June 2024
Kansas Alternate Early
Literacy Screener KDG-3rd
grade and 8th grade
Comprehension
Table of Contents
Kansas Alternate Early Literacy Screener KDG-3rd grade 1
Overview ........................................................................................ 1
Learner Characteristics ............................................................... 1
About the Screener ...................................................................... 2
Scoring ........................................................................................... 2
EOYA Reporting – KIDS System .................................................. 3
Kindergarten Alternate Early Literacy Screener 1
Table 1: Reading Foundation Print Concepts/Fluency ............. 1
Table 2: Reading Foundation Phonological Awareness
(Required for Dyslexia Screening – EYOA)................................. 2
Below Benchmark At or above Benchmark ...................... 2
Table 3: Reading Foundation Phonics & Word Recognition ... 3
Table 4: Reading Literature Craft and Structure ...................... 4
Table 5: Score Sheet ..................................................................... 5
Table 6. Scoring Guide: ................................................................ 5
1st Grade Alternate Early Literacy Screener 1
Table 1. Print Concepts ................................................................ 1
Table 2. Phonological Awareness ............................................... 2
Table 3. Phonics and Word Recognition (Required for
Dyslexia Screening and EYOA) .................................................... 3
Below Benchmark At or above Benchmark ...................... 3
Table 4. Fluency ............................................................................ 4
Table 5. Reading (Literature) ....................................................... 5
Table 6. Reading (Informational) ................................................ 6
Table 7. Scoring sheet .................................................................. 7
Table 8. Scoring Guide: ................................................................ 7
2
nd
Grade Alternate Early Literacy Screener 8
Table 1. Phonics and Word Recognition .................................... 8
Table 2. Fluency (Required for Dyslexia Screening and EYOA –
mark for rate and fluency) .......................................................... 9
Below Benchmark At or Above Benchmark ...................... 9
Table 3. Reading (Literature) ..................................................... 10
Table 4. Reading (Informational) .............................................. 11
Table 5. Scoring sheet ................................................................ 12
Table 6. Scoring Guide: .............................................................. 12
3rd Grade Alternate Early Literacy Screener 13
Table 1. Phonics and Word Recognition .................................. 13
Table 2. Fluency (Required for Dyslexia Screening and EYOA –
mark for rate and fluency) ........................................................ 14
Below Benchmark At or Above Benchmark .................... 14
Table 3. Reading Literature ....................................................... 15
Table 4. Reading (Informational) .............................................. 16
Table 5. Scoring sheet ................................................................ 17
Table 6. Scoring Guide: .............................................................. 17
8th Grade Comprehension Requirement 18
INTRODUCTION ALTERNATE EARLY LITERACY SCREENER | KANSAS ALTERNATE EARLY LITERACY SCREENER KDG-3RD GRADE
1 Kansas State Department of Education | www.ksde.org
Kansas Alternate Early Literacy Screener KDG-3rd grade
Overview
The path to leading the world in the success of each student depends on the ability to read at grade level. When students enter kindergarten, teachers
should be keenly aware of each child’s oral language ability and ability to learn the written language of English. In accordance with the Kansas State Board
of Education vote in November 2019, all schools must screen students for dyslexia or characteristics of dyslexia. For some students, the universal
screeners are not an appropriate measure for determining their reading proficiency. As such, the Kansas Alternate Early Literacy Screener was developed
as an alternate screener for students with a
most significant cognitive disabilities (SWSCD).
The term “most significant cognitive disability” isn’t a separate category of disability. It is a designation given to a small number of students with disabilities
for purposes of participation in the statewide student assessment program. This subgroup of students referred to in the Individuals with Disabilities
Education Act (IDEA) and the Elementary and Secondary Education Act (ESEA) as having the “most significant cognitive disabilities” constitutes less than
1% of the student population. The students are: within one or more of the existing categories of disability under IDEA (e.g.., Intellectual disability, autism,
multiple disabilities), and whose cognitive impairments and adaptive behaviors may prevent them from attaining grade-level achievement standards even
with extensive direct individualized instruction and substantial supports.
Learner Characteristics
• A most significant cognitive disability with co-existing deficits in both communication and adaptive behavior. Typically functioning 2 1/2
or more SD below the mean.
• A most significant cognitive disability impacts learning, memory, judgment and processing which impacts learning acquisition.
• Perform substantially below grade level expectations on the academic content standards for the age- appropriate grade they are
enrolled, even with the use of accommodations and modifications.
• Require extensive, specially designed individualized instruction, and substantial supports to achieve measurable gains in the grade-and age-
appropriate curriculum (at a reduced depth, breath and complexity).
• Requires more time for:
a. Processing
b. Opportunities to generalize language.
c. Time to learn and process language.
d. Alternate ways to communicate including augmentative.
e. Alternative communication to supplement or replace speech or writing.
INTRODUCTION ALTERNATE EARLY LITERACY SCREENER | KANSAS ALTERNATE EARLY LITERACY SCREENER KDG-3RD GRADE
2 Kansas State Department of Education | www.ksde.org
About the Screener
The Kansas Alternate Early Literacy Screener is a simple rubric that assesses students’ early literacy skills as they relate to skill domains within English
Language Arts (print concepts, phonological awareness, phonics and word recognition, fluency and comprehension). The rubric is meant to be completed
for each student with a SWSCD (grades KDG-3) by their teacher, based on the student’s performance on Individualized Education Program (IEP) goals and
every day early literacy instruction within the classroom.
