ࡱ> <>789:;q` =bjbjqPqP ;:: 5 P:::8r<lrXD&&:```MMM$<h!`կxM````u ```` ^[` >:< 0Dx>"P>"x[>"[MߴhGTMMMԽMMMD````rXrXrX$rXrXrX  Quick Academic Assessments PURPOSE The quick assessments of reading, spelling, and math computational skills are designed to assist the classroom teacher in estimating the current instructional level of students. The quick assessments are informal screening instruments only and are not intended for educational placement decisions. The quick assessments may be useful for the following situations: Assessing new students for whom no information is available to identify relative instructional levels Assessing on-going student progress to determine relative instructional levels and to determine if accommodations or modifications are needed Assessing students for Student Study Team to provide information for the development of an action plan OVERVIEW Quick Assessment of Reading Requires 1-1 administration Student reads orally from word lists Teacher records responses and analyzes data to determine error patterns and acquired skill Quick Assessment of Spelling a. May be administered in small groups b. Teacher reads words and sentences to student(s). c. Student writes spelling words from dictation d. Teacher records responses and analyzes data to determine error patterns and acquired skills Santa Clara Quick Assessment of Math Computational Skills a. May be administered in small groups b. Student calculates problems on own worksheets. c. Teacher records responses and analyzes data to determine error patterns and acquired skills Quick Assessment of Reading OVERVIEW 1. Requires 1-1 administration 2. Student reads orally from word lists 3. Teacher records responses and analyzes data to determine error patterns and acquired skill DIRECTIONS: Copy the word lists so that the student has his/her own set from which to read. Determine the students base level. The base level should be such that the student makes no errors on any word in that list. It is suggested that the level should be at least 2 years below the students estimated instructional or grade level. Student reads aloud from the word list. Encourage student to attempt words he/she does not know so that you can identify the word attack strategies used. Student continues through increasingly difficult levels until he/she makes three or more errors in a level. This determines the discontinue point. Teacher records miscue and error responses on the Teacher Record Sheet. Record all diacritical, syllabic, and phonetic errors. To determine the instructional level: a. independent reading level = I error in a word list b. instructional level = 2 errors in a word list c. difficulty level = 3 or more errors in a word list Quick Assessment of Reading: Teacher Record Sheet Students Name _________________________________________________________ Date: __________________ Independent reading level (I error in a word list) = ____________________ Instructional level (2 errors in a word list) = _____________ Difficulty level (3 or more errors in a word list) = ______________________ Pre-PrimerPrimer1st2nd3rd4thsee play me at run go and look can hereyou come not with jump help is work are thisroad live thank when bigger how always night spring todayour please myself town early send wide believe quietly carefullycity middle moment frightened exclaimed several lonely drew since straightdecided served amazed silent wrecked improved certainly entered realized interrupted5th6th7th8th9th10thscanty business develop considered discussed behaved splendid acquainted escaped grimbridge commercial abolish trucker apparatus elementary comment necessity gallery relativityamber dominion sundry capillary impetuous blight wrest enumerate daunted condescendcapacious limitation pretext intrigue delusion immaculate ascent acrid binocular embankmentconscientious isolation