The document provides an overview of the assessment materials included with the Journeys literacy program. It describes the Benchmark and Unit Tests that are used to track student progress and identify areas for reteaching. The tests assess skills in phonemic awareness, phonics, high-frequency words, decoding, comprehension, and writing. Scoring procedures and ways to interpret results are outlined to help teachers tailor instruction to student needs.

1. JOURNEYS
L A N G U A G E A N D L I T R E R A C Y
O V E R V I E W
T H I N K C E N T R A L

2. It is what we learn after we think we
know it all, that counts.
Unknown

3. Social - Emotional benefits
Allows different personality
traits to emerge
Global connection and
understanding
Flexibility in personal
expression
Access to 2 cultures:
tolerant and open to
others
Part of 2 traditions, social
behaviors and being part
of them
Open to diversity
Builds bridges between
different language
communities
ENGLISH ENRICHES YOUR LIFE

4. Executive functions
 Attentional Tasks: control,
inhibition and conflict resolution
High leveles of abstract thinking
Forces your brain to recognize 2
different languages
Promotes mental aggility
Biliteracy: Listen, speak, read and
write
Work on multiple projects at a
time
Follow 2 Learning patterns
More choices in resources
Boost performance of the brain
Delays neurological disorders
Aware of 2 language structures,
grammar, literacy and
language skills
Better rational and financial
decisions
Builds a cognitive reserve
(reserve tank)
Keeps the brain in shape and
bolsters mental functions
Prioritizing tasks
Focusing on relevant information
Ability to monitor both
environments
ENGLISH PROMOTES
COGNITIVE DEVELOPMENT

5. Makes it easier to learn another
languge
Makes travelling a breeze
Personal and professional
networking
More options to express thoughts
Learn multiple forms of
expressions
Trivia
Confusion
Delays dementia and
Alzheimer’s
Less driving mistakes
MAKES YOU MORE MARKETABLE
IN THE WORKFORCE

7. COMMON EUROPEAN FRAMEWORK
Can understand and use familiar everyday expressions and very basic phrases aimed at
the satisfaction of needs of a concrete type.
Can introduce him/herself and others and can ask and answer questions about personal
details such as where he/she lives, people he/she knows and things he/she has.
Can interact in a simple way provided the other person talks slowly and clearly and is
prepared to help.
Can understand sentences and frequently used expressions related to areas of most
immediate relevance (e.g. very basic personal and family information, shopping, local
geography).
Can communicate in simple and routine tasks requiring a simple and direct exchange of
information on familiar and routine matters.
Can describe in simple terms aspects of his/her background, immediate environment and
matters in areas of immediate need.

8. TESOL STANDARDS
 Goal 1, Standard 1 To use English to communicate in social settings: Students
will use English to participate in social interactions
 Goal 2, Standard 1 To use English to achieve academically in all content
areas: Students will use English to interact in the classroom
 Goal 3, Standard 2 To use English in socially and culturally appropriate ways:
Students will use nonverbal communication appropriate to audience, purpose,
and setting
 Goal 3, Standard 3 To use English in socially and culturally appropriate ways:
Students will use appropriate learning strategies to extend their sociolinguistic
and socio-cultural competence

9. LISTENING AND SPEAKING SKILLS
Understands and follows simple directions
Listens to others for short periods of time without interrupting
Recites nursery rhymes, finger plays and songs
Participates in discussions and conversations
Asks questions
Speaks clearly to convey messages and requests
Distinguishes between asking and telling
Distinguishes between formal and informal language (with peers, at home vs. at
school)
Uses complete sentences
Composes oral stories
Retells a simple story with basic elements of beginning, middle and end

10. READING AND WRITING
Reads and writes own name
Tells a story using pictures
Uses letters or shapes to depict words or ideas
Writes familiar words
Copies or writes words to convey messages
Participates in group dictated stories
Builds simple words and sentences
Demonstrates left-to-right progression, and top-to-bottom progression
Handles writing tools correctly

12. FOCUS ON
Phonemic Awareness (30 minutes)
Beginning sounds, words in oral sentences -Increase the capacity of oral
expression through sound management of vocabulary and progressive
understanding of the meaning of words to facilitate the interaction with others.
Listening and Reading
Introduce the comprehension skill / Other kind of work people do. (30 minutes)
Understand the meaning of words, sentences and phrases to implement actions and
produce messages that allow them to communicate with others.
Oral language and vocabulary: Concepts of print. (30 minutes)
Use oral language through sentences that have syntactic coherence to
communicate clearly their ideas, emotions, experiences and need.
Writing and Grammar: Use nouns for animals and things, write letters (30
minutes)
Use the graphic language as a way of communication and writing to lay the
foundation of the writing process and text production creatively.

