m/ /e/ /s/ /a/. Cuáles son los sonidos en mesa? (pausa) Si, los sonidoa en mesa son /m/ /e/ /s/ /a/. Ahora es tu turno. Cuáles son los sonidos en …? Record student responses on recording sheet and follow directions if further testing is required. mi (/m/ /i/)

tos (/t/ /o/ /s/)

fila (/f/ /i/ /l/ /a/)

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

coro (/k/ /o/ /r/ /o/)

donde (/d/ /o/ /n/ /d/ /e/)

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Phonemic Awareness Subtest 1 - Phonological Awareness/Conciencia fonológica Rhyme/Rima MODEL Voy a hacerte preguntas acerca de algunas palabras que riman, o sea, palabras que terminan con el mismo sonido. Vamos a hacer la primera juntos. Voy a decir una palabra. Luego cada uno de nosotros va a decir una palabra que rima. La palabra que rima puede ser real o inventada. Si yo digo queso, una palabra que rima es peso. ¿Qué rima con queso? (Acepte palabras reales o inventadas siempre que rimen.) Ahora es tu turno. Dime una palabra que rime con: casa

pato

lana

cartón

goma

Words in Sentences/Palabras en oraciones MODEL Voy a hacerte preguntas acerca de las palabras que van en algunas oraciones. Te voy a pedir que me digas la primera palabra, la última palabra y cuántas palabras hay en la oración. Yo voy a hacer la primera. La oración es Ella puede leer muchos libros. La primera palabra de la oración es Ella; la última palabra es libros. Hay cinco palabras en la oración (levanter un dedo por cada palabra para demostrar): Ella-puede-leer-muchos-libros. Ahora es tu turno. • • • • • •

La oración es La manzana es una fruta. ¿Cuál es la primera palabra? (La) (Repita la oración.) ¿Cuál es la última palabra? (fruta) (Repita la oración.) ¿Cuántas palabras hay en la oración? (5) La oración es En el bosque viven muchos animales. ¿Cuál es la primera palabra? (En) (Repita la oración.) ¿Cuál es la última palabra? (animales) (Repita la oración.) ¿Cuántas palabras hay en la oración? (6)

Syllables in Words/Sílabas en palabras MODEL Voy a pedirte que cuentas las sílabas que tienen algunas palabras. Yo voy a hacer la primera. La palabra es gorilla. (Dé una palmada mientras pronuncia despacio cada sílaba. Go-ri-la tiene tres sílabas. ¿Cuántas sílabas hay en go-ri-la? Si, tres. Ahora es tu turno. Cuántas sílabas hay en: ganso (2)

casa (2)

pretender (3)

zapato (3)

amarillo (4)

Same & Different Sounds/Sonidos iguales y diferentes MODEL Voy a hacerte preguntas acerca de algunas palabras que empiezan con el mismo sonido. Primero vamos a practicar juntos. Voy a decir tres palabras. Luego voy a escoger las dos palabras que empiezan con el mismo sonido. Las palabras son sal, mes, sin. Sal y sin empiezan con el mismo sonido, /s/. Escucha otra vez. Sal, mes, sin: ¿qué palabras empiezan con el mismo sonido? Sal y sin empiezan con el mismo sonido. Ahora es tu turno. ¿Qué palabras empiezan con el mismo sonido? tos, más, taco

pan, pies, ser

gol, ley, los

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

mal, miel, bien

ver, sol, voy

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Spanish Initial Primary Reading Diagnostic Assessments

Grade 1

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

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Spanish Initial Primary Reading Diagnostic Assessments Grade 1

Diagnostic Assessment Protocol  Text Reading: Step 1 - Review the Grade 1 Text Reading Rubric on the following page to become familiar with the expected reading behaviors you will observe.

Step 2 - Individually administer the text reading assessment to all first grade students using the Kindergarten Decodable Story #36, Pepe y Kati, accompanied by the Teacher Observation Form. Both resources are included in this packet. Ask student to retell story.

Step 3 - Score each student’s results on the data management system, then refer to the diagram below for next steps. If a student receives a total rubric score of 10-16: This student’s text reading data indicates readiness for grade level instruction at this time.

If a student receives a total rubric score of 4-9: This student’s text reading data indicates a lack of readiness for grade level instruction at this time. Further data should be collected. Continue to Step 4.

