Unit 4 Assessment Of Basic
Reading Skills
Matching Instrument And Purpose
Using The Basic Reading Skills
Assessment
“Why weigh the hog unless you are going to feed
it?”
Reid Lyon, Language! TOT, 2005
Two Types Of Tests
Standardized
Criterion-Referenced
 Correct or incorrect
answer only
 Correct or incorrect
answer only
 No deviation from
examiner’s script
 Examiner may probe to
judge how easily student
might learn
 Yields comparison to
general population
 Yields comparison to
curriculum taught or to
grade level expectations
Types Of Assessments
PURPOSE
DESCRIPTION
Screening
To select students for intervention
Monitoring
On-going, frequent check of mastery
Diagnostic
Identify specific needs or problems
Outcome
Assess effectiveness of program
Measure longer-term progress
Classification
Place student in EC program
Identify disability
Four Kinds of Reading Assessments
An effective, comprehensive, reading program includes reading
assessments to accomplish four purposes:
 Outcome - Assessments that provide a bottom-line
evaluation of the effectiveness of the reading program.
 Screening - Assessments that are administered to determine
which children are at risk for reading difficulty and who will
need additional intervention.
 Diagnosis - Assessments that help teachers plan instruction
by providing in-depth information about students’ skills and
instructional needs.
 Progress Monitoring - Assessments that determine if
students are making adequate progress or need more
intervention to achieve grade level reading outcomes.
Source: Reading First Initiative: Secretary’s Leadership Academy
Cognitive Model of Reading Assessment
Phonological
Awareness
Decoding
Sight Word
Knowledge
Background
Knowledge
Knowledge
of Structure
General
Purposes
for Reading
Fluency
& Context
Automatic
Word
Recognition
Vocabulary
Print
Concepts
McKenna & Stahl, 2003
Language
Comprehension
Strategic
Knowledge
Specific
Purposes
for Reading
Knowledge
of Strategies
for Reading
Reading
Comprehension
Questions to ask for Assessment
 Is the child able to read texts at his or her grade
placement level with automatic word recognition
and adequate expression?
 Does the child make use of context to monitor his
reading?
 Is the child fluent?
 Does the child have adequate sight-word knowledge?
 Does the child have adequate knowledge of decoding
strategies?
 Does the child have adequate phonological awareness?
Questions to Ask for Assessment
 Is the child able to comprehend the language of the text?
 Does the child have adequate vocabulary for his age and
grade?
 Does the child have the background knowledge to understand
what he is reading?
 Is the child able to use common text structures to aid in
comprehension?
 Does the child have adequate knowledge of the purposes
for reading and possess strategies available to achieve
those purposes?
 Does the child have a set of strategies that can be used to
achieve different purposes for reading?
Assessment
 Use the “big 5” to guide assessment: Phonemic
Awareness, Phonics, Vocabulary, Fluency and
Comprehension
 Informal assessment examples
 K-2 Literacy Assessment
 DIBELS/Aimsweb/Basic Skill Builders
 Fluency assessments – Oral Reading Fluency/ NAEP
Prosody rubric
 Phonological Awareness Skills Test (PAST)
 San Diego Quick Assessment – Graded word lists
 El Paso Phonics Survey
 Reading Inventories – (Ekwall-Shanker, Basic Reading
Inventory by Jerry Johns, QRI, DRA)
Assessing Phonological Awareness
Skills
SKILL
SAMPLE TASK
Rhyme
“Do fat and cat rhyme?”
“What rhymes with big?”
Syllables
Phoneme
Identification: first,
middle, final
Blend
sounds
“Tap pencil for each part in acrobat.”
“What word am I saying: oc - to - pus?”
“What is the first sound in map?”
“What is the middle sound in map?”
“What is the final sound in map?”
“What word am I saying: /j/ /e/ /t/?”
Assessing Phonological Awareness
Skills
SKILL
Segment,
Count, Delete
Phonemes
SAMPLE TASK
“Say and tap the sounds in
nap.”
“How many sounds in at?”
“Say bake, but don’t say /b/.”
Colored cubes represent sounds.
Manipulate
Sounds
“Show me /a/.”
“Show me /at/.”
“Show me /fat/.”
“Show me /fit/.”
“Show me /fist/.”
