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We must know how our students process print.
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1. Reading Assessment: A Necessity but What?Maryann ManningUAB
2. We must know how our students process print.
4. You don’t need DIBELS but you do need a lot of knowledge in your head.
5. Four cueing systems
Graphophonic
Syntactic
Semantic
Pragmatic
6. Graphophonic Cueing System Clay letter identification including sound and word tasks
Kamii and Manning spelling word list
Student writing analysis
Running Record analysis
RMI with careful analysis of miscues
7. Syntactic Cueing System RMI
Observation of reading miscues
Student writing analysis
8. Semantic Cueing System RMI including unaided and aided retellings
Observing reading miscues
Prior knowledge questions
Observing contributions during text discussions
9. Pragmatic Cueing System Observing predictions in unfamiliar texts
10. Reading Interests Observing text choices
Listening for enthusiasm about texts
Recording favorite genres and topics of books in self-selection records
11. Appropriate (approximate) Level of Texts Guided reading texts and observations
Independent reading texts, self-selection text records
QRI
12. Fluency Listening to oral reading of different types of texts for rate and expression
13. Content Knowledge Listening to discussion of literature
Listening to general conversation/oral language
14. Retelling Ability Listening to unaided and aided retellings
RMI
Listening to discussions of literature
15. Notions about Reading Process Burke Reading Inventory
Listening during conferences
16. Assessment of Emergent Readers Expressive and receptive oral language
Phonemic awareness
Letter/sound identification
Invented spelling levels
17. Other Sight words
Analysis of silent reading
Reading habits
Differences between reading fiction and non-fiction
Self-assessment of reading
More
18. Scientific Reading Assessment by Heinemann
Creating the Best Literacy Block Ever by Scholastic