ISEL-S: Illinois Snapshot Of Early Literacy K/1 Spanish

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1 ISEL-S: Illinois Snapshot Of Early Literacy K/1 Spanish Scoresheet Summary USE THIS SUMMARY SHEET FOR FIRST GRADE STUDENTS Student CR Teacher School Date: FALL Examiner Initials Birthdate Gender M F Low Income Yes No Migrant Yes No Preschool Yes No LD Resource None LD Speech Eng. Lang. Support None ESL Bilingual SNAPSHOTS Alphabet Recognition: Upper and Lower Case Story Listening: Comprehension and Vocabulary Phonemic Awareness: Initial Sound 4 One-To-One: Matching and Word Naming 5 Letter Sounds 25 6 Developmental Spelling 38 7 Word Recognition 22 8 Graded Passage Reading: Highest Possible Score FALL Snapshot Not Given ( ) FALL Student Score FALL 20 th %ile* Mean* Snapshot Not Given ( ) Student Score 20 th %ile* Mean* b Readability: Gr.1-Early Fall (0-3 points) 8-d Readability: Gr.1-Late Fall (0-3 points) 8-h Readability: Gr.1-Early Spring (0-3 points) 8-j Readability: Gr. 2-Early Fall (0-3 points) *ISEL:S is intended to show growth in kindergarten and first grade. The scores reported in these columns represent the 20 th percentile and the mean. Watch and Target Scores have not been established. DEVELOPED BY: Guadalupe Suárez-Silva Roberta Buhle Rebecca Barr Camille Blachowicz Carol Ivy Jeanne Chaney National-Louis University ISBE SPONSORED PROJECT

2 ISEL-S: Illinois Snapshot Of Early Literacy K/1 Spanish Scoresheet Summary USE THIS SUMMARY SHEET FOR KINDERGARTEN STUDENTS Student CR Teacher School Date: FALL Examiner Initials Birthdate Gender M F Low Income Yes No Migrant Yes No Preschool Yes No LD Resource None LD Speech Eng. Lang. Support None ESL Bilingual SNAPSHOTS Alphabet Recognition: Upper and Lower Case Story Listening: Comprehension and Vocabulary Phonemic Awareness: Initial Sound 4 One-To-One: Matching and Word Naming 5 Letter Sounds 25 6 Developmental Spelling 38 7 Word Recognition 22 8 Graded Passage Reading: Highest Possible Score FALL Snapshot Not Given ( ) FALL Student Score FALL 20 th %ile* Mean* Snapshot Not Given ( ) Student Score 20 th %ile* Mean* b Readability: Gr.1-Early Fall (0-3 points) 8-d Readability: Gr.1-Late Fall (0-3 points) 8-h Readability: Gr.1-Early Spring (0-3 points) 8-j Readability: Gr. 2-Early Fall (0-3 points) *ISEL:S is intended to show growth in kindergarten and first grade. The scores reported in these columns represent the 20 th percentile and the mean. Watch and Target Scores have not been established. DEVELOPED BY: Guadalupe Suárez-Silva Roberta Buhle Rebecca Barr Camille Blachowicz Carol Ivy Jeanne Chaney National-Louis University ISBE SPONSORED PROJECT

3 The ISEL-S is intended as a test of Spanish literacy knowledge only. While it may provide helpful information about a child's transition into English as a second language, the ISEL-S is not designed to measure that transition.

4 ALPHABET RECOGNITION: Upper and Lower Case Snapshot 1 OPTION: If student misses ALL letters in top row (but only if ALL 6), you may: 1. Discontinue Upper Case. 2. Begin Lower Case. Pages 1 and 2 in ISEL Student Booklet Dime el nombre de cada letra. Si no reconoces una letra, déjala y continúa, por favor. Teacher points to each letter. This is a test of Spanish literacy knowledge only. When response is in English, prompt for Spanish. When there is repeated evidence of English intrusions, consider also administering Snapshot I from the ISEL-E. Incorrect Spanish response Record incorrect response (including reversals) above letter. Response with English letter. Write Eng above letter. No response or I don t know... Circle omitted letter. Self-corrections. Place sc above self-corrected letter. O A U X I E N B Z H S F J R Q M C L D T P K G Y V Ñ OPTION: If student misses ALL letters in top row (but only if ALL 6), you may: 1. Discontinue Lower Case. 2. Begin Snapshot 2. o x z u e a s i c a t n f k p j y m v r l g d g h b q ñ Score 1 point for each correct Spanish response. Self-corrections are scored as correct. Reversals are not correct. English-only responses are not correct. Upper Case /26 ALPHABET RECOGNITION: Lower Case /28 /54