Assessing Phonics
 Letter naming
 Informal Phonics Survey – sounds/six syllable
types
 Word List inventory – both regular and irregular
word forms
 Spelling Inventory
 Names Test
 Developmental Test of Word Recognition
Assessing Fluency
 Using text at students independent level, ask
student to read for one minute counting the
correct words read in one minute comparing to
grade level standards
 Using NAEP Prosody rubric, give student score
on their ability to read with expression
Assessing Comprehension



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





Listening Comprehension
Questions – literal and inferential
Retelling
Vocabulary
Cloze Assessment
Maze
Written responses
Student-generated questions
Informal Reading Inventory
Strategy Use
Curriculum Based Measurement (CBM) of Oral
Reading
 Provide formative assessment of student
performance
 Provides formative miscue analysis
 Allows teachers to assess qualitative features of
good reading
 Allows for assessment of accuracy and fluency
 First grade reading outcomes are strongly
related to third grade outcomes
 Variations of CBM are available.
DIBELS Assessment
Initial Sound Fluency
(ISF)
Phoneme Segmentation
Fluency (PSF)
Letter Naming Fluency
(LNF)
Nonsense Word Fluency
(NWF)
Oral Reading Fluency
(ORF)
Big Idea
Phonological Awareness
Phonological Awareness
No Big Idea: Risk Indicator
Alphabetic Principal
Fluency and Accuracy
Benchmark Goal
(what score by
when)
25 correct sounds per minute
by Winter Kindergarten
35 correct sounds per minute
by Spring Benchmark
Kindergarten
None: Risk Indicator for
students in the lowest 20% of
students in district
50 words per minute by
Winter Benchmark 1st Grade
40 words per minute end 1s
90 words per minute end 2n
110 words per minute end 3r
Benchmark
Administration
Times
Fall Kindergarten
Winter Kindergarten
Spring Kindergarten to
Winter 1st Grade
F-W-S Kindergarten to
Fall 1st Grade
W-S Kindergarten to
Fall-Winter-Spring 1st Grade
Winter-Spring 1st Grade to
F-W-S Grades 2 - 6
Scoring Rule
1 pt for saying correct sound
or 1 pt for saying or pointing
to correct picture
1 point for every different
correct sound
1 point for every correctly
named letter
1 point for every correct
letter sound
1 point for every
correct word read
Timing:
(how long)
Intermittent
Not exceeding 80 seconds
1 Minute
Continuous
1 Minute
Continuous
1 Minute
Continuous
1 Minute
Continuous
Stopwatch
(when to start-stop)
Start: after you ask question
Stop: when student answers
Start after you say first word
End: after 1 minute
Start after you say “BEGIN”
End: after 1 minute
Start after you say “BEGIN”
End: after 1 minute
Start: after st. says 1st word
End: after 1 minute
Wait Rule
5 Seconds
3 seconds
3 seconds
3 seconds
3 seconds
Discontinue Rule
None Correct first 5 questions
None Correct first 5 words
None correct first row
None correct first 5 words
None correct first line
Prompt
“Remember to tell me a picture
that begins with the sound”
“Remember to tell me the
sounds in the word”
“Remember to tell me the letter “Remember to tell me the letter
name, not the sound it makes”
sound, not the name”
www.dibels/uoregon.edu
If the student doesn’t say
word in 3 sec., say the word
Resources for Informal
Assessment
Unit 4 Assessment Of Basic
Reading Skills
Matching Instrument And Purpose
Using The Basic Reading Skills
Assessment
Using the Basic Reading Skills Assessment





Criterion-referenced test
Not a complete test
Consists of limited sample items in several areas
Items similar to other published or teacher made tests
Areas included (those in gold will be assessed first):
 Phonemic awareness
 Letter-sound associations
 Word identification
 Spelling
 Fluency
Choosing A Student
 Student should be able to do some items in each
section of test.
 Student should miss some items in each area of
test.
 You will be using assessment to write lesson
plans in forthcoming units.
 You may need to assess more than one student to
meet the above criteria.
Basic Reading Skills Assessment
Please follow the rest of the
presentation using the
sample student assessment
for “JJ.”
1. Segmentation Task – Syllable
1. Segmentation Task: Syllable and Phoneme
DIRECTIONS: For each item, use the eraser end of an
unsharpened pencil.
Syllable Segmentation:
“I’m going to say a word, and I want you
to tap one time for each part or syllable that I say. Hamburger”
DEMONSTRATE.
