Elizabeth Parks - James Madison University

Reading Assessment - Perceptive Reading

Grade Level​​: Kindergarten

WIDA Standards​​: Standard 2 - The Language of Language Arts & Level 1 - Entering

● Match pictures and icons with those that are the same with a partner

● Distinguish between illustrated examples of print and non-print

Virginia SOLs​​: English - Reading

● K.5: The student will understand how print is organized and read.

c) Distinguish between print and pictures.

d) Follow words from left to right and from top to bottom on a printed page.

e) Match voice with print. (concept of word).

● K.6: The student will demonstrate an understanding that print conveys meaning.

a) Identify common signs and logos.

● K.8: The student will expand vocabulary.

a) Discuss meanings of words.

Content Objectives: ​SWBAT develop meanings of written words based on illustrations.

Language Objectives: ​SWBAT distinguish between print and pictures and work with a partner

to identify words that are the same based on spelling.

Directions:​​ Students will be grouped in pairs and given a copied black and white print out of 1-2

pages from the story book ​Miss Bindergarten Gets Ready for Kindergarten b​ y Joseph Slate.

Each copy will have written labels above/below most objects within the illustration. The teacher
Elizabeth Parks - James Madison University

will read the book slowly and clearly aloud to the class. Pairs of students will be seated in a

circle, in order of the page numbers they were given, as the book is read aloud. The teacher can

point to pairs of students as their assigned pages are read aloud, so they can follow along and

hear correct pronunciation.

Link to reading of ​Miss Bindergarten Gets Ready for Kindergarten:

https://www.youtube.com/watch?v=Smw9x333-Bg

Each pair of students will have three words at the bottom of their page highlighted by the

teacher, each in a different color. Based on language proficiency levels of students, the teacher

can determine the difficulty of chosen words. Students will be given the same three colored

highlighters that were used to highlight the three words. Students must identify where in the

illustration each of the three words are by highlighting the label in the illustration, or coloring in

the object that the word stands for, using the correct corresponding highlighter color. Partners

must work together to read the three given words, decode the meaning, and match the words to

the labels in the illustration based on their knowledge of the word meaning or by matching the

written spelling.

Modifications for Native English speaking students with higher literacy levels: Remove

or don’t include labelling of objects within the illustrations. The remainder of the assessment

activity can stay the same; students will color in the object in the picture that matches the given

words.

Scoring:

Students will be scored 0-3 points; 1 point is awarded for each given word that is correctly

matched to the word in the illustration.

Elizabeth Parks - James Madison University

References

Board of Regents of the University of Wisconsin System. (2007). ​The WIDA English Language

​ etrieved from
Proficiency Standards PreKindergarten through Grade 5.R

https://wida.wisc.edu/sites/default/files/resource/2007-ELPS-PreK-5.pdf

Brown, H., & Abeywickrama, P. (2010). ​Language Assessment: Principles and Classroom

Practices.​ White Plains, NY: Pearson Education.

Slate, J., & Wolff, A. (1996). ​Miss Bindergarten gets ready for kindergarten​. New York: Dutton
Children's Books.

Virginia Department of Education. (2010). ​English Standards of Learning for Virginia Public
Schools.​ Retrieved from
http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/index.shtml