Literacy Assessment Explanation

Explanation of the NC Literacy Assessment Scores



Letter Naming Fluency

Students are presented with a page of capital and lowercase letters arranged in random order and are asked to name as many letters as they can.  Mastery at the end of the year is 40 letters in one minute.


First Sound Fluency

The student is asked to orally produce the beginning sound of a word that is orally presented by the teacher.  The benchmark goal is 25 to 35 initial sounds correct in one minute by the middle of kindergarten.


Phoneme Segmentation Fluency

The teacher orally presents a word that has 3-4 phonemes (sounds) and the student must orally produce each sound in the word.  Mastery level at the end of the year is 35 sounds in one minute.


Nonsense Word Fluency

The student is presented a group of vowel-consonant words (VC) or consonant-vowel-consonant (CVC) words and are asked to verbally produce the individual letter sound of each letter or read the word.  Students will have one minute to produce sounds and mastery level for the end of the year is 25 sounds.



A writing assessment will be given 3 times a year.  Students are expected to write at least 3 sentences using proper capitalization and punctuation, and draw a picture that supports the story.  A score of 3 at the end of the year is considered on grade level.


Print Concepts

Students will be asked questions to demonstrate basic familiarity with the reading process.  Examples are identifying words and letters, where the text starts on a page, and the first and last word on a page. Students must pass this assessment in order to move to the Reading Behaviors assessment.


Reading Behaviors

The Reading Behaviors assessment examines a student’s reading patterns by noting whether the student maintains language patterns, uses picture support, or points to each word while reading.  Students must pass the Reading Behaviors assessment in order to move on to the Text Reading Comprehension assessment.



Text Reading Comprehension

Students will be given leveled books to read to reach their instructional level.  As the student reads, the teacher record errors made.  Recording errors helps the teacher assess the student’s decoding skills. Students also have to retell and answer oral questions about the story. Kindergarten students that are reading a Level D book at the end of the year are considered on grade level. 


High Frequency Words

Students are presented a list of 72 words to read.



Last Modified on August 2, 2014

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