molecule ritual momentous vulnerable kinship conservatism jaunty inventivezany jerkin nausea gratuitous linear inept legality aspen amnesty barometerStudent Reading List List AList BList CList DList EList Fsee play me at run go and look can here you come not with jump help is work are thisroad live thank when bigger how always night spring todayour please myself town early send wide believe quietly carefullycity middle moment frightened exclaimed several lonely drew since straightdecided served amazed silent wrecked improved certainly entered realized interruptedList GList HList IList JList KList Lscanty business develop considered discussed behaved splendid acquainted escaped grimbridge commercial abolish trucker apparatus elementary comment necessity gallery relativityamber dominion sundry capillary impetuous blight wrest enumerate daunted condescendcapacious limitation pretext intrigue delusion immaculate ascent acrid binocular embankmentconscientious isolation molecule ritual momentous vulnerable kinship conservatism jaunty inventivezany jerkin nausea gratuitous linear inept legality aspen amnesty barometer Santa Clara Quick Assessment of Math Computational Skills OVERVIEW May be administered in small groups Student calculates problems on own worksheets. Teacher records responses and analyzes data to determine error patterns and acquired skills DIRECTIONS: 1. Copy the math worksheets so that the student has his/her own set on which to work. Student works all problems in the spaces provided. Encourage student to attempt words he/she does not know so that you can identify the strategies used. Do NOT allow use of calculator. If calculator is on the students IEP, allow use only after the student has attempted all problems first without calculator. Note problems in which calculator was used. Student continues through each section until he/she makes three consecutive errors in a section. This determines the discontinue point for that section. Teacher records error responses on the worksheet. Teacher tabulates the number of correct responses in each skill level. To determine the instructional level for each section: Add the number of problems in each section separately. On the chart, find the raw score for each skill area and corresponding grade level. Teachers Record Sheet for Math Computational Skills Find the raw score (total number of correct responses) in each skill area. Record the corresponding grade level. Approximate grade levelADDITIONSUBTRACTIONMULTIPLICATIONDIVISION1.0-1.4 111.5-1.9 222.0-2.4 3-42.5-2.9 533.0-3.4 641-23.5-3.9 7534.0-4.4 424.5-4.9 8635.0-5.4 97545.5-5.9 10656.0-6.4 8766.5-6.9 987-87th grade and above 109-109-10Addition 1. 1 + 5  2. 6 + 23. 25 + 44. 6 + 75. 47 + 36. 94 +38 7. 1,484 342 + 5,431 8. 48.2 + 35.079. 1 8 + 5 8  10. $108.25 + 97.63 Subtraction 1. 4 - 2  2. 9 - 33. 16 - 94. 32 - 295. 451 - 786. 400 - 84 7. 52.04 -3.6 8. $100.00 - 98.989.  3 4 1 2  10. 58 - 13 Multiplication 1. 3 x 2  2. 6 x 43. 9 x 24. 13 x 75. 95 x 66. 26 x14 7. $50.71 X 4 8. 83 x 489.  1 7 10. 10 X 42 Division 1.  2 6 2.  3 27 3.  4 84 4.  5 265 5.  24 192 6.  6 $60. 66 7.  15 1, 605 8. 5 ( 1 6 49.  2 3 10.  31 31,301  Quick Assessment of Spelling OVERVIEW May be administered in small groups Teacher reads words and sentences to student(s). Student writes spelling words from dictation Teacher records responses and analyzes data to determine error patterns and acquired skills DIRECTIONS Administer List 1 to students in grades 2 or 3. Administer List 2 to students in grades 4-12. Teacher dictates the spelling word, the sentence example, and the spelling word. Student writes the spelling word on lined paper or dictates orally to teacher. Student continues through each section until he/she makes three consecutive errors in a section. This determines the discontinue point as well as the instructional