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K-5 Literacy Assessment Practices & Guidelines

Boy Taking Test

Comprehensive assessment practices include a variety of tools and processes that provide both formative and summative feedback to teachers, administrators, students, parents, and the community . At the classroom level, the primary purpose of literacy assessments are to inform instruction for the purpose of screening, diagnosis, and/or progress monitoring. 

Kindergarten

Screening (K)

Phonemic Awareness Assessment*
  • Fall - Rhyming, Blending, Segmenting,   
  • Initial and Final Sounds
  • Winter – Rhyming, Blending, Segmenting, Initial and Final  Sounds, Sound Manipulation
  • Letter identification*
  • Letter Sounds*
  • Concepts of Print
  • High-frequency words

*Dyslexia Screener

Diagnostic (K)

Phonemic Awareness Assessment as needed for more information

Modified Letter sounds and letter names assessments

FastBridge Assessment

Picture Rhyme Assessments, Words Their Way

Standards-based Writing Rubrics

Progress Monitoring (K)

Phonemic Awareness Assessments
  • Fall - Rhyming, Blending, Segmenting, Initial and Final Sounds
  • Winter – Rhyming, Blending, Segmenting, Initial and Final Sounds, Sound Manipulation
  • Letter identification
  • Letter Sounds
  • Concepts of Print
  • High-frequency words
  • Running Records of Reading and Miscue Analysis
  • Standards-based Writing Rubrics

Proficiency Outcome (K)

  • FastBridge Assessment
  • Letter Sounds Mastery
  • 25 High Frequency Words
  • Common Formative Phonics Assessments
  • Standards-based Writing Rubrics

Grade 1

Screening (Gr 1)

Phonemic Awareness Assessment*
  • Phonemic Awareness Assessment*
  • Fall, as needed: Rhyming, Blending, Segmenting, Initial and Final Sounds, Sound Manipulation
  • Letter identification*
  • Letter Sounds*
  • High-frequency words
  • Reading Level Assessments
  • Primary Spelling Inventory*

*Dyslexia Screener

Diagnostic (Gr 1)

Phonics Skills Assessments – Benchmark Assessment System “Phonograms Assessment” and “Grade One Word Features Test”

First Grade High-Frequency Words –Benchmark Assessment System

“Six Dimensions of Fluency Rubric” – Benchmark Assessment System

Standards-based Writing Rubrics

Progress Monitoring (Gr 1)

  • FastBridge Assessment
  • Running Records of Reading and Miscue Analysis
  • Student Reading Conferences
  • Primary Spelling Inventory
  • Sonday Essentials Mastery Checks
  • Standards-based Writing Rubrics

Proficiency Outcome (Gr 1)

  • FastBridge Assessment
  • First Grade High Frequency Words –Benchmark Assessment Kit
  • Standards-based Writing Rubrics

Grade 2

Screening (Gr 2)

NWEA – MAP Tests
Reading Level Assessments
Primary Spelling Inventory*

*Dyslexia Screener

Diagnostic (Gr 2)

Phonics assessments: Phonograms assessment, Vowel Clusters, Compound Words, Grade 2 Word Features Test

“Six Dimensions of Fluency Rubric” – Benchmark Assessment System

Standards-based Writing Rubrics

Progress Monitoring (Gr 2)

  • FastBridge Assessment
  • Running Records of Reading and Miscue Analysis
  • Student Reading Conferences
  • Primary Spelling Inventory
  • Sonday Essentials Mastery Checks
  • Standards-based Writing Rubrics

Proficiency Outcome (Gr 2)

  • FastBridge Assessment

  • Phonics Assessments
    Phonograms assessment, Vowel Clusters, Compound Words, Grade 2 Word Features Test

  • NWEA – MAP Tests

  • Standards-based Writing Rubrics

Grade 3

Screening (Gr 3)

NWEA – MAP Tests
Reading Level Assessments
Elementary Spelling Inventory*

*Dyslexia Screener

Diagnostic (Gr 3)

“Six Dimensions of Fluency Rubric” – Benchmark Assessment System

Word Study assessments

Standards-based Writing Rubrics

Progress Monitoring (Gr 3)

  • FastBridge Assessment
  • Running Records of Reading and Miscue Analysis, as appropriate
  • Student Reading Conferences
  • Word Study Assessments
  • Elementary and Upper-level Spelling Inventory
  • Sonday Essentials Mastery Checks
  • Standards-based Writing Rubrics

Proficiency Outcome (Gr 3)

  • FastBridge Assessment
  • NWEA - Map Tests
  • MCA Spring testing
  • Standards-based Writing Rubrics

Grade 4

Screening (Gr 4)

NWEA – MAP Tests
Reading Level Assessments
Elementary Spelling Inventory*

*Dyslexia Screener

Diagnostic (Gr 4)

“Six Dimensions of Fluency Rubric” – Benchmark Assessment System

Word Study assessments

Standards-based Writing Rubrics

Progress Monitoring (Gr 4)

  • FastBridge Assessment
  • Running Records of Reading and Miscue Analysis, as appropriate
  • Student Reading Conferences
  • Word Study assessments
  • Elementary and Upper-level Spelling Inventory
  • Sonday Essentials Mastery Checks
  • Standards-based Writing Rubrics

Proficiency Outcome (Gr 4)

  • FastBridge Assessment
  • NWEA – MAP Tests
  • MCA Spring testing
  • Standards-based Writing Rubrics

Grade 5

Screening (Gr 5)

NWEA – MAP Tests
Reading Level Assessments
Upper Elementary Spelling Inventory*

*Dyslexia Screener

Diagnostic (Gr 5)

“Six Dimensions of Fluency Rubric” – Benchmark Assessment System

Word Study assessments

Standards-based Writing Rubrics

Progress Monitoring (Gr 5)

  • FastBridge Assessment
  • Running Records of Reading and Miscue Analysis, as appropriate
  • Student Reading Conferences
  • Word Study Assessments
  • Upper-level Spelling Inventory
  • Sonday Essentials Mastery Checks
  • Standards-based Writing Rubrics

Proficiency Outcome (Gr 5)

  • FastBridge Assessment
  • NWEA - Map Tests
  • MCA Spring testing
  • Standards-based Writing Rubrics

Screening & Identifying Characteristics of Dyslexia

Step 1: Universal screening

The above assessments are administered with all students. Students performing below grade level proficiency are identified.

Step 2: Collect additional diagnostic information

More in-depth assessment is done with students flagged through universal screening. Assessments include phonological awareness, phonics and spelling inventories, fluency rubrics, writing samples, and miscue analysis. Information is gathered related to intervention history and family history.

Step 3: Share data and develop a plan

Data is integrated and shared with stakeholders. Decisions about instructional supports and interventions are aligned to the needs identified in the data collection process.