Benchmark Assessment Guide | EL Education Curriculum

Benchmark Assessment Guide

The EL Education Benchmark Assessments are designed to help teachers determine the correct microphase for students when they begin their differentiated small group instruction and independent work in stations during the K-2 Skills Block. The Benchmark Assessments include a battery of assessments which include: letter recognition, letter-sound identification, phonological awareness, spelling, decoding and fluency.   When administering the Benchmark Assessments, it is important to administer the priority assessments which include: letter name and sound identification, spelling, and decoding as these assessments are the assessments that work in combination with the Assessment Conversion chart to help teachers place students in the appropriate instructional cycle. Guidance for each grade level and priority assessments to administer are provided below.

 

BOY
First two weeks of school
MOY
After module 2
EOY
At least two weeks left of school

Beginning of the Year (BOY)

BOY Benchmark Assessments should be administered during the first two weeks of school.  Students should be placed into microphases based on data from the EL Education Benchmark Assessment (see the conversion chart to place students accordingly).  Additional days might be needed to teach routines and rotations for independent group work.

Middle of the Year (MOY)

MOY Benchmark Assessments should be administered after the completion of Module 2.

End of the Year (EOY)

EOY Assessments should be conducted with at least two weeks left in the school year to group students in the final microphase and pass on any information to other teachers and parents to close out the academic year.

Kindergarten Priority Assessments

Beginning of the Year (BOY)Middle of the Year (MOY)End of the Year (EOY)
Letter Name and sound recognition Kindergarten students will complete the letter name and sound identification assessment for uppercase and lowercase letters.

Given individually to each student.
Everyone Kindergarten student will be given the letter name and sound identification assessment UNLESS students mastered this in the beginning of the year assessment.

Given individually to each student.
Everyone Kindergarten student will be given the letter name and sound identification assessment UNLESS students mastered this in the beginning of the year assessment or middle of the year assessment.

Given individually to each student.
Spelling

Not Applicable

Students will begin with the partial alphabetic word list. Teacher to read sentences to accompany words.
If students struggle, they can stop after the 5th word; they are in the pre-alphabetic phase.

Given collectively.
Students will begin with the partial alphabetic word list.
If students struggle, they can stop after the 5th word; they are in the pre-alphabetic phase.

Given collectively.
Decoding

Not Applicable

Not Applicable

Students will begin with the middle partial alphabetic word list.
If students struggle, they can stop after the 5th word, move to the early partial alphabetic word list.

Given individually.
Optional Assessment: Phonological AwarenessProvides in depth analysis of phonemic skills

Given individually to each student.
Provides in depth analysis of phonemic skills

Given individually to each student.
Provides in depth analysis of phonemic skills

Given individually to each student.
Optional Assessment: Decoding

Not Applicable

Begin with the middle partial word list.

Given individually to each student.

Not Applicable

First Grade Priority Assessments

Beginning of the Year (BOY)Middle of the Year (MOY)End of the Year (EOY)
DecodingGiven individually to each student -begin with partial word list.Students will begin with the early full alphabetic word list.
If students struggle, they can stop after the 5th word, move to the late partial alphabetic word list.

Given individually.
Students will begin with the early full alphabetic word list.
If students struggle, they can stop after the 5th word, move to the late partial alphabetic word list.

Given individually.
SpellingIf students test at the early partial level administer letter name and sound identification assessment found in the Kindergarten assessment path.

Can be administered collectively (begin with partial alphabetic word list).
Students will begin with the full alphabetic word list. Teacher to read sentences to accompany words.
If students struggle, they can stop after the 5th word to attempt spelling words in the partial alphabetic phase.

Given collectively.
Students will begin with the full alphabetic word list.
If students struggle, they can stop after the 5th word to attempt spelling words in the partial alphabetic phase.

Given collectively.
Optional Assessment: Phonological AwarenessGiven individually to each student (provides in depth analysis of phonemic skills).Given individually to each student (provides in depth analysis of phonemic skills)

Not Applicable

Optional Assessment: Letter Name and Sound IdentificationThis test can be administered if students are not ready for spelling or decoding skills.

Given individually to each student.

Not Applicable

Not Applicable

Optional Assessment: Fluency

Not Applicable

Given individually to each student (begin with passage 2).Given individually to each student (begin with passage 3).

Second Grade Priority Assessments

Beginning of the Year (BOY)Middle of the Year (MOY)End of the Year (EOY)
DecodingGiven individually (begin with late full alphabetic word list).Students will begin with the early consolidated alphabetic word list
If students struggle, they can stop after the 5th word move to the late full alphabetic list

Given individually.
Students will begin with the early consolidated alphabetic word list
If students struggle, they can stop after the 5th word move to the late full alphabetic list

Given individually.
SpellingCan be administered collectively (begin with full alphabetic word list).Students will begin with the consolidated alphabetic word list. Teacher to read sentences to accompany words.
If students struggle, they can stop after the 5th word to attempt spelling words in the full alphabetic phase.

Given collectively.
Students will begin with the consolidated alphabetic word list. Teacher to read sentences to accompany words.
If students struggle, they can stop after the 5th word to attempt spelling words in the full alphabetic phase.

Given collectively.
Optional Assessment: Phonological AwarenessGiven individually to each student (provides in depth analysis of phonemic skills).Given individually to each student (provides in depth analysis of phonemic skills).

Not Applicable

Optional Assessment: FluencyGiven individually to each student (begin with passage 4).Given individually to each student (begin with passage 5).Given individually to each student (begin with passage 6).

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