The following factors must be met for a student to be eligible to take the Kansas Alternate Early Literacy Screener:
• Student is in grades Kindergarten, 1
st
, 2
nd
, or 3
rd
grade; and
• Student has a most significant cognitive disability that significantly impacts intellectual functioning and adaptive behavior; and
• Student is learning content linked to the DLM Essential Elements; and
• Student requires extensive, repeated, direct individualized instruction and substantial supports to achieve measurable gains in the grade-and-
age-appropriate curriculum, and
• Determined by the IEP team.
Participation in the alternate screener is NOT determined by:
• A disability category or label.
• Poor attendance or extended absences.
• Native language/social/cultural or economic difference.
• Educational environment or instructional setting.
• Low reading level/achievement level.
• Anticipated student’s disruptive behavior.
• Impact of student scores on accountability system.
• Anticipated emotional duress.
• Need for accommodations (e.g., assistive technology/augmentative and alternative communication (AAC)) to participate in the assessment
process.
The screener is not, necessarily, a screener that is required to be administered directly to a student or a group of students. The rubric is meant to be
completed for each SWSCD (grades KDG-3) by their teacher, based on the student’s performance on IEP goals and every day early literacy instruction
within the classroom.
Scoring
For a student to score at a performance level for beginning, middle or end of year, they must be able to do each skill listed within a performance level,
(except in the ‘Not Yet Emerging’ level) to a level of mastery as determined by the teacher (80% correct or 80% independence is a general guideline for
mastery). As performance levels are determined for each skill domain, the points should then be transferred to the Score Sheet (see screenshot below).
INTRODUCTION ALTERNATE EARLY LITERACY SCREENER | KANSAS ALTERNATE EARLY LITERACY SCREENER KDG-3RD GRADE
3 Kansas State Department of Education | www.ksde.org
After they are added up, the student’s overall score will then be determined by the Scoring Guide. For EOYA Reporting, refer to the EOYA reporting
section below.
Examples of sources of data used to complete the ELAA include:
• Anecdotal notes
• Work samples
• Photographs
• Videos
• Performance data
There will be a great amount of variety in how each indicator is assessed for each individual student. Consideration should be made for each student
about whether assistive technology is required for a student to learn or demonstrate a skill. For example, a student could identify a detail in a story by
selecting a message on a single message output device or they could select their answer from a field of five. Each indicator should be assessed in the
same way and given the same supports for all three testing windows (Beginning of the Year (BOY), Middle of the Year (MOY), and End of the Year (EOY)).
EOYA Reporting – KIDS System
Field D61 Dyslexia Screener - 08 – KS Alternate Screener
Current grade (in KIDS) must be KG, 01, 02, 03, 08
Field D62 – Dyslexia Subtest - There is only one reported rubric for each grade (KDG, 1
st
, and 2
nd
). These have been identified on the rubric
01 – Phoneme Segmentation Fluency – Table 2: Reading Foundation Phonological Awareness (record EOY score for Kindergarten)
02 – Nonsense Word Fluency – Table 3: Phonics and Word Recognition (record EOY score for 1st Grade)
03 – Oral Reading Fluency – Table 2: Fluency (record EOY score for 2nd Grade and 3
rd
Grade – rate and accuracy)
04 – Reading Comprehension – Grade 8
Field D63 – Dyslexia Spring Performance Level – Use Score from Scoring Guide End of Year Table
00 – Not assessed
01 – Below Benchmark (Score of 1, 2, or 3) – when subtest is 01, 02, or 04
02 – At or above Benchmark (Score of 4 or 5) – when subtest is 01, 02, or 04
11 - Below Benchmark (Score of 1, 2, or 3) – when subtest is 03
22 - At or above Benchmark (Score of 4 or 5) – when subtest is 03
This document is modified with permission from the Utah State Board of Education Early Literacy Alternate Assessment and KEEP Alternate Assessment.
KINDERGARTEN ALTERNATE EARLY LITERACY SCREENER | KANSAS ALTERNATE EARLY LITERACY SCREENER KDG-3RD GRADE
1 Kansas State Department of Education | www.ksde.org
Kindergarten Alternate Early Literacy Screener
Student Name: _______________________________
Table 1: Reading Foundation Print Concepts/Fluency
DLM Essential
Elements
Reading
Foundational
Skills
Not Yet
Emerging
1 point
Emerging
2 points
Approaching
Target
3 points
At
Target
4
points
Advanced
(Bridge to
Kansas ELA
Standard)
5 points
EE.RF.K.1
Demonstrate
emerging understanding
of the organization of
print
A. With guidance and
support during
shared reading,
demonstrate
understanding that
books are read one
page at a time from
beginning to end
EE.RF.K.4
Engage in
purposeful shared
reading of a familiar text
Unable to
demonstrate
skills at an
emergent level
Will open a
book with
correct
orientation
Will point to
and/or repeat
the title of a
familiar book
during a
shared
reading
experience
Will open a book
with correct
orientation
Will point to
and/or repeat
the title of a
familiar book
during a shared
reading
experience
Will attend to
words or
pictures in the
reading material
throughout the
reading activity
Will open a book with
correct orientation
Will point to and/or
repeat the title of a
familiar book during a
shared reading
experience
Will attend to words or
pictures in the reading
material throughout the
reading activity
Will turn the pages in the
book or swipe on an
electronic book (with
support, if needed, such
as a popsicle stick taped
to the page)
Will participate in reading a
repeated word from the
reading material
Will turn the pages
in the book or swipe
on an electronic
book (with support,
if needed such as a
popsicle stick taped
to the page)
Will participate in
reading a
repeated word
from the reading
material
Will identify some (10
or more) letters’
names
Will identify that
words are read left
to right and or top
to bottom
BOY Dates: MOY Dates: EOY Dates:
KINDERGARTEN ALTERNATE EARLY LITERACY SCREENER | KANSAS ALTERNATE EARLY LITERACY SCREENER KDG-3RD GRADE
2 Kansas State Department of Education | www.ksde.org
Student Name: _______________________________
Table 2: Reading Foundation Phonological Awareness (Required for Dyslexia Screening – EYOA)
Below Benchmark At or above Benchmark
DLM Essential
Elements
Reading
Foundational
Skills
Not Yet
Emerging
1 point
Emerging
2 points
Approaching
Target
3 points
At Target
4 points
Advanced
(Bridge to
Kansas ELA
Standard)
5 points
EE.RF.K.2
Demonstrate
emerging understanding
of spoken words,
syllables, and sounds
(phonemes)
A.