5 STORY LISTENING: Comprehension and Vocabulary Snapshot 2 La semilla de zanahoria by Ruth Krauss Te voy a leer un cuento. Se llama La semilla de zanahoria. Cuando termine, hablaremos acerca del cuento. Position book to provide student with a clear view of the illustrations. Read La semilla de zanahoria to the student, with no discussions before or during story. After reading, ask questions below. For questions 1 and 9, use prompts (in parentheses) only if needed. Mark a plus in the box ( ) when child provides a reasonable response to a comprehension question. Mark a plus in the oval ( ) when child uses specific vocabulary listed to the right of each oval. If a plus is given for vocabulary usage, the corresponding box for that answer should contain a plus. 1. Cómo empezó el cuento? ( Qué fue lo primero que hizo el niño?) 2. Después de que él sembró la semilla, qué le dijo su familia? Gives any reasonable answer: sembró o plantó una zanahoria; sembró o plantó una semilla; puso algo en el suelo o la tierra; sembró o plantó algo en el suelo o la tierra; puso algo para crecer. Uses any form of the word sembrar or plantar (e.g., sembró or plantó). Uses semilla and/or zanahoria. Gives any reasonable answer. Uses any form of the word creció, and/or salió, and/or brotar. 3. Qué hizo después de que su familia le decía que no iba a brotar? 4. Por qué seguía cuidando el niño la semilla de zanahoria después de que su familia le decía que no iba a brotar? Gives any reasonable answer: la cuidaba; la rociaba o mojaba o regaba; arrancaba la maleza o las hierbas; seguía cuidándola. Uses any form of the word rociar, mojar, or regar (e.g., roció, mojó, regó). Uses any form of the word maleza, hierbas, or hierba mala. Gives any reasonable answer: quería una zanahoria; quería seguir cuidándola. Uses any form of the words creer (e.g., él no les creía,) or saber (e.g., él sabía que podría crecer or pensaba diferente a ellos). 5. Qué pasó al final del cuento? Gives any reasonable answer: salió o creció la zanahoria o algo; tenía una zanahoria; se llevó la zanahoria. Uses any form of the word brotar, crecer or salir (e.g., brotó, creció or salió). 6. Dime, cómo siembras tú una semilla? Gives any reasonable answer: pones algo para crecer; pones algo en la tierra; escarbas un hoyo para la semilla o para sembrar. Uses any form of the word escarbar or hoyo, or enterrar. Uses any form of the word suelo or tierra. 7. Qué es la maleza? Gives any reasonable answer: cositas en la tierra; palitos; plantitas; cosas verdes; matas; matitas. Indicates they are plantas, hierbas, hierba mala; cosas que crecen, zacate, césped, or pasto. Indicates that they are harmful (e.g., plantas malas, hierbas; malas; no las quiere allí). 8. Qué es una zanahoria? Gives any reasonable answer: algo para comer; una verdura o un vegetal; para conejitos; para los ojos; para los caballos; comida; cena; para la salud. 9. Qué te gustó del cuento? ( Qué fue chistoso o te sorprendió; o no te gustó del cuento?) Score one point for each box and each circle that contain a plus. Uses any form of the word verdura. Gives any answer except, Yo no sé. or No sé. or No tengo ninguna idea. STORY LISTENING: Comprehension and Vocabulary 21