level. Teacher records error responses on the worksheet. Teacher tabulates the number of correct responses in each skill level. List 1 Scoring List 2 Scoring Correct ResponsesGrade EquivalentsCorrect ResponsesGrade Equivalents0-14 correctBelow 2nd grade0-8 correctBelow 3rd grade15-22 correct2nd grade9-19 correct3rd grade23-29 correct3rd grade20-24 correct4th grade30-32 correctAdminister List 225-29 correct5th grade30-32 correct6th grade or better Quick Assessment of Spelling Directions: Read the word. Read the sentence. Repeat the word. Allow time for student to write the word on lined paper or dictate the answer. LIST 1 (GRADES 2-3) Target WordSentenceStudents response, if incorrectTarget WordSentenceStudents response, if incorrectnotHe is not here.17. comeCome to the party at 6:00 butMary is here, but Jose is not.18. whatWhat is your name?getPlease get the pizza, so we can eat it.19. showShow me how to hop.manMy uncle is a tall man.20. thoseThose are my toys.sitSit down in your chair.21. muchI feel much better.boatWe sailed our boat on the lake.22. singWe will sing Happy birthday! to Mai Lor.trainJames has a new toy train.23. willWho will make the cookies?timeIt is time to go to school.24. dollMy sister has new doll.likeI like chocolate ice cream.25. afterWe play games after school.foundWe found the lost ball.26. sisterMy sister is younger than me.downDo not fall down on the ground.27. toyWe have a new Spiderman toy.soonOur bus will soon be here to take us home.28. saySay your name clearly.goodNathan is a good friend.29. littleThomas is a little boy.veryWe are very glad to take a trip to the ocean.30. oneI have one book from the library.happyJoshua is a happy person.31. wouldWould you go to the store for me?keptWe kept our boots dry in the rain.32. prettyBriana is a pretty girl. LIST 2 (GRADES 4-12) Target WordSentenceStudents response, if incorrectTarget WordSentenceStudents response, if incorrectflowerA red rose is a flower.17. studyStudy for the test each day.mouthOpen your mouth.18. studiesKevin studies French every night. shootJohn wants to shoot his water gun in the pool.19. darkThe sky is cloudy and dark.stoodWe stood up when our teacher entered the classroom.20. darkerBlack is darker than navy blue.whileWe stood while we sang the Star Spangled Banner.21. darkestJoaquim is wearing the darkest shoes.thirdMy sister is in the third grade.22. afternoonWe may play all afternoon.eachEach student has a pencil.23. grandmotherMy grandmother loves me a lot.classOur class is reading a good book.24. cantI cant go shopping today.jumpShe likes to jump rope.25. doesntMohammed doesnt eat spicy food.jumpsLaura jumps higher than Marc.26. nightLast night was very windy.jumpingThe girls are jumping double dutch.27. broughtMy teacher brought her lunch to school.jumpedThe cow jumped over the moon.28. appleMy mom likes crisp apples.hitHit the ball hard.29. againWe ate pizza again.hittingDiego is hitting the ball gently.30. laughA funny joke makes me laugh.biteOur dog Klaus bites the ball when he plays.31. becauseWe cannot play outside because of the rain.bitingOur cat Rascal is biting the toy mouse.32. throughShaquille ran through the sprinkler. Teachers Diagnostic Errors for Spelling LIST 1 (GRADES 2-3) LIST 2 (GRADES 4-12) Target WordElement testedTarget WordElement testedTarget WordElement testedTarget WordElement testednotShort vowel18. whatwh-th-sh-ch- -ng spelling;flowerow-ou spellings of ou; er ending;17. studyChange final y to I before endingbut19. showow spelling of long omouthth sound18. studiesget20. thoseshootsh spelling;19. dark-er, -est endingsman21. muchstoodlong and short oo20. darkersit22. singwhilewh spelling; silent e21. darkestboatTwo vowels together23. willDouble final consonantsthirdth spelling; irregular spelling of er sound22. afternoonCompound wordstrain24. dolleachch spelling; 2 