Now, it’s your turn. Tap and say each part with me. For each
item below, say “Tap and say each syllable in _______.”
Item
picnic
octopus
boat
pepperoni
spider
alligator
Correct response
2 taps
3 taps
1 tap
4 taps
2 taps
4 taps
Student response
____________
____________
____________
____________
____________
____________
Video: Syllable Segmentation
 Please click on the video
below to play.
1. Segmentation Task – Syllable
1. Segmentation Task: Syllable and Phoneme
Item
Correct response Student’s response
+ 2 taps
picnic
2 taps
+ 3 taps
octopus
3 taps
boat
1 tap
pepperoni
4 taps
- 3 taps
spider
2 taps
+ 2 taps
alligator
4 taps
+ 4 taps
- 2 taps
(even after prompting,
modeling)
had her clap, try
chin drop - still 3
initially answered 3, selfcorrected without prompts
1. Segmentation Task - Phoneme
Phoneme segmentation: “Now, I’m going to say a word and then
I’ll tap and say… each sound in the word with me.
” Top. DEMONSTRATE.
“Now, it’s your turn. Tap and say each sound in the word with
me.” For each item below, say “Tap and say each sound in
_______.”
Item
Correct Response
Student’s Response
up
say
mat
shop
trick
smash
/u - p/
2 taps
/s - a/
2 taps
/m - a - t/ 3 taps
/sh - o - p/ 3 taps
/t - r - i - k/ 4 taps
/s - m - a - sh/ 4 taps
________________
________________
________________
________________
________________
________________
Number correct syllable: ____________
Number correct phoneme: ____________
Video: Phoneme Segmentation
 Please click on the video
below to play.
1. Segmentation Task - Phoneme
Phoneme segmentation:
J.J’s Response
Item
Correct Response
up
/u - p/
2 taps
+ 2 taps
say
/s - a/
2 taps
+ 2 taps
- “m-at” 2 taps
mat
/m - a - t/ 3 taps
shop
/sh - o - p/3 taps
+ sh-o-p, 3 taps
trick
/t - r -i - k/4 taps
- tr-ick, 2 taps
smash
/s - m - a - sh/ 4 taps
Number correct syllable:
Number correct phoneme:
+ s-m-a-sh,4 taps
4
4
able to correct after
modeling
responded correctly
after modeling
Video: Phoneme Segmentation with
Clarification
 Please click the video
below to play.
Video: Phoneme Segmentation with Error
Correction
 Please click on video
below to play.
2. Deletion Task - Syllable
2. Deletion Task: Syllable and Phoneme
DIRECTIONS
Say to student “I am going to say a word and I want you to repeat it.
Then I will ask you to say the word with a part missing. Let me show you what I mean.”
Give the first two items as demonstration. If the student misses these items, explain and
model the correct answer and continue. Unless the items are extremely frustrating for the
student, give all items. As you give the test, speak clearly but do not segment the words
into sounds for the student.
Item
Say popcorn
Say football
Question
Say it again, but don’t say
Say it again, but don’t say
pop
ball
Syllable deletion:
Say napkin
Say it again, but don’t say
Say candy
Say it again, but don’t say
Say alphabet Say it again, but don’t say
Say cantaloupe Say it again, but don’t say
kin
can
bet
can
Correct Response
corn
________
foot
________
nap
dy / dee/
alpha
telope
________
________
________
________
2. Deletion Task - Syllable
2. Deletion Task: Syllable and Phoneme
Item
J.J.’s
Response
Question
Say popcorn Say it again, but don’t say
pop
corn
+
Say football Say it again, but don’t say
ball
foot
+
Say napkin Say it again, but don’t say
kin
nap
+
Say it again, but don’t say
can
dy / dee/
+
Say alphabet Say it again, but don’t say
bet
alpha
-
Say cantaloupeSay it again, but don’t say
can
telope
-
Practice items are not
counted.
Syllable deletion:
Say
candy
after directions repeated
“al,” then “alph”
“lope,” then “pe-lope”
2. Deletion Task - Phoneme
Initial phoneme deletion:
Say bat
Say it again, but don’t say /b/
Say pow Say it again, but don’t say /p/
Say heart Say it again, but don’t say /h/
at
ow
art
________
________
________
Final phoneme deletion:
Say make Say it again, but don’t say /k/
Say nose Say it again, but don’t say /z/
Say seat Say it again, but don’t say /t/
may
no
sea
________
________
________
Initial blend deletion:
Say slip Say it again, but don’t say /s/
Say blow Say it again, but don’t say /b/
Say cram Say it again, but don’t say /k/
lip
low
ram
________
________
________
Number correct syllable:
Number correct initial phoneme:
Number correct final phoneme:
Number correct initial blend:
_______
_______
_______
_______
Video: Phoneme Deletion Questioning
 Please click on the video
below to play.
