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Assessing for Learning

Assessing for Learning. The Importance of Assessments in Reading Instruction Presented By: Kenneth Kunz. Natalie loves independent reading time, and continues to develop strong reading skills. Meet the 4 th Graders.

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Assessing for Learning

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  1. Assessing for Learning The Importance of Assessments in Reading Instruction Presented By: Kenneth Kunz

  2. Natalie loves independent reading time, and continues to develop strong reading skills. Meet the 4th Graders

  3. Sara is above grade level in reading and enjoys reading novels in her spare time. Rachel is a very fluent reader and continues to develop strong comprehension skills.

  4. Adonis is a bilingual/ESL student who finds it difficult to stay on task. His phonics and spelling need extra support. Review is necessary for vocabulary and comprehension. David is also a bilingual/ESL student who practices reading at home as well as at school. He is on a 3rd grade reading level.

  5. Jeison has lived in the United States for 2 years. He can decode words, but does not understand what was read. Extra support is needed with vocabulary development. Melinda has motivational struggles with reading. Otherwise she is on-level.

  6. Alivia enjoys reading and is on a 4th grade instructional level. Paige is slightly below grade level in reading and needs extra support with comprehension skills.

  7. Gracjan is an advanced reader, but does not like writing. Naomi is enthusiastic about reading but struggles with spelling, phonics, and phonemic awareness.

  8. Bruce loves nonfiction and independent reading. He is a gifted and talented student. Dorian is an on-level 4th grade reader.

  9. Michael has trouble staying focused, but is an advanced 4th grade reader. Alex is an on-level 4th grade reader with a great sense of enthusiasm for reading.

  10. Agustina needs assistance with organizational skills and benefits from graphic organizers. She is an on-level reader. Alexis leaves reading constantly for violin lessons. She enjoys meeting with her literature circle groups and is a member of the School #10 Book Club.

  11. Lucas is below grade level in reading. He enjoys reading for fun, but has trouble staying focused. A majority of Lucas’ reading is done only at school. Adam is a gifted & talented student who enjoys reading.

  12. Caitlyn is a gifted reader who is above grade level. Additional support is needed with fluency and prosody. Karina scored partially proficient on the 3rd grade NJASK. She receives basic skills help in reading & language arts.

  13. Running Records/Data Collection

  14. “If a child struggles with word recognition, comprehension will invariably suffer” (LaBerge & Samuels, 1974). • “If reading is not fluent, then comprehension usually suffers” (McKenna & Stahl, 2003). • “Children’s knowledge of word meanings is the best predictor of their comprehension.” Why Assessment for Reading Instruction?

  15. Is the child able to read texts at his or her grade level with automatic word recognition and adequate expression? • Does the child make use of the context to monitor his or her reading? • Is the child fluent? • Does the child have adequate sight word knowledge? • Does the child use decoding strategies? Putting It All Together

  16. Does the child have adequate phonological awareness? • Is the child able to comprehend the text? • Does the child have adequate vocabulary? • What is the child’s background knowledge? • What does the child view as the goal of reading in general? • What concepts of print does the child have? More Questions to Consider

  17. What do we know about children’s attitudes? 1. Reading attitudes tend to worsen over time. 2. Reading attitudes worsen more rapidly for poor readers. 3. Girls tend to possess more positive reading attitudes than boys. 4. Ethnic group membership is not strongly related to reading attitudes. 5. Instructional methods can have a positive influence on attitudes. Affective Factors

  18. Elementary Reading Attitude Survey • 1. Administer the Garfield Survey. • 2. Use the scoring guide to score individual responses to the survey. • 3. Interpret the Score: (Example: A total score of 50 indicates a relatively indiferrent overall attitude toward reading. Less than 50-Negative attitude; Greater than 50-Positive attitude.) Let’s Try One Together!

  19. These lists are from the “QRI,” or Qualitative Reading Inventory. • Pros-Vocabulary lists give the teacher a general idea of where to start with running records. • Cons-Vocabulary is only one measure of literacy knowledge. Other assessments should be used in addition to the examiner word lists. Word Examiner Lists

  20. Word study is developmental in nature. • The purpose of word study is to examine words in order to reveal consistencies within our written language system and to help students master the recognition, spelling, and meaning of specific words. Words Their Way

  21. Scoring the inventories is more than marking the words right or wrong. • Looking at orthographic features • Are there any noticeable patterns? • Identify Features for Instruction(Are there any missing pieces in the child’s knowledge of words?) • Determine a developmental stage Scoring and Analyzing Spelling Inventories

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