Step 4 - Administer the Initial Primary Diagnostic Subtest 1 and 2. The directions state this assessment is to be administered to those students who exhibit below grade level literacy knowledge. The directions and recording sheets are included in this packet. If student receives a total score of 0-22 on Spanish Subtest 2 (Consonant and Vowel Sounds/Sonidos y grafías), administer Phonemic Awareness Subtest 2. If student does not meet this criteria, administer Phonemic Awareness Subtest 1.

Step 5 - Record results on the data management system. Analyze all data collected to support instructional planning.

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

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Spanish Initial Primary Reading Diagnostic Assessments Grade 1

Kindergarten Decodable Story #36, Pepe y Kati

A complete copy of this decodable is located at the end of the handbook.

Teachers may wish to borrow the Kindergarten decodable from the Kindergarten teacher as opposed to printing.

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

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Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

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Bakersfield City School District Curriculum and Standards

Spanish Initial Primary Reading Diagnostic Assessment Grade 1 Recording Sheet Name___________________________________________

Date__________________________

Este cuento se llama, Pepe y Kati. Es acerca de unos niños, vas a descubrir lo que les gustan hacer. Quiero que me leas el cuento en voz alta. Cuando terminas, voy a pedir que me digas lo que pasó en el cuento. Text Reading Observations:

1. CAP

2. Word Rec.

3. Understanding

Subtest 1 – Nombrar letras

g

4. Expression

5. Subtests?

Subtest 2 – Sonidos y grafías

E v a J ñ q L R b h Z

m b f d c a g x ñ ch

s l G c K p t d V S Ll e

k l o m i n p q e ll

Ch n f H r m T g Q M z i

r u s z v j y t rr

u A I Y j F P B k Ñ x o N O y W U D w C X ch ___/58

___/29

Phonemic Awareness Subtest 2—Combinar y separar palabras Combinar ___/5

dos

sal

Separar ___/5 mi (/m/ /i/)

mano

gasto

tos (/t/ /o/ /s/)

pluma

fila (/f/ /i/ /l/ /a/) coro (/k/ /o/ /r/ /o/)

donde (/d/ /o/ /n/ /d/ /e/)

Phonemic Awareness Subtest 1—Conciencia fonológica Rima ___/5

casa

pato

lana

cartón

goma

Palabras en oraciones ___/6 La, fruta, 5 palabras; En, animales, 6 palabras Sílabas en palabras ___/5

gan/so (2)

Sonidos iguales/diferentes ___/5

ca/sa (2)

tos, taco

pre/ten/der (3)

pan, pies

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

ley, los

za/pa/to (3) mal, miel

a/ma/ri/llo (4) ver, voy

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Spanish Initial Primary Reading Diagnostic Assessments Grade 1

Student Sheet Subtest 1 – Nombrar letras

g

E

v

a

J

ñ

q

L

R

b

h

Z

s

l

G

c

K

p

t

d

V

S

Ll

e

Ch

n

f

H

r

m

T

g

Q

M

z

i

u

A

I

Y

j

F

P

B

k

Ñ

x

o

N

O

y

W

U

D

w

C

X

ch

Subtest 2 – Sonidos y grafías

m

b

f

d

c

a

g

x

ñ

ch

k

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o

m

i

n

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e

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y

t

rr

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

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Spanish Initial Primary Reading Diagnostic Assessments Grade 1

Diagnostic Writing Assessment Protocol  Entry Level Writing Sample: Step 1 - Pass out a blank piece of paper to each student. Write the following prompt on the board: Piensa en algo divertido que hiciste este verano. Comparte con tu pareja tus ideas.

Step 2 - After most students have had an adequate amount of time to express their ideas, direct all students to begin writing. Do not prompt for elaboration, spelling, organization, grammar, etc. The purpose is to uncover what each student can do independently. When the majority of students have completed their writing, collect all papers.

Step 3 - Use the Personal Narrative rubric on page 3 of the Pearson Grade 1 California Writing Rubrics and Anchor Papers booklet to score each student baseline writing sample. A copy is included in this packet.

Step 4 - Use all data collected to support instructional planning.

NOTE: Entry level writing data is not entered on Galileo.