2. Deletion Task - Phoneme
Initial phoneme deletion:
Say bat
Say it again, but don’t say /b/
Say pow Say it again, but don’t say /p/
Say heart Say it again, but don’t say /h/
at
ow
art
________
- aw
________
________
+ art
Final phoneme deletion:
Say make Say it again, but don’t say /k/
Say nose Say it again, but don’t say /z/
Say seat Say it again, but don’t say /t/
may
no
sea
________
________
+
________
-
Initial blend deletion:
Say slip Say it again, but don’t say /s/
Say blow Say it again, but don’t say /b/
Say cram Say it again, but don’t say /k/
lip
low
ram
________
+
________
+
________
Number correct syllable:
Number correct initial phoneme:
Number correct final phoneme:
Number correct initial blend:
+
-
2/4
_______
2/3
_______
1/3
_______
_______
2/3
after directions
repeated
M-,then “mate”
“seat,” correct after
modeling
‘”pl” then “plip”
Student Summary
Teaching Students with Persistent Reading Problems
Basic Reading Skills Assessment: Student Summary
J. J.
4
9
Student:________________________
Grade: __________
Age: __________
11/6/02
Date of assessment: _______________Teacher:
________________________
# correct/ # given
4/6
__________
1. Segments words into syllables (task 1)
2/4
__________
2. Deletes syllables (task 2)
4/6
3. Segments words into phonemes (task 1) __________
2/3
__________
4. Deletes initial phonemes (task 2)
1/3
__________
5. Deletes final phonemes (task 2)
2/3
6. Deletes sound from initial blend (task 2) __________
Phonemic Awareness
Letter-Sound Associations
Letter-Sound Associations Practice Items
DIRECTIONS: For each set of items, show the student the cards with the
graphemes and ask them to give the sound. Mark + if correct and - if
incorrect. Note the specific wording of directions for the vowels. First,
determine whether or not the student can RECALL the correct sound for
each grapheme. Note if the student adds extra sounds to consonants (e.g.,
/buh/ for /b/).
If the student gives a word containing the sound rather than the sound
alone (e.g., says ‘ship’ instead of /sh/, acknowledge that the word given does
begin with the sound of the letters on the card and ask the student to give just
the sound of the letters. Note this under comments.
When testing short vowels, if the student does not know the sounds,
give them a key word and ask them to give the first sound. For example,
“I’m going to give you a word that starts with the short sound of A - apple can you tell me the sound of A in apple? Use apple, itch, edge, octopus and
up as key words.
After recall has been tested, give any items missed as RECOGNITION items.
See directions in the program CD-ROM. To record, simply write R in the
recognition column.
Consonants
Recall / Recognition Recall / Recognition
m _________
j ____________
l _________
k ____________
s _________
w ____________
t _________
d ____________
p _________
g ____________
f _________
h ____________
c _________
y ____________
n _________
z ____________
r _________
x ____________
b _________
qu ____________
v _________
Consonant Digraphs
Recall / Recognition
sh ______________
ch ______________
th ______________
wh _____________
Long Vowels
“Give the sound these
letters make when they
‘say their name’ ”
Short Vowels
“These letters have
another sound - the
‘short’ sound”
r-Controlled Vowels
“When these letters
some together, they
make a special sound”
Recall / Recognition
a ___________
i ___________
e ___________
o ___________
u ___________
Recall / Recognition
a ____________
i ____________
e ____________
o ____________
u ____________
Recall / Recognition
ar ____________
er ____________
or ____________
ir ____________
ur ____________
Video: Letter/Sound Association
 Please click on the video
below to play.
