Template for Classroom Literacy Plan

Caryn Snow
EDU 741
Name of
the
assessme
nt
Wesbsite
link for
further
informati
on
Formativ
e or
Summati
ve

Data
collected
with this
assessme
nt

How will
this data
be
reported?

How will
this data
provide
you with
informati

Fountas and Pinnell

This is administered
1:1.

AimsWeb

http://www.heineman
n.com/fountasandpinn
ell/BAS2_Overview.asp
x

http://www.aimsweb.com/

Formative and Summative:

Informs teachers about
students text instructional
level and areas where
students struggle (fluency,
comprehension, vocabulary,
and accuracy). This can be
used to place a child in texts
(formative) and inform
instruction as to what areas
the child needs to work on. It
can also be utilized as a
summative assessment, to
inform the progress made over
the school year.
This assessment assesses
student accuracy,
comprehension (explicit and
implicit), fluency, and
vocabulary. The information is
analyzed to determine if
mistakes are due to visual,
meaning, or syntax confusion.

Both Formative and Summative: This

assessment informs teachers as to students
fluency. This is administered to inform teachers
as to which students need fluency work, and at
the end of trimesters to inform teachers of
progress made.

This data is analyzed by

teachers and specialist to
determine strengths and areas
of needs. This information is
also reported to parents to
show growth, strength, and
areas of weakness. This data
is also used for report card
grading.
This data is utilized to inform
instruction. We use this to
make small reading groups, to
identify students frustration
and independent reading
levels, and to monitor where

This data is reported through the computer to

teachers and administrators. This data is used
to determine where gaps occur across the
grade level as well as in individual classes.

This assessment monitors students fluency by

testing children in phonemic awareness,
blending and segmenting nonsense words, and
timed orally read passages.

This data provides teachers with an awareness

of who needs to continue oral fluency practice.
This provides for the opportunity to group in a
different manner than reading levels, but rather
focus on skills needed.

on to
support
the
learning
of your
students?

Pros of
this
assessme
nt tool

Cons of
this
assessme
nt tool

how well students are doing

compared to grade level
norms. This assessment
informs teachers of gaps, as
well as areas of strengths not
only in the students abilities,
but also the teachers
instruction. This also allows
teacher to view various
strategies the student has
(monitoring, cross-checking,
blending and segmenting).
Gives instructional level of
text, helps identify small
reading groups and areas of
strengths and weakness.
Shows student growth if
administered several times a
year (we administer at the end
of each trimester).
Time consuming: This test
often takes hours and days to
administer. If conducted in the
classroom, students become
distracted, if conducted out of
classroom, teacher must miss
instructional time.

Quick to Administer, Administered weekly to

chart progress administrators are more
involved in the assessment analysis.

ONLY tests fluency not comprehension; Not

accurate portrayal of student fluency ability
due to the fact that it is administered by an
adult (in our school) the student is not
necessarily familiar with, adds pressure to
students. Information gathered does not match
findings on other assessments.

Explanation of Terms
Name of the assessment-

Provide the name of the assessment used. This

can be something that you use in your classroom (such as an Informal
Redding Inventory, Voyager Benchmark, Reading Response Journal),
something used in your whole school (like DRAs, GRADE tests), or
something state wide (such as the Ohio State Diagnostic). You can
choose any two literacy assessments that you use.
Formative or Summative- What type of data does this assessment
provide? When in the learning process do you administer this?
Data collected with this assessment- Explain this assessment and what
data that it provides.
Timeline for reviewing this data- When is this assessment given? How
often? When do you get the results? When are you expected to have
this data reviewed?
Timeline for using this data in your classroom to inform instruction - When
do you use this data? How often do you review this data?
How will you report this data?- Who gets to see this data? Do you enter
into a system? Share with parents? Share with students? Does this
impact report cards? Is it given a grade?
How will this data provide you with information to support the learning of
your students?- This is the most important piece- the so what? Now that

you have this data what do you do with it other than report on it. How

does this data tie to the instruction that you give to your students
throughout the year.
How does this data support differentiation? Do you use this data to
create small groups:? Do you use this data to decide who needs
remediation? Do you use this data to create different assignments?