Cycle 12 Assessment
Name: ______Date: ______
Phase: Partial Full Consolidated
Part 1: Decodable Words
Directions: Student reads up to and including appropriate phase words. Teacher annotates reading behaviors.
Partial / cobweb contest puppet kitten tonsilFull / crimson infant chipmunk thankless hamstring
Consolidated / inhabit establish punishment enrichment insisted
Part 2: Automatic High-Frequency Word Reading
All students read these words, regardless of phase. Teacher annotates reading behaviors.
was you they why saidPart 3: Spelling
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 = 1–5, Full = 1–10, Consolidated = 1–10, and the sentence dictation.
Part 4: Sentence Dictation
Directions: Consider dictating one or both of these sentences to students working in the Consolidated phase, and possibly those in the Full 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. My kitten looks like ball of black fluff.
2. They said to finish up so we can split a cheese sandwich.
Part 5: Comprehension and Fluency
Directions: This provides an opportunity to assess students’ basic comprehension. It can also be used to monitor students’ fluency development. Consider administering the passage to any or all students. First have them read the passage independently and answer the questions. Then have them practice reading it fluently. Finally, listen to the student read aloud and record observations on the fluency rubric:
Elements of Fluency / Not yet fluent / Somewhat fluent / FluentSmoothly / 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: 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.
One-Syllable Words(short vowel sound) / One Syllable Words
(Long and r-Controlled Vowel Sounds) / Two-Syllable Words
Letters/Sounds
Consonant sound
Initial consonant
Final consonant
Short vowel sound
Letter formation
Capital and lowercase / Digraphs, Blends, Inflectional Endings
Digraphs
Initial blends
(2 letters)
Final blends
(2 letters)
Initial blends
(3 letters)
Final blends
(3 letters)
Inflectional endings / Pattern
Open syllable
Silent “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
Goal:
Cycle 12 Spelling Test
Name: ______Date: ______
Student Sheet
Name: ______Date: ______
Comprehension and Fluency
Directions: First, read the passage. Then, answer the questions. After that, practice reading fluently.
Todd is having a chat with Justin. He asks, “Do you like to go on picnics?” Justin says, “Yes, I do! They can be a lot of fun!”
Todd says, “When I go on a picnic I bring a blanket to sit on, some napkins, and a basket to put my lunch in. What do you bring?”
“I like to bring a BIG sandwich, some chips, and a drink”, says Justin. “My mom says she thinks I bring too much! She thinks the insects will be glad to see me. They will think they can get a snack!”
Todd says, “I think it is best to have a picnic when it is hot out. I can sit on a bench by a tree and think and look at the clouds in the sky.”
Justin says, “I do not like to have a picnic when it is wet. It is not as much fun. I like to be dry when I am having a picnic unless I am swimming in a pond!”
“Me too!” says Justin. “Do you want to go on a picnic with me?” “I DO!” says Todd.
1. What does Justin like to bring on a picnic?
a. a basket to put his lunch in and some napkins
b. a big sandwich, chips, and a drink
c. a snack just for the insects
2. What does Todd like to do when he has a picnic?
a. swim in a pond
b. think and look at the clouds
/ | Language Arts Curriculum / 7