With Guidance
and support,
recognize
rhyming words
B.
With guidance and
support, recognize
the number of
words in a spoken
message
C.
With guidance and
support, identify
single- syllable
spoken words with
the same onset
(beginning sound)
as a familiar word
Unable to
demonstrate
skills at an
emergent level
Will identify
pictures that
correspond to a
spoken single
syllable word
(dog)
Will identify
pictures that
correspond to a
spoken single
syllable word
(dog)
Will recognize
there is more
than 1 word in
the sentence
when presented,
written and
orally, with a
simple sentence
(3 or more
words)
Will identify
pictures that
correspond to a
spoken single
syllable word
(dog)
Will recognize
there is more
than 1 word in
the sentence
when presented,
written and
orally, with a
simple sentence
(3 or more
words)
Will identify
pictures that
have the same
beginning
sound
Will identify
pictures that have
the same
beginning sound.
Will orally
produce single
syllable words by
blending sounds,
consonant
blends
Will identify
individual sounds
in simple, one
syllable word
Will substitute
beginning sound
to make new
words
BOY Dates: MOY Dates: EOY Dates:
KINDERGARTEN ALTERNATE EARLY LITERACY SCREENER | KANSAS ALTERNATE EARLY LITERACY SCREENER KDG-3RD GRADE
3 Kansas State Department of Education | www.ksde.org
Student Name: _______________________________
Table 3: Reading Foundation Phonics & Word Recognition
DLM Essential
Elements Reading
Foundational
Skills
Not Yet
Emerging
1 point
Emerging
2 points
Approaching
Target
3 points
At Target
4 points
Advanced (Bridge
to Kansas ELA
Standard)
5 points
EE.RF.K.3
Demonstrate
emerging awareness
of print
A.
With guidance
and support,
recognize first
letter of own
name in print
B.
With guidance
and support,
recognize
environmental
print
Unable to
demonstrate
skills at an
emergent level
Will distinguish
between letters
and pictures
Will distinguish
between letters
and pictures
Will identify
their
written
name
Will distinguish
between letters
and pictures
Will
identify
their
written
name
Will recognize
the first letter
in their name
Will recognize
signs in their
environment
Will recognize the
first letter in their
name
Will recognize
signs in their
environment
Will distinguish
between some
upper- and
lower-case
letters in
familiar words
Will identify
familiar words
that are used in
every day
routines
Will identify some
letter sounds
BOY Dates: MOY Dates: EOY Dates:
KINDERGARTEN ALTERNATE EARLY LITERACY SCREENER | KANSAS ALTERNATE EARLY LITERACY SCREENER KDG-3RD GRADE
4 Kansas State Department of Education | www.ksde.org
Student Name: _______________________________
Table 4: Reading Literature Craft and Structure
DLM Essential
Elements Reading
Foundational
Skills
Not Yet
Emerging
1 point
Emerging
2 points
Approaching
Target
3 points
At Target
4 points
Advanced
(Bridge to Kansas
ELA Standard)
5 points
EE.RL. K.4
With guidance
and support, indicate
when an unknown word
is used in a text
Unable to
demonstrate
skills at an
emergent
level
Will determine
which pictures
are similar and
which pictures
are different
Will
determine
which
pictures are
similar and
which pictures
are different
Will determine
which words
are similar and
which words
are different
(3 letter
words)
Will determine
which pictures
are similar and
which pictures
are different
Will determine
which words are
similar and which
words are
different (3 letter
words)
Will indicate that
words are what is
used to read a
story
Will indicate they
don’t know a new
word when a
story is read to
them by
answering yes or
no
Will indicate that
words are what is
used to read a story
Will indicate they
don’t know a new
word when a story
is read to them by
answering yes or no
Will answer
background
questions about a
new story with
prompting
Will describe
the pictures
from a story
BOY Dates: MOY Dates: EOY Dates:
KINDERGARTEN ALTERNATE EARLY LITERACY SCREENER | KANSAS ALTERNATE EARLY LITERACY SCREENER KDG-3RD GRADE
5 Kansas State Department of Education | www.ksde.org
Student Name: _______________________________
Table 5: Score Sheet
Strands
Beginning of Year (BOY)
Middle of Year (MOY)
End of Year (EOY)
Reading Foundation
Print Concepts/ Fluency
/5 /5 /5
Reading Foundation
Phonological Awareness
/5 /5 /5
Reading Foundation
Phonics & Word Recognition
/5 /5 /5
Reading Literature
Craft and Structure
/5 /5 /5
/20 /20 /20
Table 6. Scoring Guide:
Score
Performance Level
4-15 Points
Below Benchmark
16 to 20 Points
At or above benchmark
BOY Dates: MOY Dates: EOY Dates:
1
ST
GRADE ALTERNATE EARLY LITERACY SCREENER | KANSAS ALTERNATE EARLY LITERACY SCREENER KDG-3RD GRADE
1 Kansas State Department of Education | www.ksde.org
1st Grade Alternate Early Literacy Screener
Student Name: _______________________________
Table 1. Print Concepts
DLM Essential
Elements Reading
Foundational
Skills
Not Yet Emerging
1 point
Emerging
2 points
Approaching
Target
3 points
At Target
4 points
Advanced (Bridge to
Kansas ELA Standard)
5 points
EE.RF.1.1 Demonstrate
emerging
understanding of the
organization of print.