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

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Spanish Initial Primary Reading Diagnostic Assessments Grade 1 Pearson Scott Foresman

California WRITING RUBRICS AND ANCHOR PAPERS Personal Narrative

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

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Spanish Initial Primary Reading Diagnostic Assessments

Grade 2

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

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Spanish Initial Primary Reading Diagnostic Assessments Grade 2 Diagnostic Assessment Protocol  Text Reading: Step 1 - Review the Grade 2-3 Text Reading Rubric on the following page to become familiar with the expected reading behaviors you will observe.

Step 2 - Individually administer the text reading assessment to all second grade students using the First Grade Decodable Book #151, De excursión, accompanied by the Teacher Observation Form. Both resources are included in this packet. Ask student to retell story.

Step 3 - Record each student’s results on the data management system, then refer to the diagram below for next steps. If a student receives a total rubric score of 7-12:

If a student receives a total rubric score of 3-6:

This student’s text reading data indicates readiness for grade level instruction at this time.

This student’s text reading data indicates a lack of readiness for grade level instruction at this time. Further data should be collected. Continue to Step 4.

Step 4 - Administer Subtest 3A. Reference Subtest Protocol Chart if further testing is required. Step 5 - Record results on the data management system. Analyze all data collected to support instructional planning.

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

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Spanish Initial Primary Reading Diagnostic Assessments Grade 2

First Grade Decodable Book #151, De excursión

A complete copy of this decodable is located at the end of the handbook.

Teachers may wish to borrow the First Grade decodable from the First Grade teacher as opposed to printing.

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

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Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

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Bakersfield City School District Curriculum and Standards

Spanish Initial Primary Reading Diagnostic Assessment Grade 2 Recording Sheet Name___________________________________________

Date__________________________

Este cuento se llama, De excursión. Es acerca de una niña y su mama y lo que pasa cuando van en una excursión. Cuando terminas de leer el cuento voy a pedir que me digas lo que pasó en el cuento. Text Reading Observations:

1. Word Rec.

2. Understanding

3. Expression

4. Subtests?

Subtest 3A - Word Reading/Leer palabras Sílabas abiertas ___/5

la

Bisílabos ___/5

papá

no

si

me

mano

tu

buzo

Grupos consonánticos (bisílabos) ___/5

chile

prima

Subtest 2 – Sonidos y grafías

queso

fruta

planta

blanca

clase

Subtest 1 – Nombrar letras

m b f d c a g x ñ ch

g

E

k l o m i n p q e ll

s

l

G

r u s z v j y t rr

Ch n u N

v

a

J

ñ

q

L R b

h

Z

c

K p

t

d

V S Ll

e

f

H

r

m T g

Q M z

i

A

I

Y

j

F

k Ñ

O

y W U D w C

P B

___/29

x o

X ch ___/58

Phonemic Awareness Subtest 2—Combinar y separar palabras Combinar ___/5 Separar ___/5

dos

sal

mano

gasto

pluma

mi (/m/ /i/) tos (/t/ /o/ /s/) fila (/f/ /i/ /l/ /a/) coro (/k/ /o/ /r/ /o/) donde (/d/ /o/ /n/ /d/ /e/)

Phonemic Awareness Subtest 1—Conciencia fonológica Rima ___/5

casa

pato

lana

cartón

goma

Palabras en oraciones ___/6 La, fruta, 5 palabras; En, animales, 6 palabras Sílabas en palabras ___/5

gan/so (2)

Sonidos iguales/diferentes ___/5

ca/sa (2)

tos, taco

pre/ten/der (3)

pan, pies

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

ley, los

za/pa/to (3) mal, miel

a/ma/ri/llo (4) ver, voy Page 30

Spanish Initial Primary Reading Diagnostic Assessments Grade 2

Student Sheet Subtest 3A – Leer palabras mi

la

no

si

me

tu

papá

mano

buzo

chile

queso

prima

fruta

planta

blanca

clase

Subtest 2 – Sonidos y grafías

m

b

f

d

c

a

g

x

ñ

ch

k

l

o

m

i

n

p

q

e

ll

r

u

s

z

v

j

y

t

rr

Subtest 1 – Nombrar letras

g

E

v

a

J

ñ

q

L

R

b

h

Z

s

l

G

c

K

p

t

d

V

S

Ll

e

Ch

n

f

H

r

m

T

g

Q

M

z

i

u

A

I

Y

j

F

P

B

k

Ñ

x

o

N

O

y

W

U

D

w

C

X

ch

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

Page 31

Spanish Initial Primary Reading Diagnostic Assessments Grade 2 Diagnostic Writing Assessment Protocol  Entry Level Writing Sample: Step 1 - Pass out a blank piece of paper to each student. Write the following prompt on the board: Piensa en algo divertido que hiciste este verano. Comparte con tu pareja tus ideas.