vowels together23. grandmothertimeSilent e25. afterer spellingsclassDouble final consonant24. cantcontractionslike26. sisterjumpAddition of s, -ed,25. doesntfoundou sound spelled as either ou or ow27. toyoy spelling of oi soundjumps -ing26. nightSilent ghdown28. sayay spelling of long A soundjumping27. broughtsoonLong and short oo29. little-le endingjumped28. apple-le endinggood30. oneNon-phonetic spellinghitDouble final consonant 29. againNon-phonetic spellingsveryFinal y spelled as short i31. wouldhittingbefore -ing30. laughhappy32. prettybiteDrop final e 31. becausekeptc and k spelling bitingbefore -ing32. throughcomeof K sound     Quick Academic Assessments: Adapted by Cheryl McDonald, M.A.  DATE \@ "M/d/yyyy" 8/23/2005  PAGE 10 of  NUMPAGES 15 4 - 2 5 X 4 = ( 7 = 2 %O P m s  7 8 vjv[jPHhG,DOJQJhG,DhG,DOJQJhChA?CJOJQJaJhCCJOJQJaJhChCCJOJQJaJh[X7>*CJOJQJaJhChG,D>*CJOJQJaJhChG,DCJOJQJaJhCh[X7CJOJQJaJhChtCJOJQJaJhCht>*CJOJQJaJh.+OJQJhC-OJQJhCh.+5CJ0OJQJaJ0%P  0 U 1 e ^gdG,D & FgdG,Dh^hgdG,D & FgdC & FgdCgd[X7 & Fgd[X7gdt$a$gdt$a$gd.+ ===e  / e ; & F gdy}`gdmPh^hgdQh`hgdQgdmP$a$gd~/ gdG,D & FgdG,Dh^hgdG,D^gdG,D ;@,=FƷƷƷҧyjjj[jjjLhQhy}CJOJQJaJhQhGyCJOJQJaJhQhjCJOJQJaJhQhRCJOJQJaJhQhO}"CJOJQJaJhQh~/>*CJOJQJaJhQhO}">*CJOJQJaJhQhmPCJOJQJaJhQCJOJQJaJhQhmP>*CJOJQJaJh~/CJ OJQJaJ "hzh~/56CJ OJQJaJ ,cdefghijklmnop dhgdyhgdyh$a$gdI$gd/8gdy}`gdy}^gdy} & F gdy} & F gdGy,0bcdp   BVñtthtt`XIhyhhC-CJ OJQJaJ hC-OJQJhI$OJQJhCJOJQJaJhH\hyhCJOJQJaJhyhOJQJhI$hyhOJQJhyhCJOJQJaJh56CJ OJQJaJ "hzhI$56CJ OJQJaJ h/8OJQJhjOJQJhQh/8CJOJQJaJhQhy}CJOJQJaJhQhjCJOJQJaJ  $dh$Ifa$gdD*dhgdyh   }~}mh*hC-5CJ OJQJaJ h/8OJQJhzhHR5CJ OJQJaJ h*5CJ OJQJaJ hzhLUCJOJQJaJhLUhLUCJOJQJaJhzhLU5CJOJQJaJ"h*h*5CJH*OJQJaJhLUhLU5CJOJQJaJh*5CJOJQJaJ*  8,,, dh$IfgdD*kd$$IflֈH$V.@8Z Z Z Z Z  t08644 la #',059>BGLQTY]bglrw~ dh$IfgdD* (07>EMV`hq dh$IfgdD*q}~,$dh$Ifa$gdD*kd$$IflֈH$V.@8Z Z Z Z Z  t08644 la dh$IfgdD*$dh$Ifa$gdD*8,,, dh$IfgdD*kd$$IflֈH$V.@8Z Z Z Z Z  t08644 la%-7?JPY`jt{ dh$IfgdD*",7?LS]bip{ dh$IfgdD*,$$a$gdHRkd$$IflֈH$V.@8Z Z Z Z Z  t08644 la dh$IfgdD*$d$Ifa$gdngd/88)))$d$Ifa$gdnkd$$IflֈH$V.7Z Z Z Z Z Z t08644 la]^ೣ೛wgZM=hQhYM>*CJOJQJaJh<'%5CJ OJQJaJ h/85CJ OJQJaJ hVhV5CJ OJQJaJ "hgphV56CJ OJQJaJ "hgph)~156CJ OJQJaJ h/8OJQJh*hC-5CJ OJQJaJ h`+&hC-CJOJQJaJh*h*CJ OJQJaJ h*hA?CJ OJQJaJ h*hC-CJ OJQJaJ h`+&hC-5CJOJQJaJ "',149=BGLRW^biov$d$Ifa$gdnv|%-6@$d$Ifa$gdn@HQ]^)kd$$IflֈH$V.7Z Z Z Z Z Z t08644 la$d$Ifa$gdn^elsz$d$Ifa$gdn8)))$d$Ifa$gdnkd$$IflֈH$V.7Z Z Z Z Z Z t08644 la (0;AJQ[elr|$d$Ifa$gdn (0=DNSZalsy$d$Ifa$gdn)$$gd/8kdk$$IflֈH$V.7Z Z Z Z Z Z t08644 la$d$Ifa$gdn ;0bu & F gdY & F gd  & F gdYM`gdYMh^hgdYM & F gd gdYM$a$gdVgd/8  :;#$-/0ab|"rtu6 ƺ֮֮֮֟{{{{hdYCJOJQJaJh~lCJOJQJaJhYCJOJQJaJhQhYCJOJQJaJh1<CJOJQJaJhYMCJOJQJaJhQhYM>*CJOJQJaJhQhYMCJOJQJaJh CJOJQJaJhCh CJOJQJaJ*u7 8 9 : ; < = > ? @ u v ! !!$!-! $$Ifa$gdW$a$gdYM$a$gdVgdYM & F gddY & F gdY6 7 ? @ W u v  !! !!!#!$!,!.!°|maUI=I=I=I=hh)~15OJQJhh5OJQJhWh)~15OJQJhWh5OJQJh \h|CCJOJQJaJhCJOJQJaJh07CJOJQJaJh \hCJOJQJaJh5CJOJQJaJ"hgph)~156CJOJQJaJ"hgph0756CJOJQJaJhVh5CJ OJQJaJ hYM5CJ OJQJaJ hQhdYCJOJQJaJ-!.!6!7!9!;!!E!F!G!H!I!J!M!N!U!V!W!Z!^!_!f!g!h!i!j!k!n!o!v!w!x!y!z!{!|!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!ĸĸĸĸĸĸĸӸӸӸӸhWCJ OJQJaJ hWh)~1CJ OJQJaJ hWhWCJ OJQJaJ hWh)~1CJOJQJaJhWhWCJOJQJaJH=!>!F!G!I!K!L!M!K?????? $$Ifa$gdWkdS$$Iflrm G! *5     t0644 laM!N!V!W![!\!]!^!K?????? $$Ifa$gdWkd$$Iflrm G! *5     t0644 la^!_!g!h!j!l!m!n!K?????? $$Ifa$gdWkdA$$Iflrm G! *5     t0644 lan!o!w!x!z!|!!!K?????? $$Ifa$gdWkd$$Iflrm G! *5     t0644 la!!!!!!!!K?????? $$Ifa$gdWkd/$$Iflrm G! *5     t0644 la!!!!!!!!K?????? $$Ifa$gdWkd$$Iflrm G! *5     t0644 la!!!!!!!K????? $$Ifa$gdWkd$$Iflrm G! *5     t0644 la!!!!!!?333 $$Ifa$gdWkd$$Iflrm G! *5     t0644 la $$Ifa$gdP!!!!!!3kd $$Iflrm G! *5     t0644 la $$Ifa$gdP $$Ifa$gdW!!!!!!!!!!!!!!!!!!!!!!!!!!!!!"""""""" 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