A) Demonstrate
understanding of
the organization
and basic features
of print (e.g., left‐
to‐ right, top‐to‐
bottom orientation
of print, one‐to‐
one
correspondence
between written
and spoken word)
Student is not
demonstrating
skills at an
emergent level
Will identify
letters or
words on a
page
Can
distinguish
between a
picture versus
print
Will identify
letters or
words on a
page
Can
distinguish
between a
picture versus
print
Identifies
words as they
are read left to
right and/or
top to bottom
Will identify
letters or words
on a page
Can distinguish
between a
picture versus
print
Identifies words
as they are read
left to right and
or top to
bottom
Identifies words
by pointing as
they are read,
left to right and
top to bottom
with one to one
correspondence
Will identify letters
or words on a page
Can distinguish
between a picture
versus print
Identifies words as
they are read left to
right and or top to
bottom
Identifies words as
they are read, left to
right and top to
bottom with one to
one correspondence
Will identify the first
word in a sentence
Will identify
capitalization
Will identify ending
punctuation
BOY Dates: MOY Dates: EOY Dates:
1
ST
GRADE ALTERNATE EARLY LITERACY SCREENER | KANSAS ALTERNATE EARLY LITERACY SCREENER KDG-3RD GRADE
2 Kansas State Department of Education | www.ksde.org
Student Name: _______________________________
Table 2. Phonological Awareness
DLM Essential Elements
Reading Foundational
Skills
Not Yet Emerging
1 point
Emerging
2 points
Approaching Target
3 points
At Target
4 points
Advanced (Bridge to
Kansas ELA Standard)
5 points
EE.RF.1.2
Demonstrate
understanding of spoken
words, syllables, and sounds
(phonemes).
A) Recognize rhyming
words.
B) With guidance and
support, match orally
presented segmented
phonemes (e.g., C‐A‐T)
to pictures or words
illustrating the
corresponding word.
C) Identify a single syllable
spoken word with the
same onset (beginning
sound) as a familiar
word.
D) With guidance and
support, substitute
individual sounds
(phonemes) in simple,
one‐syllable words to
make new words
Student is not
yet
demonstrating
skills at an
emergent level
Identifies
words that
are rhyming
Identifies words
that are rhyming
Given an orally
presented
segmented
phoneme (such as
C‐A‐T), student will
indicate the
corresponding
picture or word
Identify pictures
that begin with
given sounds
Identifies words
that are
rhyming
Given an orally
presented
segmented
phoneme (such
as C‐A‐T),
student will
indicate the
corresponding
picture or word
Identifies words
that begin with
the same sound
Substitutes
individual
sounds in
simple, one‐
syllable words
to make new
words
Distinguish long/short
vowel sounds in single
syllable words
Orally produce single
syllable words by
blending sounds,
consonant blends
Isolate and pronounce
initial sound, medial
vowel sound, and final
sound in spoken single
syllable words (CVC)
Segment spoken single
syllable words into
their complete
sequence of individual
sounds
BOY Dates: MOY Dates: EOY Dates:
1
ST
GRADE ALTERNATE EARLY LITERACY SCREENER | KANSAS ALTERNATE EARLY LITERACY SCREENER KDG-3RD GRADE
3 Kansas State Department of Education | www.ksde.org
Student Name: _______________________________
Table 3. Phonics and Word Recognition (Required for Dyslexia Screening and EYOA)
Below Benchmark At or above Benchmark
DLM Essential
Elements Reading
Foundational
Skills
Not Yet
Emerging
1 point
Emerging
2 points
Approaching
Target
3 points
At Target
4 points
Advanced (Bridge to
Kansas ELA Standard)
5 points
EE.RF.1.3
Demonstrate
emerging letter
and word
identification skills.
A) Identify upper
case letters of
the alphabet.
B) With guidance
and support,
recognize
familiar words
that are used
in every day
routines.
Unable to
recognize
familiar
letters or
words, (letter
in his/her
name, social
stories. etc.)
