Michigan Literacy Progress Profile (MLPP)
The MLPP 2000 is an instructional system that provides one way
teachers can document and explain what they know about a child's
literacy learning and performance levels. The assessment tools,
portfolio and individual student profile, along with instructional
strategy guidance allows for a common language across classrooms and
schools as a child progresses through early literacy experiences. The
assessments that allow the teacher to dig deeper into what children
understand about literacy and how they process text are (Phonemic
Awareness, Concepts of Print, Known Words, Letter/Sound Identification,
Hearing and Recording Sounds, Sight Word/Decodable Words Lists) and the
instruments that assess the milestone behaviors are (Writing,
comprehension, Oral Language, Oral Reading, and Literacy
Attitudes).
MLPP Assessments
- Oral Language
Reflective of what we know about the critical place that oral
language development has in helping students make sense of the
world in which they live. Children build their understanding of
meaning based on their interactions with the environment around
them. The process of making meaning that is in place when children
begin to attend to printed text allows them to understand the
structures of printed text.
- Phonemic Awareness
The development of the awareness of sounds develops as oral
language proficiency grows. When a child begins to notice symbols
and attaches meaning to symbols in text, (alphabetic principle)
allows the student to become a strategic manager of abstract
symbols. Comprehending oral language and the awareness of sounds
are the primary building blocks for acquiring literacy.
- Writing
- Comprehension
These assessments address milestone behaviors for children in
early literacy development. We know that just as the first
assessment tool (oral language) assesses components that are
operating in an interrelated manner (phonemic awareness and
comprehension) that the comprehension and writing development of
children are interrelated and occurring simultaneously.
- Concepts of Print
The development of the sense of letter, word and text that is
assessed in the Concepts of Print provides the teacher with
valuable information to move children along in literacy
development
- Oral Reading
This assessment is used to record and measure the way children
utilize and organize the understandings they have of the
sound/symbol system and the comprehension system. The Oral Reading
assessment is a tool to assess a milestone behavior. A successful
reader uses multiple skills in an intentional integrated manner
that allows meaning to be gained. The teacher is able to hear and
record the way the child uses curing systems to supply unknown
words and self-monitors reading while constructing meaning.
Assessing oral reading provides a "window" into the
reader's use of skills during the act of reading.
- Letter/Sound Identification
- Sight Word/Decodable Word List
- Known Words
- Hearing/Recording Sounds
These tools can quantify student knowledge easily. They are
quite discrete measurement tools that show progress through
increased numerical scores. While teachers may want to move to
these assessments first, it is important to realize that the
measurement of these skills provide very little instructional
information that informs the total process of reading through a
constructivist lens. These assessment tools are most useful to
provide additional information to the assessments mentioned
earlier.
- Literacy Attitudes Survey
This is perhaps the most inclusive assessment in this toolbox.
Literacy attitudes will profoundly affect the performance of
students as they progress through their literacy development.
These attitudes are build through all kinds of cultural, social
and emotional interactions before and during school. This
assessment will allow the teacher to have a "peek" into
what helps or hinders student achievement as children as they move
through literacy instruction.
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