Step 2 - After most students have had an adequate amount of time to express their ideas, direct all students to begin writing. Do not prompt for elaboration, spelling, organization, grammar, etc. The purpose is to uncover what each student can do independently. When the majority of students have completed their writing, collect all papers.

Step 3 - Use the Personal Narrative rubric on page 4 of the Pearson Grade 2 California Writing Rubrics and Anchor Papers booklet to score each student baseline writing sample. A copy is included in this packet.

Step 4 - Use all data collected to support instructional planning. NOTE: Entry level writing data is not entered on Galileo.

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

Page 32

Spanish Initial Primary Reading Diagnostic Assessments Grade 2 Pearson Scott Foresman

California WRITING RUBRICS AND ANCHOR PAPERS Personal Narrative

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

Page 33

Spanish Initial Primary Reading Diagnostic Assessments

Grade 3

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

Page 34

Spanish Initial Primary Reading Diagnostic Assessments Grade 3 Diagnostic Assessment Protocol  Text Reading: Step 1 - Review the Grade 2-3 Text Reading Rubric on the following page to become familiar with the expected reading behaviors you will observe.

Step 2 - Individually administer to all third grade students the text reading assessment using the Second Grade Decodable Book #54, Todos juntos, accompanied by the Teacher Observation Form. Both resources are included in this packet. Ask student to retell story.

Step 3 - Score each student’s results on the data management system, then refer to the diagram below for next steps. If a student receives a total rubric score of 7-12: This student’s text reading data indicates readiness for grade level instruction at this time.

If a student receives a total rubric score of 3-6: This student’s text reading data indicates a lack of readiness for grade level instruction at this time. Further data should be collected. Continue to Step 4.

Step 4 - Administer Subtest 4A. Reference Subtest Protocol Chart if further testing is required. Step 5 - Record results on the data management system. Analyze all data collected to support instructional planning.

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

Page 35

Spanish Initial Primary Reading Diagnostic Assessments Grade 3

Second Grade Decodable Book #54, Todos juntos

A complete copy of this decodable is located at the end of the handbook.

Teachers may wish to borrow the Second Grade decodable from the Second Grade teacher as opposed to printing.

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

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Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

Page 37

Bakersfield City School District Curriculum and Standards

Spanish Initial Primary Reading Diagnostic Assessment Grade 3 Recording Sheet Name___________________________________________

Date__________________________

Este cuento se llama Todos juntos. Es acerca de días especiales. Cuando terminas de leer el cuento voy a pedia que me digas lo que pasó en el cuento. Text Reading Observations:

1. Word Rec.

2. Understanding

3. Expression

4. Subtests?

Subtest 4A – Word Reading/Leer palabras Sonido /k/ en ca, co, cu, que, qui ___/5 Sonido /j/ en ja, je, ji, ju, gi ___/5

como

pájaro

camisa

jícama

cuna

junto

quiso

jengibre

parque

gigante

Subtest 3B – Word Reading/Leer palabras Sílabas cerradas ___/5

sillas

jardín

vapor

dedal

árbol

Trisílabos ___/5

algunos

enfermo

tarjeta

kimono

mañana

Sonido /rr/ ___/5

rápido

roncar

serrín

arrugado

arroz

Sonido /r/ ___/5

mineral

marathon

cuchara

toro

aro

La letra h ___/5

hoja

horno

harina

hospital

hermano

Diptongos ___/5

cuidad

tierra

huevo

toalla

auto

Subtest 3A - Word Reading/Leer palabras Sílabas abiertas ___/5

la

Bisílabos ___/5

papá

no

si

me

mano

tu

buzo

Grupos consonánticos (bisílabos) ___/5

chile

prima

Subtest 2 – Sonidos y grafías

queso

fruta

planta

blanca

clase

Subtest 1 – Nombrar letras

m b f d c a g x ñ ch

g

E

k l o m i n p q e ll

s

l

G

Ch n u N

r u s z v j y t rr

___/29 Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

v

a

J

ñ

q

L R b

h

Z

c

K p

t

d

V S Ll

e

f

H

r

m T g

Q M z

i

A

I

Y

j

F

k Ñ

O

y W U D w C

P B

x o

X ch ___/58

Page 38

Phonemic Awareness Subtest 2—Combinar y separar palabras Combinar ___/5 Separar ___/5

