There are two ways you can learn more about card administration of myIGDIs assessments:
- Follow the instructions.
- For detailed administration instructions, refer to the myIGDIs Early Literacy Screening Administration Manual.
Planning Your Assessments
As you plan when and where to administer assessments, consider the following:
- Choose a quiet area with little distraction.
- Choose a time of day when the child is most likely to be engaged (not hungry or tired, for instance).
- For children who have trouble sitting for more than a short time, consider doing one assessment per day or allowing time between assessments.
- Plan the assessment order. The suggested order is:
- Picture Naming (first because many students complete this assessment successfully)
- Rhyming
- Sound Identification
- Which One Doesn't Belong
- Alliteration (Winter and Spring only)
- Make sure that you have the flip-chart with the cards and the scoring sheet in the assessment area before you begin.
Screening Measures
These are the screening measures for each season of the school year. The measures help you identify students who need more intensive intervention. There are 15 items per assessment (preceded by 4 sample items). Items should be administered in order.
| Season | Screening Assessments |
|---|---|
| Fall |
|
| Winter |
|
| Spring |
|
The measures correspond to the following domains:
| Measure | Domain |
|---|---|
| Picture Naming | Oral Language |
| Rhyming | Phonological Awareness |
| Sound Identification | Alphabet Knowledge |
| Which One Doesn't Belong? | Comprehension |
| Alliteration | Phonological Awareness |
Administering Early Literacy Assessments (Card Administration)
Follow the steps below for card administration. If you want to administer assessments using iPads instead, see iPad® Administration.
- Start the assessment with the four sample items (A-D). On the back of each card, you'll see instructions; read the text in bold aloud. Show the child each card, one at a time. Answer items A and B yourself, reading the instructions as printed; then, ask the child to answer C and D, (see the instructions on the back of the cards). If the child answers C or D incorrectly, doesn't know the response, or doesn't respond at all, stop the assessment.
- Once you have finished the sample items, read any further instructions on the back of the card as directed; then, show the child the 15 assessment items. Mark each correct answer on the laminated scoring sheet included with your classroom kit; see the table below for guidelines for each measure. If the child does not answer or doesn't know what to answer, after 3 seconds ask the child the questions suggested on the card; if the child still doesn't answer, score the response as incorrect and go on to the next card. Don't spend more than 5 seconds on each card. Remember not to provide feedback on the child's answers, though you can provide positive feedback for effort.
| Measure | What the teacher does | How the child answers | Scoring guidelines |
|---|---|---|---|
| Picture Naming | Show the child each card and read any instructions on the back. | The child says the name of the item in the picture. | The only correct response is the word(s) printed on the back of each card (in English). If the child includes more (such as "striped cat" instead of "cat"), the response is correct if it includes everything on the card; in addition to circling the correct response, write the child's full response in the alternate response column. |
| Rhyming | Show the child each card and point to each picture as you say the name as printed on the back of the card. | The child can say the two rhyming words (e.g. bees, cheese), point to the rhyming words, say just the answer (e.g. cheese), or point to just the answer (e.g. cheese). | Mark the correct responses on the scoring sheet. If the child identifies the correct rhyme but doesn't say the words correctly, the answer still counts as correct. |
| Sound Identification | Show the child each card, one at the time, and ask the child which letter makes the sound you say. As the child understands the task, you can simply say the sound on each card instead of using the full prompt. | The child should always respond by pointing to the answer, not by answering aloud. | The correct response is the letter highlighted in red on the back of the card. |
| Which One Doesn't Belong? | Show the child each card, one at a time, and point to each each picture on the card as you say its name (as printed on the back of the card). As the child understands the task, you can simply say the name of the pictures. | The child points to the picture that doesn't belong or says its name aloud. | The only correct response is the one printed on the back of the card. |
| Alliteration | Show the child each card, one a a time, and point to each each picture on the card as you say its name (as printed on the back of the card); then, say the sound that the answer should start with. As the child understands the task, you can simply say the sound the answer should start with. | The child can point to an answer or say the answer aloud. | The correct response is on the back of the card. |
- Tally the child's correct answers on the assessment.
Scoring Assessments
Tally the number of correct responses to get the child's raw score. Then, refer to the table of screening benchmarks for card administrations to identify whether the score is in the range for Tier 1, the cut range (where more information is needed), or Tier II/III. For more about the benchmark definitions for these ranges, see Early Literacy Scoring and Benchmarks.