Recognizes
letters in name
and familiar
words
environmental
print
Recognizes
letters in name
and familiar
words and signs
in their
environment
Distinguishes
between upper-
and lower-case
letters in familiar
words
Recognizes
letters in name
and familiar
words and
signs in their
environment
Distinguishes
between
upper- and
lower-case
letters in
familiar words
Identifies
familiar words
that are used
in every day
routines
Recognizes letters in
name and familiar
words and signs in
their environment
Distinguishes
between upper- and
lower-case letters in
familiar words
Identifies familiar
words that are used
in every day routines
Know the spelling‐
sound
correspondences for
common consonant
diagraphs
Decode regularly
spelled one‐ syllable
words (CVC)
BOY Dates: MOY Dates: EOY Dates:
1
ST
GRADE ALTERNATE EARLY LITERACY SCREENER | KANSAS ALTERNATE EARLY LITERACY SCREENER KDG-3RD GRADE
4 Kansas State Department of Education | www.ksde.org
Student Name: _______________________________
Table 4. Fluency
DLM Essential
Elements Reading
Foundational
Skills
Not Yet
Emerging
1 point
Emerging
2 points
Approaching Target
3 points
At Target
4 points
Advanced
(Bridge to Kansas ELA Standard)
5 points
EE.RF.1.4 Begin to
attend to words in
print.
A) Engage in
sustained,
independent
study of books.
B) Participate in
shared reading
of a variety of
reading
materials
reflecting a
variety of text.
Student is
not
demonstratin
g skills at an
emergent
level
Will point to
and/or say the
title of a familiar
book during a
shared reading
experience
Will open a book
with correct
orientation
Will turn the
pages in the
book (with
support, if
needed such as a
popsicle stick
taped to the
page).
Will identify
letters or
words on a
page
Identifies
words as they
are read left to
right and/or
top to bottom
Will point to and/or
say the title of a
familiar book during a
shared reading
experience
Will open a book with
correct orientation
Will turn the pages in
the book (with
support, if needed
such as a popsicle
stick taped to the
page).
Will participate in
reading a repeated
story line within a
book
Attends to words in
print, tracks left to
right, with a variety of
reading materials and
text
Will point to and/or say the
title of a familiar book during
a shared reading experience
Will open a book with
correct orientation
Will turn the pages in the
book (with support, if
needed such as a Popsicle
stick taped to the page).
Will participate in reading a
repeated story line within a
book
Attends to words in print,
tracks left to right, with a
variety of reading materials
and text
Read text with purpose and
understanding
Read text orally with
accuracy, appropriate rate,
and expression on
successive readings
BOY Dates: MOY Dates: EOY Dates:
1
ST
GRADE ALTERNATE EARLY LITERACY SCREENER | KANSAS ALTERNATE EARLY LITERACY SCREENER KDG-3RD GRADE
5 Kansas State Department of Education | www.ksde.org
Student Name: _______________________________
Table 5. Reading (Literature)
DLM Essential
Elements
Reading
Foundational
Skills
Not Yet
Emerging
1 point
Emerging
2 points
Approaching
Target
3 points
At Target
4 points
Advanced
(Bridge to Kansas ELA
Standard)
5 points
EE.RL.1.1 Identify
details in
familiar stories.
Can
determine
similar or
different
based on
physical
characteristics
Can
determine
similar or
different
based
on physical
characteristics
Can
demonstrate
understanding
of words
(object names)
during familiar
routines
Can determine
similar or
different based
on physical
characteristics
Can
demonstrate
understanding
of object words
during familiar
routines
Can identify
familiar people,
objects, places
and events
Can determine
similar or
different based
on physical
characteristics
Can demonstrate
understanding of
object words
during familiar
routines
Can identify
familiar people,
objects, places
and events
Can identify key
details in a
familiar story
(characters,
objects)
Can determine similar or
different based on
physical characteristics
Can demonstrate
understanding of object
words during familiar
routines
Can identify familiar
people, objects, places
and events
Can identify key details
in a familiar story
(characters, objects)
Can answer who and
what questions about
details in a familiar
narrative
BOY Dates: MOY Dates: EOY Dates:
1
ST
GRADE ALTERNATE EARLY LITERACY SCREENER | KANSAS ALTERNATE EARLY LITERACY SCREENER KDG-3RD GRADE
6 Kansas State Department of Education | www.ksde.org
Student Name: _______________________________
Table 6. Reading (Informational)
DLM Essential
Elements Reading
Foundational
Skills
Not Yet
Emerging
1 point
Emerging
2 points
Approaching
Target
3 points
At Target
4 points
Advanced (Bridge to
Kansas ELA Standard)
5 points
EE.RI.1.1 Identify
details in familiar text.
Can
determine
similar or
different
based on
physical
characteristics
Can determine
similar or
different based
on physical
characteristics
Can
demonstrate
understanding
of object
names
Can determine
similar or
different based
on physical
characteristics
Can
demonstrate
understanding
of object names
Can identify
familiar people,
objects, places
and events
Can determine
similar or
different
based on
physical
characteristics
Can
demonstrate
understanding
of object
names
Can identify
familiar
people,
objects, places
and events
Can identify a
key detail in
beginning
reader
informational
texts
Can determine similar
or different based on
physical
characteristics
Can demonstrate
understanding of
object names
Can identify familiar
people, objects,
places and events
Can identify a key
detail in early
informational texts
Can answer simple
questions about key
details in an
informational text
1
ST
GRADE ALTERNATE EARLY LITERACY SCREENER | KANSAS ALTERNATE EARLY LITERACY SCREENER KDG-3RD GRADE
7 Kansas State Department of Education | www.ksde.org
BOY Dates: MOY Dates: EOY Dates:
Student Name: _______________________________
Table 7. Scoring sheet
Strands
Beginning of Year
(BOY)
Middle of Year (MOY)
End of Year (EOY)
Print Concepts
/5
/5
/5
Phonological Awareness
/5
/5
/5
Phonics and Word
Recognition
/5
/5
/5
Fluency
/5
/5
/5
Reading (Literature)
/5
/5
/5
Reading Informational)
/5
/5
/5
Totals
/30
/30
/30
Table 8. Scoring Guide:
Score
Performance Level
6-24 Points
Below Benchmark
25-30 Points
At or above benchmark
BOY Dates: MOY Dates: EOY Dates:
2ND GRADE ALTERNATE EARLY LITERACY SCREENER | KANSAS ALTERNATE EARLY LITERACY SCREENER KDG-3RD GRADE
8 Kansas State Department of Education | www.ksde.org
2
nd
Grade Alternate Early Literacy Screener
Student Name: _______________________________
Table 9. Phonics and Word Recognition
DLM Essential Elements
Reading Foundational
Skills
Not Yet Emerging
1 point
Emerging
2 points
Approaching Target
3 points
At Target
4 points
Advanced (Bridge to
Kansas ELA Standard)
5 points
EE.RF.2.3
Demonstrate
emerging use of letter‐
sound knowledge to read
words.
