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READING LEVELS. INDEPENDENT- CAN READ ON OWN WITH 95-100% ACCURACYINSTRUCTIONAL-CAN READ WITH SUPPORT WITH 90-94% ACCURACYFRUSTRATION-TOO DIFFICULTLISTENTING CAPACITY-POTENTIAL READING LEVEL. READABILITY FORMULAS. Method of estimating the difficulty of text or reading level of a textDetermined
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1. Assessment of Student Progress in Reading and Writing Tompkins-Chapter 3
5th edition
2. READING LEVELS INDEPENDENT- CAN READ ON OWN WITH 95-100% ACCURACY
INSTRUCTIONAL-CAN READ WITH SUPPORT WITH 90-94% ACCURACY
FRUSTRATION-TOO DIFFICULT
LISTENTING CAPACITY-POTENTIAL READING LEVEL
3. READABILITY FORMULAS Method of estimating the difficulty of text or reading level of a text
Determined by correlating semantic and syntactic features
Leveled Books, FRYE Readability Graph, Lexile Framework
4. The Lexile Framework(available through Scholastic) System for leveling books (or matching books to readers)
Lexile levels range from 100-1300
Ex. 6th grade = 850-1300
5. Fry Readability Graph Readability Formula
Used to determine if a textbook or trade book is appropriate for a particular grade level
See p. 307 for instructions
Select 100 word passage
Count # of syllables in each word
Count # of sentences in the passage
Plot on graph
6. Reading Recovery Early intervention program for struggling readers at the end of the first grade
Goal to get them on grade level by 3rd grade
Reading Recovery reading levels = 0-26
7. Informal Assessment Used to guide instruction
Sometimes is an instructional tool (the assessment is the instruction)
Not high-stakes
8. Concepts about Print or CAPMarie Clay Assessment of Basic understandings about print and the way it works
Book-Orientation concepts
Directionality concepts
Letter/word concepts
(See p. 302 for example of Scoring Sheet)
9. Phonemic Awareness and Phonics Monitor sound isolation, segmentation, blending, etc. through picture sorts, songs, rhyming words
DIBELS (nonsense word fluency)
The Names Test (Cunningham)
10. Running Records(Marie Clay) To assess word identification and fluency
Students read text aloud while teachers make checkmarks noting the words read correctly and the miscues
Calculate # of words read correctly (95 %= independent, 90-94%= instructional, and fewer than 90%= frustration level
Examine miscues
Examine comprehension through retelling
11. Miscue Analysis Miscues= unexpected responses
Includes substitutions, repetitions, omissions, mispronunciation
Categorize according to cueing systems:
semantic (meaning is similar)
graphophonic (looks similar)
syntactic (grammatically acceptable)
12. Informal Reading Inventory (IRI) Commercial tests to assess reading levels (grade level equivalents)
Includes graded word lists, graded passages, and comprehension questions
Used to calculate independent, instructional, and frustrations levels
13. Retellings Students retell a story or expository text after reading the text silently or aloud
Student retell story without assistance and then the teacher may ask open ended questions (What happened next?)
Teachers analyze retelling for comprehension
14. Cloze Procedure Used to:
Determine suitability of a textbook or trade book
and/or
Access comprehension
15. Cloze Procedure Select a passage of approximately 250 consecutive words from the text or trade book. The text should be one that the students have not read, or tried to read, before.
Type the passage using the first sentence intact and deleting every fifth word thereafter.
Give students the passage and have them fill in the blanks. Allow them all of the time they need.
16. Scoring Cloze Tests Score by counting as correct only the exact words that were in the original text.
Determine the percentage of correct answers.
Less than 44%- Frustration Level (level that is too difficult…thwarts or baffles student)
44%-57%- Instructional Level (level at which the student can read with teacher guidance)
57% or more- Independent level (level to be read “on his or her own”)
17. Maze Procedure Similar to cloze procedure
Students are provided with 3 choices for each deleted word (or each blank)
1) correct word
2) syntactically acceptable but semantically unacceptable
3) both semantically unacceptable and syntactically unacceptable
18. Authentic Assessment Takes place during the teaching/learning process
Does not measure language as a set of fragmented skills
Oral and written language are integrated and whole
Contextual/situational
Assesses many types of literacy abilities in real and functional ways
Continuous process
Varied process
Should include student’s interests and beliefs
Involves self-reflection and self-evaluation
19. Observation Interaction
Shadowing-following one student and systematically recording the student’s instructional experiences
Kidwatching-Ken Goodman
Teachers explore: 1) What evidence exists that language development is occurring?
2) What does the child’s unexpected production say about the child’s knowledge of language?
Anecdotal records- written accounts of specific incidents in the classroom
20. Monitoring Student Progress Observations
Anecdotal Notes
Conferences
Rubrics
Work Samples
Portfolios
Self-Assessment
(Also See Assessment Tools p. 85)
21. Standardized Tests Mandated tests
Schools and districts use scores for comparing student achievement with previous years
Comparing with national norms and other districts
22. Purposes To place and classify students
To provide accountability
To determine who needs extra help or enrichment
To create groups
Standardized tests often fail to reflect current views of teaching reading and are of little use to teachers day-to-day instruction
23. Formal Assessment-Norm Referenced Norm-referenced- measure a student’s relative standing in relation to comparable groups of students across the nation or locally
Authors seek reliability and validity so that schools can be confident that the tests measure what they intend to measure
Results in standard scores—grade equivalents (in years and months) and percentile ranks (position within a set of 100 scores)
24. Criterion-Referenced Scores are interpreted in terms of specific standards
Designed to match the standards or expectations of what students should know at successive points, or benchmarks
Advantage: Students do not compete with one another, but try to master certain objectives or criterion
Disadvantage: Reading can appear to be merely a set of skills that can be taught and learned in isolation