Cycle 17 Assessment
Name: ______Date: ______
Phase: Pre-A Partial Full Consolidated
Part 1: Decodable Words
Directions: Student reads up to and including appropriate phase words. Teacher annotates reading behaviors.
Partial / theme mere tube crude fluteFull / truce mute spruced Steven tribute
Consolidated / concrete stampede reduce protrudes incomplete
Part 2: Automatic High-Frequency Word Reading
All students read these words, regardless of phase. Teacher annotates reading behaviors.
kind many these too yourPart 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. Steve and June said many kind things to your mom.
2. These ice cubes here just melted too.
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 17 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.
My name is Pete. I used to think that cubes were just little blocks and all you could do with them was make tall stacks. My friend Steve helped me see the many things I can do with cubes.
Steve said that I can use some cubes to play games. They are called dice. He shared some with me and we played a fun game. Then he said that there are huge cubes that can be stacked to make a home. Those are called bricks! There are even cubes that you can put in your drink. They are called ice cubes.
Now I see that I can use cubes for all kinds of things! Thanks, Steve!
1. What did Pete think of cubes at first?
a. Some cubes are called dice
b. You could not do much with them
c. Cubes can be made of ice and put in drinks
2. How did Pete’s thinking change by the end?
a. He saw there were lots of things cubes can be used for
b. He saw you can use cubes to make a home
c. He saw that is friend Steve is nice
/ | Language Arts Curriculum / 6