Assessment Part 2 : Early Language and Literacy Certificate, Course 1

1. Assessment Part 2:Early Language and Literacy Certificate, Course 1 Class 7 Guided Reading Plus

2. Housekeeping • Does everyone have your assessments on all three case study students? • DRA2/EDL2 • Mondo Oral Language • Letter ID OR Concepts About Print • Dictated Writing OR Writing Sample

3. Electronic Reflection Journals • Everyone should have received their feedback by now – add your 12/20 reflection, save & continue on • Not valuable unless you are doing them AS WE GO (not all at the end) • Best reflections make specific connections between class/readings & your practice

4. Electronic Reflection Journals • Exemplar quote from Organization Class 2: • I began to reflect on my own small group rituals and routines, and realized that certain of them need to be better developed before I fully implement GRP. A few of these include how students arrive at group ready to learn, how students sit and listen like readers, appropriate voice levels during independent reading, and finally how students respectfully engage in discussion of the text.   

5. Electronic Reflection Journals • For next time: • ERJ is due by midnight Thurs March 21 • If late, half credit will be given until midnight of Sun March 24 • After that, no credit & successful completion of class not possible

6. Essential Question • How does assessment inform my instruction?

7. What does the DRA2/EDL2 tell us? • Reading level • Reading behaviors (strategic text processing) • Comprehension @ level 4+ • Fluency @ level 14+ • Written response to reading @ level 28+ • Reading group info • Change over time

8. Case Study DRA2/EDL2 Handout: Case Study Summary of Assessments • Analyze DRA2/EDL2(MSV) • Interpret DRA2/EDL2 • Use Handout: Reading Focus Areas (Class 6, Dec 20) • Jot notes on your Summary of Assessments: It appears that the student CAN: NEXT STEPS for this student appear to be:

9. What does the Mondo Oral Language Assessment tell us? • Read Handout: Oral Language Assessment • ‘Implications for Instruction’ (Class 5, Dec 13) • Turn and talk: What are your initial thoughts about how oral language development fits into Guided Reading? • Share out

10. Case Study Oral Language Assessment • Look at your oral language assessments • What grammatical constructions do your students control? • Jot notes on your Summary of Assessments: It appears that the student CAN: NEXT STEPS for this student appear to be:

11. Case Study Concepts About Print ORLetter ID • Analyze CAP results • Use Handouts: Reading Focus Areas, ‘Making the Invisible Visible’ (Class 4, Dec 6) OR • Analyze the letter ID results • Jot notes on your Summary of Assessments: It appears that the student CAN: NEXT STEPS for this student appear to be:

12. What does the dictated writing tell us? • The student’s ability to hear and record sounds in words • Notice • use of space (on the page, between words) • directionality • letter formation • sequencing / omission of sounds • consonant, vowel sounds • initial, medial, final sounds • partially correct

13. What does a writing sample tell us? • Read Handout: The Development of Young Writers part 1 (Dorn) (green) • What can you tell about the writers based on these samples? • comprehension of ideas • expressive language • facility with mechanics

14. What does a writing sample tell us? • Read Handout: The Development of Young Writers part 2 (Dorn) (yellow) • What were some differences between what you thought about these pieces and Dorn’s view?

15. Case Study Dictated Writing OR Writing Sample • Using Handout: Writing Focus Areas (English/Spanish) (Class 6, Dec 20) • Analyze dictated writing OR • Analyze writing samples • Jot notes on your Summary of Assessments: It appears that the student CAN: NEXT STEPS for this student appear to be:

16. Summary of Assessments • Thinking about what you’ve noticed as strengths and needs through each assessment: • Use the Handouts: Reading & Writing Focus Areas • Choose an initial focus area in reading & writing for each student • What implications does each student’s oral language development level have for your instruction of this student?

17. Essential Question • How does assessment inform my instruction?

18. Essential Connections • LEAP • MCD: methods & pacing, academic language • HIIM: check for understanding, feedback • English Language Learners • Oral Language Development • Academic Language • Common Core Shifts • Nonfiction • Evidence • Increasing text complexity

19. Progress Monitoring • Progress Monitoring - start • turned in Feb 14 with copies of running records • Handout: Sample Progress Monitoring (blue) • use group Progress Monitoring form • follow the format • record most recent data from running records • note: on informal rr’s each child’s book will be different • record a reading focus & writing focus for each student • Use Reading and Writing Focus Areas Handouts

20. Homework • DO • If your data suggests that your group should change, do so by Mon Jan 14. • Reflect on class • Finish Summary of Assessments for 3 case study students • Begin Progress Monitoring Form (initial data + reading & writing focus for each student) • BRING to next class • A book you plan to use with your group AFTER next class • Next class powerpoint (for notes) • ALL handouts received thus far