Page 18 - EL Grade 2 Skills Block - Module 1: Part 1

Reading Foundations Skills Block
Assessment Types in the K–2 Reading Foundations Skills Block
Purpose
Administration Frequency
Assessment Type: Benchmark Assessments
Depending on the time of year, teachers administer these assess- ments to:
• Provide diagnostic information to help determine a student’s
current phase
• Provide guidance for choosing lessons from the K–2 continuum to
best fit a student’s instructional needs
• Gauge whether the student is approximately on grade level (as
defined by the CCSS)
• Track students’ progress and measure mastery of end-of-year
goals (as determined by the K–2 Skills Block grade-level Scope and Sequence)
• Beginning, middle, and end of year
Assessment Type: Cycle Assessments
Cycle assessments are used to:
• Assess students’ progress toward mastery of skills taught up to a
given point in the curriculum
• Give teachers information to help students set personal goals
around reading proficiency
• Kindergarten: every cycle, starting in Module 4
• Grade 1: every cycle, starting in Module 1, Cycle 2
• Grade 2: full cycle assessment one or two times per module;
optional, brief cycle assessments available for cycles in between
Assessment Type: Daily Assessments
In Kindergarten and Grade 1, optional daily assessments are called Snapshot Assessments, and in Grade 2 they are called exit tickets. In both cases they are used to:
• Track progress toward mastery of Daily Learning Targets
• After every daily lesson
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How is the Skills Block related to the two hours of content-based literacy in the module lessons and Labs?
As primary teachers know, the ultimate goal of reading is comprehension. In order for students to reach this goal and to comprehend text with increasing independence, they need to be able to “crack the code”—to decode more and more complex words, and to acquire automaticity with those words. As any parent or teacher of a primary-aged student can attest, there is nothing more exciting than seeing this really click; young readers feel more con dent and empowered, and their reading takes o from there.
One way of thinking about this relationship between reading comprehension (the goal) and decoding and automaticity (the tools) is the Five Components of Reading, as de ned by the National Reading Panel.
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