A) Identify the lower-
case letters of the
alphabet.
B) Identify letter sound
correspondence for
single consonants.
C) Not applicable
D) Not applicable
E) Not applicable
F) Recognize 10 or
more written words.
Not yet
emerging
Student will
identify the
lower-case
letters of the
alphabet
Student will
identify the
lower-case
letters of the
alphabet
Student will
identify letter-
sound
correspondences
for single syllable
words (cvc)
Student will
identify the
lower-case
letters of the
alphabet
Student will
identify letter-
sound
correspondences
for single syllable
words
Recognizes 10 or
more written
words
Student will identify
the lower-case letters
of the alphabet
Student will identify
letter sound
correspondences for
single syllable words
Recognizes 10 or
more written words
Distinguish long ((vce)
and short vowels
when reading regularly
spelled one‐syllable
words
Know spelling sound
correspondence for
additional common
vowel teams
Recognize and read
grade‐appropriate
irregularly spelled
sight words (friend,
was, the, you, etc.)
BOY Dates: MOY Dates: EOY Dates:
2ND GRADE ALTERNATE EARLY LITERACY SCREENER | KANSAS ALTERNATE EARLY LITERACY SCREENER KDG-3RD GRADE
9 Kansas State Department of Education | www.ksde.org
Student Name: _______________________________
Table 10. Fluency (Required for Dyslexia Screening and EYOA – mark for rate and fluency)
Below Benchmark At or Above Benchmark
DLM Essential Elements
Reading Foundational
Skills
Not Yet Emerging
1 point
Emerging
2 points
Approaching Target
3 points
At Target
4 points
Advanced (Bridge to
Kansas ELA Standard)
5 points
EE.RF.2.4 Attend to
words in print.
A) Read familiar text
comprised of known
words.
Not yet
emerging
Student will
point to or
say a word
to complete
a repeated
storyline
Student will point
to or say a word
to complete a
repeated
storyline
Student will point
to sight words to
complete
sentences
Student will
point to or say
a word to
complete a
repeated
storyline
Student will
point to sight
words to
complete
sentences.
Student will
read
connected
text in a 3 to
5-word
familiar
sentence with
visual
supports.
Student will point to
or say a word to
complete a repeated
storyline
Student will point to
sight words to
complete sentences.
Student will read
connected text in a 3
to 5-word familiar
sentence with visual
supports.
Read below‐level
connected text with
purpose and
understanding
BOY Dates: MOY Dates: EOY Dates:
2ND GRADE ALTERNATE EARLY LITERACY SCREENER | KANSAS ALTERNATE EARLY LITERACY SCREENER KDG-3RD GRADE
10 Kansas State Department of Education | www.ksde.org
Student Name: _______________________________
Table 11. Reading (Literature)
DLM Essential
Elements Reading
Foundational
Skills
Not Yet
Emerging
1 point
Emerging
2 points
Approaching
Target
3 points
At Target
4 points
Advanced (Bridge to
Kansas ELA Standard)
5 points
EE.RL.2.1 Answer
who and where
questions to
demonstrate
understanding of
details in a familiar
(literature) text.
Can pay
attention to
object
characteristic
due to
language cues
Can pay
attention to
object
characteristic
due to
language cues
Can identify
familiar people,
objects, places
and events
Can pay attention
to object
characteristic due
to language
Cues
Can identify
familiar people,
objects, places
and events
Can name objects
in pictures during
a shared reading
activity
Can pay
attention to
object
characteristic
due to
language cues
Can identify
familiar people,
objects, places
and events
Can name
objects in
pictures during
a shared
reading activity
Can answer
who and what
Questions
about details in
a familiar
narrative
(previously
exposed to)
Can pay attention to
object characteristic
due to language cues
Can identify familiar
people, objects, places
and events
Can name objects in
pictures during a
shared reading activity
Can answer who and
what questions about
details in a narrative
(not familiar)
BOY Dates: MOY Dates: EOY Dates:
2ND GRADE ALTERNATE EARLY LITERACY SCREENER | KANSAS ALTERNATE EARLY LITERACY SCREENER KDG-3RD GRADE
11 Kansas State Department of Education | www.ksde.org
Student Name: _______________________________
Table 12. Reading (Informational)
DLM Essential
Elements Reading
Foundational
Skills
Not Yet
Emerging
1 point
Emerging
2 points
Approaching
Target
3 points
At Target
4 points
Advanced
(Bridge to Kansas ELA Standard)
5 points
EE.RI.2.1 Answer
who and what
questions to
demonstrate
understanding of
details in a familiar
(informational)
text.