6 PHONEMIC AWARENESS: Initial Sound This Scoresheet Page 3 in ISEL Student Booklet Snapshot 3 Vamos a ver qué dibujos empiezan con el mismo sonido. Yo hago los dos primeros. For Examples A and B only (enclosed within dotted lines in Student Booklet), say: EXAMPLE A [1] Cuál de estos dibujos empieza como COPA? [2] LECHE JABON CARRO. [3] CARRO empieza como COPA. [4] CCCARRO CCCOPA. EXAMPLE B [1] Qué empieza como PESCADO? [2] MANZANA PAJARO OSO. [3] PAJARO empieza como PESCADO. [4] PPPAJARO PPPESCADO. For pictures 1-10 (enclosed within solid lines in Student Booklet), say: 1. Qué empieza como? 2. Point to all 3 pictures while saying each name clearly. 3. Do not emphasize beginning sounds, identify matching pair, or repeat child's answer. If child tries to say the picture names first, say, Deja que yo diga los nombres de los dibujos. If child tries to answer before all three pictures are named, say, Espera a que yo termine de nombrar todos los dibujos. Circle student responses. (Correct responses bolded.) Mark as correct if child names correct picture, points to correct picture, or both points and names. 1. Qué empieza como sol? boca anillo sandía 2. Qué empieza como ojo? camión pie oso 3. Qué empieza como limón? puerta lápiz carro 4. Qué empieza como azul? ángel taza seis 5. Qué empieza como naranja? corazón nubes manguera 6. Qué empieza como chocolate? paja chile hoja 7. Qué empieza como llave? venado muñeca llorar 8. Qué empieza como taza? tigre zapato rueda 9. Qué empieza como muñeca? nariz reloj mariposa 10. Qué empieza como estrella? chicle elefante llave Score 1 point for each correct picture to which child points and/or names. PHONEMIC AWARENESS: Initial Sound 10

7 ONE-TO-ONE MATCHING and WORD NAMING Snapshot 4 Pages 4, 5, and 6 in ISEL Student Booklet Vamos a leer un cuentito juntos. Yo te voy a leer cada página y voy a señalar cada palabra. Luego tú vas a señalar y a leer la misma página. The process below is repeated in full for each sentence before moving on to the next page. [1] Teacher reads one sentence alone, pointing once to each word in that sentence. [2] Child reads same sentence (alone), pointing to each word in that sentence. If the child fails to attempt pointing, teacher can lift child's finger toward the page. [3] After the child reads each sentence, the teacher points to each of 2 target words in that sentence, one word at a time, and asks, Qué palabra es ésta? After the teacher reads and points to each sentence (step 1 above), s/he avoids talk or distractions in order to facilitate the child's memory of the sentence. If the teacher is unsure whether the child pointed to each word (e.g., child pointed and/or read too quickly), the teacher can quickly ask the child to read sentence again and to point more carefully. Child points once, separately, to each word while reading sentence. Child does not point once, separately, to each word while reading sentence Plus (+) in WORD POINTING column Dash (-) in WORD POINTING column Child correctly names target word to which teacher points.. Child does not correctly name target word to which teacher points.. Plus (+) in WORD NAMING column Dash (-) in WORD NAMING column NOTE: In WORD NAMING, if child responds with a close approximation, score as correct (e.g., child says camina instead of caminando ). However, if child struggles to remember/repeat a sentence, check DIFFICULTY REMEMBERING SENTENCE box. Sentences Word Pointing Word Naming Word Naming 1. Luz está caminando. 2 1 Difficulty remembering sentence Read and pointed to all words 1. caminando 2. esta 2. Ve un perro grande. 1 2 Difficulty remembering sentence Read and pointed to all words 1. Ve 2. perro 3. El perro la moja. 1 2 Difficulty remembering sentence Read and pointed to all words 1. El 2. moja Count number of pluses (+) in WORD POINTING column and enter below (total possible = 3). Count total number of pluses (+) in both WORD NAMING columns and enter below (total possible = 6). ONE-TO-ONE MATCHING and WORD NAMING: Pointing 3 Naming 6 /9

8 LETTER SOUNDS Snapshot 5 Page 7 in ISEL Student Booklet Ya me dijiste los nombres de las letras. Ahora, dime el sonido que haces cuando ves cada letra. No el nombre; solamente cómo suena. Si no sabes cómo suena; déjala y puedes continuar. Así lo hago yo. Teacher points to M in Student Booklet and says, Cuando veo esta letra digo /mmm/. After giving example with M, say, Ahora, quiero que me digas cómo suenan más letras. If child says consonant name say, Ese es el nombre. Sabes cómo suena? If child says a word that begins with the sound, say, Puedes decir solamente cómo suena esta letra? This is a test of Spanish literacy knowledge only. When response is in English, prompt for Spanish. When there is repeated evidence of English intrusions, consider also administering Snapshot 5 from the ISEL-E. OPTION: If student misses ALL letters in top row (but only if ALL 6), you may: 1. Discontinue Snapshot Begin Snapshot 6. Incorrect response.. Record incorrect response above letter. No response or I don't know.... Circle omitted letter. Child responds with English sound for Spanish letter Write Eng above letter. Self-correction Place sc above self-corrected letter. Child says letter name before giving sound (e.g., p, /p/.. Response considered correct, no mark. Child adds vowel to form syllable (e.g., /ma/ or /me/ for M... Response considered correct, no mark. Child provides one of several possible sounds for a letter with multiple sounds (i.e., c, x, y, & z) Accept any variation or reasonable answer (see manual for examples). O S I U P B A L E R T Z C N D F V G K X J Q Y LL CH Score 1 point for each correct Spanish response. Self-corrections scored as correct. Responses in English are not correct. LETTER SOUNDS 25