14. Teacher’s Edition

15. Planning and Pacing

16. Instructional Routines
Printed Document
• Alphafriends*
• Sound/Spelling Cards*
• Sound by Sound Blending
• Continuous Blending
• Vowel- Blending
• Wordless Book
• Decodable Text
• Sounds in Sequence Dictation (Single-Syllable Words)
• High-Frequency Words p. 9
• Vocabulary in Context Cards*
• Oral Vocabulary

17. Comprehensive Language & Literature
• Whole and small groups
• Teaching Genres pp 100-101
– Fantasy p. 102
– Traditional Tales p. 104
– Realistic Fictionp. 106

18. Unit Projects

19. Teaching Resources
BLM

20. Decodedable Readers

21. Think Central
• Emerging Literacy Survey
• Focus Wall
• Graphic Organizers (Grab and go)
• Home Letters (print for each unit)
• Interactive Flipchart
• Level Practice Book TB
• Level Practice Book SB
• Unit 6 Journeys Magazine

22. Think Central
• Leveled Readers (listening books)
• Practice Book Vol. 1-2 TE
• Projectables
– Print
– HW
• Ready-Make Work Stations

23. Think Central
• Teach Read Alouds
• Teacher Support Booklet
– Common Core
– Instructional Routines
• Collaborative Conversation
• Ask and answer questions
• Draw, dictate and write
• Technology
– BLM
• Teaching Resources

24. Think Central
• Weekly to do list
• Word Study TG
– Printables
– HW
• Word Study Cards
• Family connections
• Picture Card Bank

26. THINK CENTRAL

27. GATEWAY- RESOURCES

28. RESOURCES
Core Components
Intervention
Assessment
Teaching Aids
ELL
Video & Audio
Readers
Interactive Content
Practice and Study Aids

29. Read Alouds
Grab and Go
Phonic Fast Track
Benchmark Unit Test
Leveled Readers
Flip Chart
Retelling Cards
Vocabulary in Context
Cards
TE
PB
HFW
Big Books
Projectables
Picture Cards
Alphafriend Cards
Sound and Spelling
Cards
RESOURCES

30. READ ALOUDS

31. TEACHER READ ALOUDS

32. The Benchmark and Unit Tests
• The assessment materials
supplement Journeys, offer ways to
track
– children’s progress and
– adjust your instructional focus
– to meet their needs.

33. Assessment Book
• Observation Checklists
• Letter Naming and
• Decoding Fluency
• An inventory to record attitudes and
habits.
• Specific Program Skills
– One test at the end of each unit
• a Benchmark Test or
• a Unit Test.

34. The Benchmark and Unit Tests
• Are given three times a year, at the end of
– Units 1, 3, and 5.
• They focus on the key skills that have been
taught to date.
• The Unit 1 Benchmark Test draws upon
selected skills from that unit
• Benchmark Tests in Units 3 and 5 are
summative, drawing upways to track
children’s

35. The Benchmark Tests Sections
• Phonemic Awareness tests
– phonological and phonemic awareness skills.
• Letter Names and Phonics (Unit 1) tests
– letter identification and letter sounds.
• Phonics (Units 3, 5) tests letter sounds.
• High-Frequency Words tests recognition of high-frequency words,
which are difficult to sound out and must be memorized.
• Blending Words (Units 3, 5) tests
– decodable word reading and sentence reading.
• Listening Comprehension tests comprehension skills as applied to
a teacher-read story.
• Writing (Units 3, 5) tests a writing mode taught in the unit.

36. Unit Tests Alternating with
the Benchmark Tests
• Unit Tests assess progress in Units 2, 4, and 6
• Unit Tests are not cumulative but provide a focus on the skills
in a particular unit.
• The results help you to pinpoint skills for
– re-teaching or
– challenge lessons.
• The Unit Tests include these sections:
– Phonemic Awareness
– Phonics
– High-Frequency Words
– Blending Words
– Listening Comprehension
– Writing (Units 4, 6)

37. Administering the Tests
• The Benchmark and Unit Tests are group-
administered.
• The children’s pages are comprised of pictures, fully
decodable words, or high frequency words.
• Directions for administering the tests appear on
pages 4–25 of this guide; useful prompts remind you
to help children identify pictures and turn pages.
• For each test, the sections should be given in
different sittings.

38. Scoring the Tests
• Correct the tests using the Answer Key on pages 26–37 of this book, placing a
check mark next to each correct response on the student page. Each correct
response is worth one point.
• Duplicate a Test Record Form (pages 43–44) for each child and enter the
scores in the Student Score column. This form will allow you to track a child’s
performance across the year.
• If you require a percentage score, apply the formula in the optional Percent
Correct column and record that score.
• For Writing, score each child’s work by using the rubrics on pages 38–41.
Then enter the score on the Test Record Form. As a guide for using the
rubrics, some sample student answers are provided for each score.
• Note that there is an optional Response to Literature prompt in the Listening
Comprehension section. This option is not part of the formal test, but you may
want to use it for an additional writing opportunity and score it with the
same rubrics.

39. Interpreting the Results
• Consider each child’s scores on the Test Record Form. Children who
achieve an Acceptable Score (indicated on the form) or higher score
are most likely ready to proceed with the next unit.
• You may want to look at class scores across each subtest to see if there
are specific skills you should reinforce with the whole class in the next
unit.
• For struggling children, look for patterns among the errors to help you
decide which skills need re-teaching and more practice. (Refer to
specific skill names and lessons on the Answer Key.)
• To assess progress after re-teaching, re-administer an appropriate Periodic
Assessment or go over errors on the Benchmark or Unit Test and have
the child explain which responses are correct.
• Consider intervention for children who still have a wide array of errors.

40. Summary
• The broad picture of growth in reading and
writing offered by the Benchmark and Unit
Tests will help you evaluate children’s
performance so you can tailor your
instruction to match their needs.
• Use the options in the Journeys assessment
materials to verify progress and enhance
your teaching throughout the year.

41. Gratitude can transform common days into
thanksgivings,
turn routine jobs into joy,
and change ordinary opportunities into blessings.
William Arthur Ward