Can pay
attention
to object
characteris
tic due to
language
cues
Can pay
attention to
object
characteristi
c due to
language
cues
Can identify
familiar
people,
objects,
places and
events
Can pay
attention to
object
characteristi
c due to
language
cues
Can identify
familiar
people,
objects,
places and
events
Can name
objects in
pictures
during a
shared
reading
activity
Can pay attention to
object characteristic
due to language
cues
Can identify familiar
people, objects,
places and events
Can name objects in
pictures during a
shared reading
activity
Can answer who
and what questions
about details in a
familiar
informational text
Can pay attention to object
characteristic due to
language cues
Can identify familiar people,
objects, places and events
Can name objects in pictures
during a shared reading
activity
Can answer who and what
questions about details in an
informational text
Essential Elements for Print Concepts and Phonological Awareness are not addressed at this level. Refer to EE.RF.1.2 if re-teaching might be
needed.
BOY Dates: MOY Dates: EOY Dates:
2ND GRADE ALTERNATE EARLY LITERACY SCREENER | KANSAS ALTERNATE EARLY LITERACY SCREENER KDG-3RD GRADE
12 Kansas State Department of Education | www.ksde.org
Student Name: _______________________________
Table 5. Scoring sheet
Strands
Beginning of Year
(BOY)
Middle of Year (MOY)
End of Year (EOY)
Phonics and Word
Recognition
/5 /5 /5
Fluency
/5
/5
/5
Reading (Literature)
/5
/5
/5
Reading Informational)
/5
/5
/5
Totals
/20
/20
/20
Table 6. Scoring Guide:
Score
Performance Level
4-15 Points
Below Benchmark
16 to 20 Points
At or above benchmark
BOY Dates: MOY Dates: EOY Dates:
3RD GRADE ALTERNATE EARLY LITERACY SCREENER | KANSAS ALTERNATE EARLY LITERACY SCREENER KDG-3RD GRADE
13 Kansas State Department of Education | www.ksde.org
3rd Grade Alternate Early Literacy Screener
Student Name: _______________________________
Table 1. Phonics and Word Recognition
DLM Essential
Elements Reading
Foundational
Skills
Not Yet Emerging
1 point
Emerging
2 points
Approaching Target
3 points
At Target
4 points
Advanced (Bridge to
Kansas ELA Standard)
5 points
EE.RF.3.3 Use letter
‐
sounds knowledge to
read words.
A) In context,
demonstrate basic
knowledge of
letter‐sound
correspondences.
B) With models and
supports, decode
single syllable
words with
common spelling
patterns
(consonant vowel
consonant (CVC) or
high frequency
rimes).
C) Not applicable
D) Recognize 40 or
more written
words.
Not yet
emerging
Student will
demonstrate
basic knowledge
of letter sound
correspondences
Student will
demonstrate
basic knowledge
of letter sound
correspondences
With support, the
student will
decode single
syllable CVC
words
Student will
demonstrate
basic knowledge
of letter sound
correspondences
With support, the
student will
decode single
syllable CVC
words or high
frequency rimes
Recognizes 40 or
more written
words
Student will
demonstrate basic
knowledge of letter
sound
correspondences
With support, the
student will decode
single syllable CVC
words or high
frequency rimes
Recognizes 40 or
more written words
Identify and know
the meaning of the
most common
prefixes and
derivational suffixes
Decode words with
common suffixes
Read grade‐
appropriate
irregularly spelled
words
BOY Dates: MOY Dates: EOY Dates:
3RD GRADE ALTERNATE EARLY LITERACY SCREENER | KANSAS ALTERNATE EARLY LITERACY SCREENER KDG-3RD GRADE
14 Kansas State Department of Education | www.ksde.org
Student Name: _______________________________
Table 2. Fluency (Required for Dyslexia Screening and EYOA – mark for rate and fluency)
Below Benchmark At or Above Benchmark
DLM Essential
Elements Reading
Foundational
Skills
Not Yet
Emerging
1 point
Emerging
2 points
Approaching
Target
3 points
At Target
4 points
Advanced (Bridge to
Kansas ELA Standard)
5 points
EE.RF.3.4 Read
words in text.
A) Read familiar
text comprised
of known
words.
B) Not applicable
C) Use context to
determine
missing words
in familiar
texts.
Not yet
emerging
Student will
point to or
say a word
to complete
a repeated
storyline
Student will
point to or say
a word to
complete a
repeated
storyline
Student will
point to sight
words to
complete
sentences
Student will use
context to
determine
missing words
in familiar texts
Student will
point to or say
a word to
complete a
repeated
storyline
Student will
point to sight
words to
complete
sentences
Student will use
context to
determine
missing words
in familiar texts.
Student will
read familiar
text comprised
of known words
Student will point to or
say a word to complete a
repeated storyline
Student will point to
sight words to complete
sentences
Student will use context
to determine missing
words in familiar texts.
Student will read familiar
text comprised of known
words
Read text with purpose
and understanding
Use context to confirm
or self‐correct word
recognition, rereading as
necessary
BOY Dates: MOY Dates: EOY Dates:
3RD GRADE ALTERNATE EARLY LITERACY SCREENER | KANSAS ALTERNATE EARLY LITERACY SCREENER KDG-3RD GRADE
15 Kansas State Department of Education | www.ksde.org
Student Name: _______________________________
Table 3. Reading Literature
DLM Essential
Elements Reading
Foundational Skills
Not Yet Emerging
1 point
Emerging
2 points
Approaching Target
3 points
At Target
4 points
Advanced (Bridge to
Kansas ELA Standard)
5 points
EE.RL.3.1
Answer who and what
questions to demonstrate
understanding of details in
a text.