9 DEVELOPMENTAL SPELLING OPTION: If student does not produce letter-like symbols for first 2 words, you may: 1. Discontinue Snapshot Begin Snapshot 7. Back page of this packet and a pencil (for student use) Vamos a escribir unas palabras. Yo la escribo primero. La palabra es PAN. Qué escribo primero? If child does not provide a letter, say, Yo oigo la P. Then say, Oyes algo más? Supply letters if child does not say remaining letter names. Repeat process for CASA. Do not skip this 2 nd exemplar. Clearly pronounce each of 6 spelling words to student. Do not stretch out or pronounce words slowly. To determine if child has finished spelling, say, Dime cuando estés listo/a para la próxima palabra. This is a test of Spanish literacy knowledge only. When response is in English, ask child to respond in Spanish. With repeated evidence of English intrusions, it is suggested to also administer Snapshot 6 from ISEL-E. Reproduce student s written attempts in STUDENT S SPELLING column. See SCORING for additional directions. 1. sol 2. mesa 3. arroz 4. sueño 5. estrella 6. brincando STUDENT'S SPELLING s o l c z m e s a c z a rr o z ha r s c CORRECT & ACCEPTABLE LETTERS s u e ñ o c ll z y n e s t r e ll a o c d rr ñ y j b r i n c a n d o p rr ñ k ñ t v q LETTER POINTS (3) (4) (4) (5) (7) (9) Snapshot 6 BONUS POINT (Correct Spelling) (1) (1) (1) (1) (1) (1) TOTAL POINTS 1. If a word s first sound is NOT represented by a letter listed in first column for that word (under CORRECT & ACCEPTABLE LETTERS), it receives zero credit (e.g., only OL or only L for SOL receives 0 credit). 2. If first sound IS represented under CORRECT & ACCEPTABLE LETTERS, circle it and all subsequent letters if they occur in the same order from left to right as listed in columns under CORRECT & ACCEPTABLE LETTERS. Ignore inserted letters. Only Spanish substitutions are accepted. English intrusions are not counted as correct. 3. For each word, count the number of columns that contain a circled letter. Give only one point per column (i.e. a column with 2 circled letters earns only one point). Enter number under LETTER POINTS. 4. Award one additional point under BONUS POINT for any word that is correctly spelled. 5. Across each row, add number of LETTER POINTS plus BONUS POINT (if earned) for each word and enter total under TOTAL POINTS for that word. Add final column for a total score. See TEACHER S GUIDE for scoring examples. (4) (5) (5) (6) (8) (10) Developmental Spelling 38

10 WORD RECOGNITION Snapshot 7 Page 8 in ISEL Student Booklet Vamos a ver si sabes leer estas palabras. Yo señalo y tú lees. If prompts are needed, say: Qué dice aquí? or Y aquí? or Trata! Correct response.. Plus (+) next to word Incorrect response... Dash (-) next to word No response or I don t know dk next to word Self-corrections.. sc next to word Optional: record attempt and/or incorrect response OPTION: If a student misses 6 words In direct order (either within one column or from bottom of one column through top of next column) you may: 1. no 2. es 9. voy 10. para 16. gusta 17. que 1. Discontinue giving Snapshot Proceed to Snapshot 8-b. 3. casa 11. ella 18. amigo 4. la 12. dijo 19. estoy 5. mamá 13. feliz 20. arriba 6. yo 14. alto 21. entonces 7. como 15. tengo 22. familia 8. rojo Score 1 point for each correctly identified word. Score self-corrections as correct. Words laboriously decoded are not counted as correct. WORD RECOGNITION 22