Consonants
Consonant Digraphs
Recall / Recognition Recall / Recognition
Recall / Recognition
+
+
+
m _________
j ____________
sh ______________
+
+
+
l _________
k ____________
ch ______________
+
+
s _________
w ____________
th ______________
+
+
+
t _________
d ____________
wh _____________
+
+
+
p _________
g ____________
+
+
f _________
h ____________
+
-/w/ R
c _________
y ____________
+
+
n _________
z ____________
+
- /eeks/R
r _________
x ____________
(Didn’t recognize qu)
b _________
qu ____________
+
- /k/
v _________
+
Long Vowels
“Give the sound these
letters make when they
‘say their name’ ”
Short Vowels
“These letters have
another sound - the
‘short’ sound”
r-Controlled Vowels
“When these letters
some together, they
make a special sound”
Recall / Recognition
Recall / Recognition
Recall / Recognition
+
a ___________
- /e/
R
i ___________
- /i/
R
e ___________
o ___________
- /or/ R
u ___________
+
+ /e/, /a/ s.c.
a ____________
- /e/, /a/ R
i ____________
- /i/
e ____________
- /or/
o ____________
+
u ____________
- /ow/ R
ar ____________
- /or/ R
er ____________
+
or ____________
ir ____________
- /ear/ R
ur ____________
- /your/R
Student Summary: J.J.
Letter-Sound Associations
7. Knows sounds of consonants
Indicate +/Recalled all except w, z,
x, qu
__________
8. Knows sounds of consonant digraphs
+ ch ___
+ wh ___
+ th ___
+
sh ___
9. Knows sounds of long vowels
+ i ___
- e -___ o-___ u- -___
a___
+ i ___
- e -___ o-___u+ ___
a___
10. Knows sounds of short vowels
- er___
- or ___
+ ir ___
- ur ___
11. Knows sounds of r-controlled vowels ar___
Word Identification
given
# correct/ # given
1. Reads phonetically regular real words
short vowel pattern
silent e pattern
2. Reads phonetically regular nonwords
short vowel pattern
silent e pattern
3. Irregular words
Decoding:
Phonetically Regular Real Words
Word Identification Practice Items
Decoding: Phonetically Regular Real Words
DIRECTIONS: Say “I am going to show you some words. If you cannot read the
word, try to sound it out.” Show the student the regular word list (# 1) and ask
him/her to read all items. On the assessment form, note any errors the student makes
(e.g., incorrect vowel, b/d reversals, etc.) in the space beside the word. If the student
gives the incorrect sound for a letter within a word, tell him/her the correct sound
and ask the student to try the word again. If the student makes errors indicating that
he/she is guessing based on partial letter cues (e.g., last for lot), ask the student to
sound out the word and then blend the sounds.
If the student makes vowel errors on the s ilent-e pattern words (e.g., cub for
cube), AFTER the items have been completed, ask the student to look at the list and
figure out what is alike about all of the words. They should tell you that the words
all end in the letter e. Ask the student what they have been taught about the letter e
at the end of a word. Many students have some idea about the silent-e pattern but
either don’t have a correct understanding of fail to apply the pattern consistently. If
the student does understand the rule, ask them to go back and re-read the words
missed.
Decoding:
Phonetically Regular Real Words
List 1: Words with short vowels
List 2: Words with silent-e pattern
1. pat ____________________
1. shake____________________
2. cup ____________________
2. slime____________________
3. bed ____________________
3. cube ____________________
4. dig _____________________
4. grade ___________________
5. lot _____________________
5. home ___________________
Notes:
Video: Real Word Decoding
 Please click on the video
below to play.
Decoding:
Phonetically Regular Real Words
J.J.’s Answers
List 1: Words with short vowels
List 2: Words with silent-e pattern
+
1. pat ____________________
- sick
1. shake____________________
- clip
2. cup ____________________
- some sl
2. slime____________________
+
3. bed ____________________
- clip
3. cube ____________________
+
dig
_____________________
4.
-let lut
lot
_____________________
5.
- gas
4. grade ___________________
Notes:
+
5. home ___________________
Decoding:
Nonsense Words
DIRECTIONS: Say to the student “I am now going to show you some words that
are not real words. You can read these words by sounding them out. Be sure to
look at each word carefully; give the sound for each letter and then blend the sounds
into a word.” Show the student the Nonsense word list (# 2) and note the student’s
errors as he/she reads. If the student is able to read some of the words correctly,
select two or three such words and ask them to explain how they read that word.
Also ask the students to look at the nonsense word lists and tell you if any of the
words remind them of real words. If so, ask them to tell you which real word and
record this. You are trying to determine whether or not the students have specific
strategies for reading unknown words (e.g., reading by analogy to known
; words
using onset and rime).
