C&I 222: Assessing Prior Knowledge and Vocabulary

1. C&I 222: Assessing Prior Knowledge and Vocabulary September 19, 2011

2. Question of the Day • http://www.polleverywhere.com/multiple_choice_polls/MTAzMzEwMDU5NA

3. What are these things • Phonics • Teaching practice that emphasizes how spellings are related to speech in systematic ways • Phonemic Awareness • Understanding of spoken language and ability to manipulate those sounds • Graphemes ,Alphabetic principle, morphemes, etc. • Daily 5 • Read to self • Read to a partner • Word work • Writing • Listen to reading

4. Today’s Class • Define assessment bias and identify sources of bias in assessments • Identify vocabulary learning targets • Identify vocabulary assessments • Create a vocabulary assessment • Discuss strategies for developing background knowledge and vocabulary

5. Keys To Quality Assessment Accurate Assessment 2. Assess What? 1. Why Assess? What’s the purpose?  Who will use the results? What are the learning targets?  Are they clear?  Are they good? 3. Assess How? Design What method?  Sampled how?  Avoid bias how?  Students are users, too. Be sure students understand targets. 4. Communicate How? Students can participate in the assessment process Students track progress and communicate. How to manage information?  How to report? Effectively Used 5

6. Assessment Bias Anything within the assessment, the learner or the environment that causes the assessment data to be misrepresented or distort results • Poorly written test items • Cultural, ethnic or social bias • Poor lighting, noise and other distractions • Poor reproduction of materials • Student’s reading or writing level • Disposition of the student

7. What bias do you see here? • Which of the following sentences BEST describes the Sun?A. The Sun looks small because it is so far from Earth. B. The Sun is a ball of burning gases that gives the Earth heat and light. C. The Sun is a small star. D. The Sun is not as hot as it looks.

8. A. Short Vowels 1. lat 2. ped 3. sib 4. mog 5. vun 6. fim 7. hep 8. yot 9. rud 10. cag B. Digraphs, Blends 1. sheg 2. chab 3. stot 4. whid 5. thuzz 6. bruck 7. cliss 8. smend 9. thrist 10. phum Other Vowels 1. doit 2. spoud 3. clar 4. foy 5. jern 6. moof 7. lurst 8. porth 9. stook 10. Flirch E. Multisyllabic Word 1. rigfap 2. churbit 3. napsate 4. reatloid 5. foutray 6. moku 7. wolide 8. lofam 9. pagbo 10. plizzle

9. Alphabet Letters and Sounds Recognition(Student Response Sheet)

10. One More

11. What do we Assess? Quick Write- What are some skills/concepts we need to assess related to vocabulary? (Make a list)

12. For Wednesday • Review and be familiar with pgs 140-142; bring your text with you

13. Question of the Day • http://www.polleverywhere.com/multiple_choice_polls/MTAzMzEwMDU5NA

14. What do we Assess? • Concept words • Affixes/Roots • Synonyms/Antonyms • Homographs • Homophones • Content Vocabulary

15. Assessing Vocabulary Development • How do children learn words? • What tools do you have available to assess vocabulary?

16. Vocabulary • Generative process going from the known to the unknown, from simple to complex, and from the literal to the metaphorical • Vocabulary depth • Vocabulary breadth • Needs to be taught not just tested—English language is complex

17. Word Meaning vs. Concepts “…knowing a word is related to our experiences and that these experiences differ culturally and developmentally.” Turn and Talk: What does this mean for teachers when assessing a student’s vocabualry?

18. Several Different Vocabularies • Listening • Speaking • Reading • Writing

19. Levels of Vocabulary Words(Richard Allington) • Everyday, common words that don’t need to be taught (bed, look, run) • Words that occur frequently in media, readings, conversations that need to be taught (freedom, democracy, climate change, etc.) • Highly specialized words specific to a content area (unicameral legislature, amorphous solid, science and social studies words)

20. Vocabulary Development Assessments • Content Word Sorting (Fountas and Pinnell) • Synonym & Antonym Vocabulary Assessments • Word Tests

21. Vocabulary Development Strategies Verbal interaction and vocabulary instruction result in an increase in word knowledge, concept knowledge, and reading comprehension What are some vocabulary development strategies that you have used or that might want to try?

22. What do these strategies look like 3rd grade word detectives (Teaching Reading, 3-5, 12:30) • How are these children figuring out unknown words? • How are they discussing word vs. concepts • How are they interacting with the words? Building Background Knowledge

23. Considerations for Teaching Vocabulary • Provide Students with opportunities to extend knowledge of words in meaningful ways • Provide direct instruction on how to infer Word Meanings • Provide multiple encounters • Promote active processing- give opportunities to use the words

24. Assessing Background Knowledge& Vocabulary Write down all of the words you can think of related to rainforest Virtual Field Trip Collecting Words

25. You Try It! (Use the Steps on pp. 141-142) • Select a Text. What vocabulary do you believe needs to be understood in order to comprehend this text? • How would you incorporate “”prior knowledge” or what type of “knowledge building” might you need to incorporate? • How will you find out if your students know the meanings of these words? • What are some possible assessment methods you could use? • Design an assessment (You can use one from Ch 4)

26. Next Time • Read Chapter 8, Reading Diagnostics and Ch. 5 of Kidwatching • Article presentations: Vocabulary