Reading Foundations Skills Block / Grade 2: Module 4: Cycle23: Lesson 115

Mid-Module 4 Assessment: Lesson 115

Name: ______Date: ______

Phase: Partial Full Consolidated

Part 1:Decoding Single-Syllable Words Isolation

Directions: Student reads up to and including appropriate phase words. Teacher annotates reading behaviors.

Partial / try mate
Full and Consolidated / state front

Part 2: Decoding Two-Syllable Words in Isolation (with and without affixes)

Directions:Student reads up to and including appropriate phase words. Teacher annotates reading behaviors.

Partial / awake dislike ago magnet
Full / relate private statement funnies turkey darkness mitten
Consolidated / establishment escapade inundate disagreement

Part 3: Automatic High-Frequency Word Reading in Isolation

Directions:These are the high-frequency words used in this module. Administer this part of the assessment to any student(s) you want to assess to determine automaticity. Teacher annotates reading behaviors.

usually eight animal similar process another across America
entire brought piece knew

Part 4: Decoding Words in Text and Reading for Fluency

Directions: Student reads sentences up to and including appropriate phase. Teacher annotates reading behaviors. Consider asking students to read it once to assess decoding and then again to assess fluency. Consider asking basic comprehension questions (e.g. “What is this passage about?”)

Partial / We’re going to see some kittens by the gate.
Full / The puppy covered her lovely babies with a blanket.
Consolidated / She frustrated me when she deliberately carried the pandas.

Part 5: Fluency

Directions: This provides an additional opportunity to assess students’ fluency. Listen to the student read aloud and record observations about the following on the suggested Fluency Rubric: accuracy, phrasing, attention to punctuation, expression, speed, and self-monitoring (example: rereading to self-correct). Ask suggested (or similar) comprehension questions to check for understanding.

Sam’s friend Kate wanted to get some chickens for her farm. She knew that Sam liked to read about animals, so she asked him for help. He gave her an article about chickens. This is what it said:

Chickens are useful animals to have on a farm. They provide us with eggs. But you must be a responsible owner and take good care of them if they’re going to survive.

What do you need to know about how to take care of chickens? Well, to start with, you should be sure to have a place for them to live. A chicken coop is perfect. It’s covered, and they can go inside when they need to. It’s a good idea to have a fence around the yard so they can be protected from other animals that may want to harm them.

Chickens peck the ground with their beaks looking for grain and seeds. It’s important to buy pellets for them from a farm supply store because they contain everything chickens need to grow and be healthy. You should also be sure to have plenty of clean water. It’s impossible for any living thing to survive without water!

Suggested Questions:

What is this passage about?

What did Kate want? What did Sam give Kate?

Why did Sam give Kate an article about chickens? How will this article help Kate?

What are some things the article teaches people about taking care of chickens?

Use evidence from the text to support your answers.

Suggested Fluency Rubric

Elements of Fluency / Not yet fluent / Somewhat fluent / Fluent
Smoothly / Many errors and/or many pauses to decode.
Sounds choppy / Some errors and/or pauses to decode.
Sounds somewhat choppy / Minimal or no errors and/or pauses to decode.
Sounds fluid
Expression / Does not sound like natural talking.
Monotone voice / Sounds like natural talking in some parts.
Somewhat monotone / Sounds like natural talking.
Meaning / Not yet attending to punctuation.
Some intonation that reflects the tone/mood of the text. / Some attention to punctuation.
Some intonation that reflects the tone/mood of the text. / Attention to punctuation.
Intonation that reflects the tone/mood of the text.
Just the Right Speed / Slow and labored OR rushed throughout the text. / Somewhat slow OR rushed throughout the text. / Varies from slow to fast as appropriate throughout the text.

Part 6: Spelling Words in Isolation

Directions:Fold the paper lengthwise. Teacher says the first word, and students write it on line 1. Continue up through and including words in the students’ phase. Partial = 1–4, Full = 1–8 Consolidated = 1–10

Part 7: Sentence Dictation

Directions: Consider dictating the first sentence to students working in the Full Alphabetic phase, and the second to those in the Consolidated Phase. Watch for conventions of capitalization, spelling, letter formation, punctuation, and spacing. Students write the sentence on the back of the spelling assessment. Consider recording miscues above the words below.

  1. We’re taking our bunny to the party in the garden. You’re welcome to come along,
    if you’d like.
  2. You know it’s usually impossible to avoid invisible animals on the road late at night unless you wear magical glasses.

Part 8: Goal Setting

Directions:Use the table to determine which foundational knowledge/skill may need to be addressed based on the assessment and observations. Determine a goal.

Consonants, Suffixes,
and Mechanics / One Syllable Words
(Long and r-Controlled Vowel Sounds) / Two-Syllable Words
Digraphs, Blends, Inflectional Endings
Digraphs
Initial blends (2 letters)
Final blends (2 letters)
Initial blends (3 letters)
Final blends (3 letters)
Inflectional endings
Letter formation / Pattern
Closed syllable
Open syllable
Magic “e”
r-controlled
Vowel teams / Syllabication
Compound words
VC-CV (double)
Example: rab-bit
VC-CV (2 consonants)
Example: nap-kin
V-CV (closed)
Example: rob-in
V-CV (open)
Example: be-gin, na-ture
V-cle
Example: tangle

Fluency (use rubric to determine a goal)

Goal:

Cycle 23 Spelling Test

Name: ______Date:______

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