1. Welcome to the Cognitive Model of Assessment
Begin
Resources
Adapted from Michael McKenna and Steven Stahl’s
Cognitive Model of Assessment
References

2. Resources Three Week Lesson Plan and Resources
Phonemic Awareness Resources
Sight Word Resources
Decoding Resources
Fluency Resources
Vocabulary Resources
Comprehension Strategies Resources
Text Structure Resources
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3. If the Student has comprehension problems…
Check Oral
Reading
Fluency 1 3
Check
Strategic
Knowledge 2
Check
Language
Comp.
Assessments
Assessments
Background
Knowledge
Strategies
Problems?
No Problems?
Specific
Purpose
Vocabulary
Knowledge of
Structure
General
Purpose
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4. Assessment of Strategic Knowledge
Burke Reading Interview
Reading Survey
Textbook Interview
Index of Reading Awareness
Awareness of Purposes of Reading Interview
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5. Teaching Comprehension Strategies
Instructional Strategies (scroll down)
The core addresses comprehension strategies
HM/Harcourt Leveled readers include comprehension strategies
eMINTS
FCRR Website 2-3
FCRR Website K-1
Comprehension Strategies from Help for Struggling Readers
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6. Specific Purposes Checklist for Reading Purposes DRTA KWL
Listen-Read-Discuss
PLAN
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7. General Purposes
Use the interviews found under the assessment of strategic knowledge tab to start a discussion about the general purposes of reading.
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8. Concepts of Print
Information and instructional suggestions for Concepts of Print
Concepts of Print Checklist
Concepts of Print Assessment
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9. Background Knowledge
General background knowledge can not really be assessed, but background knowledge about a certain topic can.
Anticipation Guide
Create a background knowledge questionnaire
Background knowledge can be built through …
specific activities and discussion before reading a story
read alouds
focused field trips
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10. Vocabulary
Because general vocabulary is such a large body, it is not typically assessed, but the Peabody Picture Vocabulary Test (PPVT) can be used. A better idea is to assess certain vocabulary before reading a selection.
Pre-reading vocabulary assessment
Vocabulary is a major piece in the comprehension puzzle and must be strengthened!!
Which Words Do I Teach? Vocabulary Instruction Resources
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11. Vocabulary Instruction Resources
Four Square Vocabulary Map
Word Knowledge Rating Checklist
Stop and Think About It
Vocabulary Instruction Activities
Concept Circles
Semantic Feature Analysis
The Frayer Model
Verbal and Visual Word Association
Vocabulary Games and Activities
More Activities for Vocabulary
FCRR Website 2-3
FCRR Website K-1
Houghton Mifflin Leveled Readers (have some vocabulary work)
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12. Which Words to Teach? Think about…
Would the students be able to explain these words using words that are already familiar to them?
These words are not simply synonyms of familiar words, they are representing more precise or more complex forms of familiar words.
Also Think about…
Importance and utility: Words that are characteristic of mature language users and appear frequently across a variety of domains.
Instructional potential: Students can build rich representations of them and their connections to other words and concepts.
Conceptual understanding: Words for which students can understand the general concept but provide precision and specificity when describing the concept.
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13. Knowledge of Structure
Assessment
Resources
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14. Resources for Text Structure
Houghton Mifflin Leveled Readers
Materials from the core
Core instruction involves text structures
Re-teaching materials
Extra Support Handbook
FCRR Website 2-3
FCRR Website K-1
Graphic Organizers
Text Structures and Graphic Organizers
More Text Structures and Graphic Organizers
Text Structures Info
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15. Assessment of Text Structure
Assessment of text structure is typically done through a retelling. Students who lack knowledge of text structures will recall information randomly and haphazardly. A student who has knowledge of text structures will recall facts and information in a more organized fashion.
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16. If the assessment data suggests the student has no problems in Oral Reading Fluency…
Decoding text is not an issue for the student. Look at the
Language and Comprehension skills
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17. If there are deficits in ORF…
Check
&
Decoding
Skills
Sight-Word
Knowledge
Assessments
Assessments
Problems?
No Problems?
Problems?
No Problems?
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18. Assessments for Sight Words
- Has a list of Dolch words per grade
San Diego Quick Assessment
- Lists the Fry 1st 300 words
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19. If the assessment data suggests problems in Sight Vocabulary…
Make flashcards to practice the words
Fry words 1-300
Dolch lists (On Cards)
Use phrase and sentence cards to practice them in context
Fry
1-100 Words
Words
Words
Dolch
Dolch phrases 1-11
Dolch sentences 1-11
Various web activities…
Or just do a web search and you’ll probably
find plenty of activities
Make sure to continue by checking out Decoding Skills!