11 GRADED PASSAGE: First Grade-Early Fall The book, Los juguetes Snapshot 8-b Este libro se llama Los juguetes y tiene muchas fotos. After reading the cover and title page (without pointing), say, Lee para ver qué juguetes están en el libro. To mark oral reading, see Snapshot 8 section of Directions in Teacher s Guide to the ISEL. Mark a plus (+) in the box for reasonable answers to questions 1 & 2 in right-hand column of. Check SMOOTH, WORD-BY-WORD, or LABORED to describe child s oral reading fluency. Option: Regardless of accuracy, you may discontinue this snapshot and the 3 graded passages to follow if decoding is painfully labored or if child seems frustrated. p. 2 Un carro es un juguete. p. 4 Un bote es un juguete. p. 6 Una camioneta es un juguete. p. 8 Un caballito es un juguete. 1. ASK: Qué haces con un juguete? Accept any answer that indicates that a toy is something you play with. p. 10 Una muñeca es un juguete. p. 12 Una granja es un juguete. 2. ASK: Cuáles son algunos de los juguetes que están en el libro? p. 14 Un tren es un juguete. p. 16 Una casita es un juguete. Student must name at least two toys to receive credit. (If necessary, probe.) Student s oral reading sounded: SMOOTH WORD-BY-WORD LABORED Student s total number of errors (do not include self-corrections) is _. Match number of errors to a box below. ORAL READING ACCURACY: 0 errors = 100% 1 error = 98% 2 errors = 95% 3 errors = 93% 4 errors = 90% 5 errors = 88% 6 errors = 85% 7 errors = 83% 8 errors = 80% 9 or more 78% Score = 3 CONTINUE to Passage 8-d Score = 2 CONTINUE to Passage 8-d Score = 1 STOP Passage Reading Score = 0 STOP Passage Reading GRADED PASSAGE READING: 1 st Grade-Early Fall Circle One

12 GRADED PASSAGE: 1 st Grade-Late Fall The book, La hora de acostarse Snapshot 8-d Este libro se llama La hora de acostarse. Se trata de un niño que no se quiere acostar. After reading the cover and title page (without pointing), say, Lee para ver qué hace este niño cuando no quiere acostarse. To mark oral reading, see Snapshot 8 section of Directions in Teacher s Guide to the ISEL. Mark a plus (+) in the box for reasonable answers to questions 1 & 2 in right-hand column of. Check SMOOTH, WORD-BY-WORD, or LABORED to describe child s oral reading fluency. Option: Regardless of accuracy, you may discontinue this snapshot and the 2 graded passages to follow if decoding is painfully labored or if child seems frustrated p. 2 No quiero ir a la cama. p. 3 Quiero pararme de cabeza. p. 4 Quiero saltar en la cama. 1. ASK: Qué haces tú cuando no te quieres acostar? Accept any answer that relates to not wanting to go to sleep or to bed. p. 5 Quiero jugar con mi osito. p. 6 Quiero darle un abrazo a mi papá. 2. ASK: Qué hizo el niño para no acostarse? p. 7 Quiero darle un beso a mi mamá. p. 8 Quiero ir a la cama. Accept any answer that includes played around or jumped on the bed. Student s oral reading sounded: SMOOTH WORD-BY-WORD LABORED Student s total number of errors (do not include self-corrections) is _. Match number of errors to a box below. ORAL READING ACCURACY: 0 errors = 100% 1 error = 97% 2 errors = 95% Score = 3 CONTINUE to Passage 8-h 3 errors = 92% 4 errors = 90% Score = 2 CONTINUE to Passage 8-h 5 errors = 87% 6 errors = 85% 7 errors = 82% Score = 1 STOP Passage Reading 8 or more 79% Score = 0 STOP Passage Reading GRADED PASSAGE READING: 1 st Grade-Late Fall Circle One

