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A COMPREHENSIVE BUNDLED COMMON CORE ALIGNED ASSESSMENT BANK for ELA - Reading PRIMARY LEVEL Grades K-3
This product is a bundled set of my CCSS Aligned Reading Assessment Banks at the Kindergarten through Third Grade levels. Due to customer request, I am offering this bundled set at a reduced price as compared to purchasing all four levels separately.
This Assessment Bank was designed to save primary general education and special education teachers time in developing assessments to use in assessing student performance in and learning of the Common Core State Standards (CCSS). The standards in the Assessment Banks are deconstructed into two or more objectives for teaching and learning. The Assessment Bank contains at least one assessment aligned to each of the CCSS (most standards have two or more aligned assessments – depending on the number and type of objectives) - OVER 100 ASSESSMENTS at each level! The assessments are authentic and curriculum-based and were designed to provide you with relevant student performance data. These assessments were originally designed to be used in conjunction with my Common Core Standards Aligned IEP Goal and Objective Bank, but can be used by any teacher responsible for teaching and assessing the Common Core State Standards.
This bundled assessment bank covers the English Language Arts CCSS in the area of Reading at the Kindergarten, Grade 1, Grade 2, and Grade 3 levels. Each level of the Assessment Bank is organized into three sections: Literature, Informational, and Foundational Skills, which correspond to the three reading areas of the Common Core Reading Standards. Most assessments administered at the kindergarten level are conducted in one-on-one assessment situations with the teacher or other adult providing oral directions as well as reading most print material orally to the student. These practices are reflected in the kindergarten level of the Assessment Bank. Many assessments administered at the Grade 1 level are conducted in one-on-one assessment situations with the teacher or other adult providing oral directions as well as reading some print material orally to the student. These practices are reflected in the Grade 1 level of the Assessment Bank. While some assessments administered at the Grade 2 level are conducted in one-on-one assessment situations with the teacher or other adult providing oral directions, many assessments at this level can be administered in group settings instead of one-on-one. In addition, at the Grade 2 level, there is an increase in the use of written responses as part of reading assessments. These practices are reflected in the Grade 2 level of the Assessment Bank. While a few reading assessments administered at the Grade 3 level are conducted in one-on-one assessment situations with the teacher or other adult providing oral directions (sight word recognition, fluency assessments, oral reading assessments), many assessments given at this level are group-administered assessments. In addition, at the Grade 3 level, there is an increase in the use of written responses as part of reading assessments. These practices are reflected in the Grade 3 level of the Assessment Bank.
Teacher directions are provided for each assessment in the Assessment Bank. What the teacher says to the student is written in bold, italics: I am going to show you some letters. I want you to tell me the name of the letters. What the teacher does is written in regular type font. Any directions of particular note are given in parenthesis and italics:
I am going to show you some letters. I want you to tell me the name of the letters.
(Student should respond within 5 seconds or less.) Record a + in the space below each
letter for correct responses, record a – for incorrect responses.
Most of the assessments in the Literature and Informational sections of the Assessment Bank utilize grade-level text found in the classroom. Teachers select appropriate texts for the assessments for individual students. Space is provided to record the title of the text(s) used and any other necessary information from the text required by the assessment.
Where appropriate, I have included graphic organizers for use during assessments for students who may be visual learners or who have difficulty organizing information when generating oral responses to oral directions. Student responses for the graphic organizers should be recorded by the teacher and transferred to the related assessment form.
Due to the nature of some assessments and the frequency of administration, I have included two forms of some assessments, a Form A and a Form B. For these assessments, teachers can alternate the use of the two forms to reduce the possibility that students may learn the responses to the assessments simply by engaging in the assessment repeatedly.
Many of the assessments have an accompanying Assessment Record for teachers to use to document student performance and progress in mastering the standard or objective over trials and over time. Teachers choosing to use these Assessment Records simply transfer the assessment data from the actual teacher or student assessment form to the Assessment Record Form. These Assessment Record forms would be ideal to use to monitor student performance over time and to report student progress to parents during parent conferences or to team members during Individual Education Program (IEP) meetings.
Also included at the end of the Assessment Banks are CCSS Class Performance Records , one for each of the three sections of the Bank, Literature, Informational and Foundational Skills. These Class Performance Records can be used to determine the overall performance toward the Common Core Standards for an entire class. Teachers using these forms can easily and quickly see the overall level of performance for all students in one class related to individual standards to assist in planning and making overall instructional decisions.
If you are a primary teacher responsible for teaching and assessing the Common Core Standards in the area of Reading at multiple grade levels, then this Assessment Bank is one tool you do NOT want to be without.
If you are a primary Special Education Teacher responsible for providing specially designed instruction to primary level students aligned to the Common Core, then this Assessment Bank is for you. ASSESSMENTS ALIGN DIRECTLY WITH THE GOALS/OBJECTIVES IN MY COMMON CORE ALIGNED IEP GOAL AND OBJECTIVE BANK – PRIMARY LEVEL, KINDERGARTEN - THIRD GRADE READING STANDARDS.
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If you have any questions regarding this Common Core Aligned Bundled Assessment Bank for Primary Reading, please contact me!