Decoding:
Nonsense Words
List 1:Words with short vowels
List 2: Words with silent e pattern
1. lat ____________________
1. thake ____________________
2. rup ___________________
2. trime ____________________
3. jed ____________________
3. mube ____________________
_______
4. sig _____________
4. flade _____________________
5. mot ___________________
4. tome _____________________
Notes:
Video: Decoding Nonsense Words
 Please click on the video
below to play.
Decoding:
Nonsense Words
J.J.’s Answers
List 1:Words with short vowels
+
1. lat ____________________
- lip
rup
___________________
2.
- jip
jed
____________________
3.
- seag
_______
4. sig _____________
+
5. mot ___________________
Notes:
List 2: Words with silent e pattern
-(no response)
1. thake ____________________
- farm
2. trime ____________________
- mom
3. mube ____________________
- friend
4. flade _____________________
- thumb
4. tome _____________________
Irregular Words
DIRECTIONS: Say “ I am going to show you a list of words that cannot be sounded out.
These words have some parts that don’t play fair so just tell me the word if you know it. If
you don’t know a word, just say ‘skip’ and go to the next word.” Show the student the
irregular word list (# 3) and note any errors. You may time the word list reading to
determine if a student is very slow to name the words.
Irregular Words
1. do ______________
10. could ______________
2. any ______________
11. been _______________
3. they _____________
12. what _______________
4. were _____________
14. very _______________
5. who _____________
15. sure _______________
Notes:
Video: Irregular Words
 Please click on the video
below to play.
Irregular Words: J.J.’s Answer
DIRECTIONS: Say “ I am going to show you a list of words that cannot be sounded out.
These words have some parts that don’t play fair so just tell me the word if you know it. If
you don’t know a word, just say ‘skip’ and go to the next word.” Show the student the
irregular word list (# 3) and note any errors. You may time the word list reading to
determine if a student is very slow to name the words.
Irregular Words
+
1. do ______________
- called
10. could ______________
- all
2. any ______________
+
11. been _______________
- with
12. what _______________
+
14. very _______________
- sare
15. sure _______________
+
3. they _____________
- where
4. were _____________
+
5. who _____________
Notes:
Student Summary
Letter-Sound Associations
Indicate +/-
7.
Knows sounds of consonants
8.
Knows sounds of consonant digraphs
Recalled all except w, z,
__________
x, qu
+ th ___
+
sh +___ch +___wh ___
9.
Knows sounds of long vowels
10. Knows sounds of short vowels
+ i ___
- e-___ o- ___ -u ___
a___
+ i ___
- e-___ o- ___ +u ___
a___
11. Knows sounds of r-controlled vowels
- er___
- or +___ir ___
- ur ___
ar___
Word Identification
given
# correct/ #
1.
Reads phonetically regular real words
3/5
1/5
2.
Reads phonetically regular nonwords
3.
Irregular words
2/5
0/5
5/10
Spelling
DIRECTIONS: Review the phonetically regular REAL words and IRREGULAR words
and select the ones that the student read correctly. Give these words in a standard dictation
format; i.e., say the word, say it in a sentence, and say the word again. Tell the student,
“DO NOT ERASE errors. Rather, start over and try the word again.” Explain that you
want to be able to see what the student is thinking about how to spell words.
Phonetically Regular Words
DIRECTIONS: Tell the students that these are words that can be spelled as they sound.
Note whether or not the student attempts to encode (segment the word into sounds and
write a letter/s for each sound). Encourage students to put down letters for some of the
sounds if they cannot spell the entire word.
NOTE: If the regular words are too simple for the students, you may give them the
nonsense words as a measure of their ability to encode.
Irregular Words
DIRECTIONS: Tell the students “These words contain some parts that can’t be spelled as
they sound. Just do your best and try to spell each word.”
Notes:
Spelling
Word Called
pat
bed
big
home
do
they
who
been
very
Written Response
pat
bed
big
home
do
the
heri
deen
veri
Student Summary
Page 2
Student Assessment Summary
Student: _____________________
J. J.
Spelling
1. Spells phonetically regular words
2. Spells irregular words
# correct/# given
short vowel pattern
silent e pattern
3/3
1/1
1/5
Congratulations!
You have completed
Unit 4:Assessment Of Basic Reading Skills
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Unit 4 Assessment Of Basic Reading Skills