13 GRADED PASSAGE: 1 st Grade-Early Spring Option: Regardless of accuracy, you may discontinue this snapshot and the next graded passage if decoding is painfully labored or if child seems frustrated The book, Mi trabajo especial "Este libro se llama Mi trabajo especial. Se trata de un niño y un trabajo muy especial que hace para su papá. After reading the cover and title page without pointing, say, Lee para ver qué nos dice el niño de su trabajo especial. To mark oral reading, see Snapshot 8 section of Directions in Teacher s Guide to the ISEL. Mark a plus (+) in the box for reasonable answers to questions 1 & 2 in right-hand column of. Check SMOOTH, WORD-BY-WORD, or LABORED to describe child s oral reading fluency. p. 2 Mis hermanos corren a saludar a Papá cuando él llega a casa del trabajo. p. 3 Pero yo no. Yo tengo mi trabajo especial. p. 4 Papá se sienta en su sillón. p. 5 Yo salto y abrazo sus piernas con fuerza. p. 6 Papá me hace saltar como un caballito. p. 7 Me bajo de sus piernas y mi trabajo especial comienza. p. 8 Aflojo los cordones de sus botas. Agarro bien una bota. p. 9 Jalo y jalo hasta que la bota sale. p. 10 Agarro bien la otra bota y jalo y jalo hasta que p. 11 pum! p. 12 Papá ríe y dice: Has hecho un buen trabajo! Tal como yo hacía con mi papá cuando él llegaba a casa del trabajo. 1. ASK: Cuál es el trabajo especial del niño? Accept any answer that relates to his special job. 2. ASK: Tú tienes un trabajo especial en tu familia? Accept any answer that relates to a job that the student performs at home. Student s oral reading sounded: SMOOTH WORD-BY-WORD LABORED Student s total number of errors (do not include self-corrections) is _. Match number of errors to a box below. ORAL ACCURACY: 0 errors =100% 1 error = 99% 2 errors = 98% 3 errors = 97% 4 errors = 96% 5 errors = 95% Score = 3 CONTINUE to Passage 8-j 6 errors = 94% 7 errors = 93% 8-9 errors= 92% 10 errors= 91% 11 errors= 90% Score = 2 CONTINUE to Passage 8-j Snapshot 8-h 12 errors = 89% 17 errors = 84% 13 errors = 88% 18 errors = 83% 14 errors = 87% 19 errors = 82% 15 errors = 86% 20 errors = 81% 16 errors = 85% 21 errors = 80% 22 or more 79% Score = 1 Score = 0 STOP Passage Reading STOP Passage Reading GRADED PASSAGE READING: 1 st Grade-Early Spring Circle One

14 GRADED PASSAGE: 2 nd Grade-Early Fall Option: Regardless of accuracy, you may discontinue this snapshot if decoding is painfully labored or if child seems frustrated The book, El poder del viento Este es un cuento sobre El poder del viento y la electricidad. After reading the cover and title page for the student (without pointing), say, Ahora, lee a ver qué nos dicen del viento. To mark oral reading, see Snapshot 8 section of Directions in Teacher s Guide to the ISEL. Mark a plus (+) in the box for reasonable answers to questions 1 & 2 in right-hand column of. Check SMOOTH, WORD-BY-WORD, or LABORED to describe child s oral reading fluency. p. 2 Nos encanta subir la loma detrás de nuestra casa. Podemos ver toda la ciudad. Podemos ver hasta el mar. p. 4 El viento sopla allí casi todo el tiempo. Me gusta sentir el viento en mi cara. Es demasiado ventoso para que crezcan los árboles. p. 5 En la cima de la loma hay una máquina enorme. Una turbina de viento. p. 6 La turbina parece un molino. p. 7 Suena como un molino cuando giran sus hélices. Van muy rápido, y el sonido es muy fuerte. p. 9 El viento mueve las hélices. Las hélices prenden el generador. El generador produce electricidad. p. 10 Usamos electricidad todos los días p. 12 para todo tipo de cosas! 1. ASK: Qué es una turbina de viento? Accept any answer that relates to a big machine or object with paddles or arms that get blown by the wind; a power generator. 2. ASK: Por qué es tan importante el poder del viento? Accept any answer that relates to making or providing electricity. Student s oral reading sounded: SMOOTH WORD-BY-WORD LABORED Student s total number of errors (do not include self-corrections) is ORAL ACCURACY: 0 errors =100% 1 errors = 99% 2 errors = 98% 3 errors = 97% 4 error = 96% 5 errors = 95% Score = 3 6 errors = 94% 7 errors = 93% 8 errors = 92% 9 errors = 91% 10 error = 90% Score = 2 Snapshot 8-j. Match number of errors to a box below. 11 errors = 89% 16 errors = 84% 12 errors = 88% errors = 83% 13 errors = 87% 19 errors = 82% 14 errors = 86% 20 errors = 81% 15 errors = 85% 21 errors = 80% 22 or more 79% Score = 1 Score = 0 GRADED PASSAGE READING: 2 nd Grade-Early Fall Circle One

15 Use with Snapshot 6 1 st teacher exemplar 2 nd teacher exemplar After spelling, student prints name here