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20. If the assessment data suggest the student has no problems in Sight Vocabulary…
This area may be OK. Practice words in context and continue to look at decoding (NWF) skills
Check Decoding Skills
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21. Oral Reading Fluency Assessments
DIBELS ORF Progress Monitoring Measures (
Leveled Reader Assessment
Informal Reading Inventories
3 Minute Reading Assessment
Observations
Reading a-z (scroll down)
easyCBM.com
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22. Assessments for Decoding Skills
DIBELS Nonsense Word Fluency (
McKenna and Stahl’s Informal Phonics Inventory
Informal Phonics Inventory/PA Assessment Score Recording Sheet
Reading a-z
Alphabet Recognition
DIBELS Letter Naming Fluency
Kindergarten Reading survey (letter names and sounds)
easyCBM.com
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23. If the assessment data suggests problems in Decoding skills…
Check
Phonemic
Awareness
Check
Print
Concepts
Assessments
Assessments
and Suggestions
Problems?
No Problems?
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24. If the assessment data suggests problems in Phonemic Awareness…
If students demonstrate difficulty in phonemic awareness, then they must focus on this skill. Phonemic awareness is usually taught orally and through pictures, but older students should focus on phonemic awareness through the use of letters as soon as possible. Students who are weak in PA should still focus on phonics instruction as well.
Phonemic Awareness Resources
Phonics Resources
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25. Phonemic Awareness Resources
FCRR website 2-3
FCRR Website K-1
FreeReading.net
DIBELS Interventions
Patti’s Activities
ProTeacher!
Phonemic Awareness Games
K-3 Learning Pages
Literature for Literature
Sound Boxes
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26. If the assessment data suggest the student has no problems in Phonemic Awareness…
If the student has no problems in any aspects of phonemic awareness (blending, segmenting, substituting, omitting) then provide decoding instruction and necessary sight-word instruction. See links below for resources.
Sight-Word Resources
Phonics Resources
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27. Decoding Resources Making Sense of Phonics (Isabel Beck)
Onset and Rime cards
FCRR Website 2-3
FCRR Website K-1
FreeReading.net
DIBELS Interventions
Carl’s Corner
Internet 4 Classrooms
Alphabet Arc (Capital letters, Lowercase letters)
Phonograms ranked by frequency
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28. Phonological Awareness Assessments
DIBELS Initial Sound Fluency (ISF), and Phoneme Segmentation Fluency (PSF) (
Yopp-Singer Phoneme Segmentation Test
Informal Phonological Awareness Assessment
Rosner (segmentation) and Roswell-Chall (blending)
Informal Assessment of Phonological Awareness
easyCBM.com
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29. Check Sight-Word Knowledge
If the assessment data suggest the student has no problems in Decoding skills…
If the student has no problems in Letter/sound identification as well as sound blending, and has no problems with Sight-Word knowledge, the student needs work on fluency. See the list of resources below.
Check Sight-Word Knowledge
Fluency Resources
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30. Fluency Resources Five day leveled reader lesson plan Reader’s Theater
Aaron Shepard
Teaching Heart
Timeless Teacher Stuff (scroll down)
Carl’s Corner (Look at topics on left)
FCRR Website 2-3
FCRR Website K-1
Suggestions from Rasinski
Intervention Central (scroll down)
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31. References
Bear, D. R., Invernizzi, M., Templeton, S. & Johnston, F. (2004). Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (Third). New Jersey: Pearson.
Beck, I. L. (2006). Making Sense of Phonics: The Hows and Whys. New York: The Guilford Press.
Beck, Isabel L., Margaret G. McKeown, and Linda Kucan. (2002). Bringing Words to Life: Robust Vocabulary Instruction. New York: The Guilford Press.
Duffy, G. G. (2003). Explaining Reading: A Resource for Teaching Concepts, Skills, and Strategies. New York: Guilford Press.
Fox, B. J. (2004). Word Identification Strategies: Phonics from a New Perspective. New Jersey: Pearson.
McGee, L. M. & Morrow, L. M. (2005). Teaching Literacy in Kindergarten. New York: The Guilford Press.
McKenna, M. C. (2002). Help for Struggling Readers: Strategies for Grades 3-8. New York: Guilford Press.
McKenna, Michael C., and Steven A. Stahl. (2003) Assessment for Reading Instruction. New York: The Guilford Press.
Rasinski, T. V. (2003). The Fluent Reader: Oral Reading Strategies for Building Word Recognition, Fluency, and Comprehension. New York: Scholastic Professional Books.
Tyner, B. (2004). Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers. New York: International Reading Association.
Walpole, Sharon, and Michael C. McKenna. (2007) Differentiated Reading Instruction: Strategies for the Primary Grades. New York: Guilford Press.
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