dos

sal

mano

gasto

pluma

mi (/m/ /i/) tos (/t/ /o/ /s/) fila (/f/ /i/ /l/ /a/) coro (/k/ /o/ /r/ /o/) donde (/d/ /o/ /n/ /d/ /e/)

Phonemic Awareness Subtest 1—Conciencia fonológica Rima ___/5

casa

pato

lana

cartón

goma

Palabras en oraciones ___/6 La, fruta, 5 palabras; En, animales, 6 palabras Sílabas en palabras ___/5

gan/so (2)

Sonidos iguales/diferentes ___/5

ca/sa (2)

tos, taco

pre/ten/der (3)

pan, pies

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

ley, los

za/pa/to (3) mal, miel

a/ma/ri/llo (4) ver, voy

Page 39

Spanish Initial Primary Reading Diagnostic Assessments Grade 3

Student Sheet Subtest 4A – Leer palabras como

camisa

cuna

quiso

parque

pájaro

jícama

junto

jenibre

gigante

Subtest 3B – Leer palabras sillas

jardín

vapor

dedal

árbol

algunos

enfermo

tarjeta

kimono

mañana

rápido

roncar

serrín

arrugado

arroz

mineral

maratón

cuchara

hoja

horno

harina

hospital

hermano

cuidad

tierra

huevo

toalla

auto

toro

aro

Subtest 3A – Leer palabras mi

la

no

si

me

papá

mano

buzo

chile

queso

prima

fruta

planta

blanca

clase

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

tu

Page 40

Spanish Initial Primary Reading Diagnostic Assessments Grade 3

Student Sheet Subtest 2 – Sonidos y grafías

m

b

f

d

c

a

g

x

ñ

ch

k

l

o

m

i

n

p

q

e

ll

r

u

s

z

v

j

y

t

rr

Subtest 1 – Nombrar letras

g

E

v

a

J

ñ

q

L

R

b

h

Z

s

l

G

c

K

p

t

d

V

S

Ll

e

Ch

n

f

H

r

m

T

g

Q

M

z

i

u

A

I

Y

j

F

P

B

k

Ñ

x

o

N

O

y

W

U

D

w

C

X

ch

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

Page 41

Spanish Initial Primary Reading Diagnostic Assessments Grade 3 Diagnostic Writing Assessment Protocol  Entry Level Writing Sample: Step 1 - Pass out a blank piece of paper to each student. Write the following prompt on the board: Piensa en algo divertido que hiciste este verano. Comparte con tu pareja tus ideas.

Step 2 - After most students have had an adequate amount of time to express their ideas, direct all students to begin writing. Do not prompt for elaboration, spelling, organization, grammar, etc. The purpose is to uncover what each student can do independently. When the majority of students have completed their writing, collect all papers.

Step 3 - Use the Personal Narrative rubric on page 4 of the Pearson Grade 3 California Writing Rubrics and Anchor Papers booklet to score each student baseline writing sample. A copy is included in this packet.

Step 4 - Use all data collected to support instructional planning. NOTE: Entry level writing sample data is not entered on Galileo.

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

Page 42

Spanish Initial Primary Reading Diagnostic Assessments Grade 3 Pearson Scott Foresman

California WRITING RUBRICS AND ANCHOR PAPERS Personal Narrative

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

Page 43

DECODABLE GRADE 1

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

Page 44

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

Page 45

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

Page 46

DECODABLE GRADE 2

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

Page 47

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

Page 48

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

Page 49

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

Page 50

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

Page 51

DECODABLE GRADE 3

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

Page 52

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

Page 53

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

Page 54

Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

Page 55

going Spanish Initial Primary Reading Diagnostic Assessments Grades K-3 BCSD Curriculum and Standards

Page 56