Pays attention to
either the entire
object, a
characteristic of
the object, or an
action in which
the object can
perform after
some verbal
label has been
attached to it.
Pays attention
to either the
entire object, a
characteristic
of the object,
or an action in
which the
object can
perform after
some verbal
label has been
attached to it.
Can recognize
when he or
she
encounters
familiar
people,
objects, places,
and events.
Pays attention to
either the entire
object, a
characteristic of
the object, or an
action in which the
object can perform
after some verbal
label has been
attached to it.
Can recognize
when he or she
encounters familiar
people, objects,
places, and events.
Can answer
questions posed by
others asking who
and what about the
key details in a
familiar narrative.
Pays attention to
either the entire
object, a characteristic
of the object, or an
action in which the
object can perform
after some verbal label
has been attached to
it.
Can recognize when
he or she encounters
familiar people,
objects, places, and
events.
Can answer questions
posed by others
asking who and what
about the key details
in a familiar narrative.
Can produce
responses to
questions seeking
information on specific
characters and what
each of them did in a
narrative by providing
details on them.
Pays attention to either the
entire object, a
characteristic of the object,
or an action in which the
object can perform after
some verbal label has been
attached to it.
Can recognize when he or
she encounters familiar
people, objects, places, and
events.
Can answer questions
posed by others asking who
and what about the key
details in a familiar
narrative.
Can produce responses to
questions seeking
information on specific
characters and what each of
them did in a narrative by
providing details on them.
Can answer questions
posed by others asking who,
what, where, when, why and
how about the details in a
narrative.
BOY Dates: MOY Dates: EOY Dates:
3RD GRADE ALTERNATE EARLY LITERACY SCREENER | KANSAS ALTERNATE EARLY LITERACY SCREENER KDG-3RD GRADE
16 Kansas State Department of Education | www.ksde.org
Student Name: _______________________________
Table 4. Reading (Informational)
DLM Essential
Elements
Reading
Foundational
Skills
Not Yet Emerging
1 point
Emerging
2 points
Approaching Target
3 points
At Target
4 points
Advanced
(Bridge to Kansas ELA
Standard)
5 points
ELA.EE.RI.3.1
Answer who
and
what
questions to
demonstrate
understanding
of
details in a
text.
Pays attention
to either the
entire object, a
characteristic of
the object, or an
action in which
the object can
perform after
some verbal
label has been
attached to it.
Pays attention
to either the
entire object, a
characteristic of
the object, or an
action in which
the object can
perform after
some verbal
label has been
attached to it.
Can recognize
when he or she
encounters
familiar people,
objects, places,
and events.
Pays attention to
either the entire
object, a
characteristic of the
object, or an action
in which the object
can perform after
some verbal label
has been attached
to it.
Can recognize when
he or she
encounters familiar
people, objects,
places, and events.
Can identify the key
details, such as
individuals, events,
or ideas in familiar
informational texts.
Pays attention to
either the entire
object, a
characteristic of the
object, or an action
in which the object
can perform after
some verbal label
has been attached
to it.
Can recognize when
he or she
encounters familiar
people, objects,
places, and events.
Can identify the key
details, such a
individuals, events,
or ideas in familiar
and unfamiliar
informational texts.
Pays attention to either the
entire object, a characteristic
of the object, or an action in
which the object can
perform after some verbal
label has been attached to it.
Can recognize when he or
she encounters familiar
people, objects, places, and
events.
Can identify the key details,
such as individuals, events,
or ideas in familiar
informational texts.
Can answer questions posed
by others regarding the key
details of an informational
text.
Identify words in the text to
answer a question about
explicit information.
Essential Elements for Print Concepts and Phonological Awareness are not addressed at this level. Refer to EE.RF.1.2 if re-teaching might be
needed.
BOY Dates: MOY Dates: EOY Dates:
3RD GRADE ALTERNATE EARLY LITERACY SCREENER | KANSAS ALTERNATE EARLY LITERACY SCREENER KDG-3RD GRADE
17 Kansas State Department of Education | www.ksde.org
Student Name: _______________________________
Table 5. Scoring sheet
Strands
Beginning of Year
(BOY)
Middle of Year (MOY)
End of Year (EOY)
Phonics and Word
Recognition
/5 /5 /5
Fluency
/5
/5
/5
Reading (Literature)
/5
/5
/5
Reading Informational)
/5
/5
/5
Totals
/20
/20
/20
Table 6. Scoring Guide:
Score
Performance Level
4-15 Points
Below Benchmark
16 to 20 Points
At or above benchmark
BOY Dates: MOY Dates: EOY Dates:
8TH GRADE ALTERNATE EARLY LITERACY SCREENER | KANSAS ALTERNATE EARLY LITERACY SCREENER KDG-3RD GRADE
18 Kansas State Department of Education | www.ksde.org
8th Grade Comprehension Requirement
• Report the spring results from EE.RI.8.5
• 00 - Not assessed
• 01- Mastery not demonstrated = below benchmark
• 02 Mastered =at or above benchmark
•
For more information, contact:
Cary Rogers
Education Program Consultant
Special Education and Title Services
785-296-0916
crogers@ksde.org
Kansas State Department of Education
900 S.W. Jackson Street, Suite 102
Topeka, Kansas 66612-1212
www.ksde.org
