Literacy in the NELC

This Issue's Theme: It’s About the Everyday

SAT Redesign

What's New in the SAT Redesign (for our Readers), NASSP

Excerpted from an Education Week article by Caralee Adams


The new SAT will require students to cite evidence in support of their understanding of texts in both reading and writing and will emphasize evidence-based reading and writing.

1) command of evidence

2) relevant words in context


The reading test drills down, more specifically, asking students to answer questions based on what is stated and implied in texts across a range of content areas (everyday!) and determine which portion of a text best supports the answer to a given question.

NELC Critical reading

Our average in the NELC for the Critical Reading section was 553. This is a very strong score compared to the national averages for 2015 administrations.
SAT Redesign: Critical Reading

The Reading Test focuses on the skills and knowledge at the heart of education: the stuff you’ve been learning in high school, the stuff you’ll need to succeed in college. It’s about how you take in, think about, and use information.

KIM Vocabulary

As an alternative to the traditional memorization practice, this "everyday" practice can support critical reading work of HS readers.


1. Record the key word (K).

2. Write down important information about the key word including a user friendly definition (I).

3. Draw what the key word means, and link it to an unusual connection to create a memory device (M).

4. Write the key word in a context-rich sentence for application.

Middle and Elementary School: Regular Running Records

Guided Reading instruction is an everyday expectation in our ES and still necessary for our below grade level readers in MS. In simple terms, if Guided Reading Instruction occurs, running records need to also occur in between Fall, Winter and Spring BAS/DRA2/STAR administrations.



A running record is a tool that helps teachers to identify patterns in student reading behaviors. These patterns allow a teacher to see the strategies a student uses to make meaning of individual words and texts as a whole.



•Using the BAS/DRA2 to monitor progress as students move through the text gradient is not efficient, and is not the purpose of this type of assessment.


•Running records provide current information to inform instruction when teaching Guided Reading.



The blog post below uses Kindergarten as an example of why it is essential to regularly assess student reading levels. However, any grade level can be interchanged with the grade level.

Learn North Carolina

For running record tutorials and tools, see here.