+ Literacy Assessment Authentic and Formative

+ Reading Levels Independent: % Students who score at this level do not need assistance to be successful with this particular book. Reading is fluent, comprehension is strong text is engaging. Instructional: 90-94% This is the range that students should score in with the materials you are using for guided reading. Frustration: 89% or below If the student scores at this level you need to choose another passage and work on skills to build fluency and maintain self-esteem.

+ Matching Books to Readers Fry Readability: graph created by Edward Fry used to predict the grade-level score for texts. Leveled Books: Fountas and Pinnell developed this classification system which levels books A-Z by using 10 variables for grades K-8. Lexile Framework: developed by MetaMetrics “measures both students’ reading levels and the difficulty level of the books.” High stakes tests can be linked to it. (Tompkins, 80)

+ 3 Cueing Systems *Meaning/semantics/comprehension Ask: Does that make sense?? “I rode a house.” *Structure/syntax/English grammar Ask: Does that sound right?? “They was my friends.” *Visual/graphophonics/decoding Ask: Does that look right?? “He rode on the horse.”-child “He rode on the pony.”-text

+ Running Records Conducted by the classroom teacher on a one-to-one basis frequently Can be recorded for later analysis Teacher is a neutral observer/no prompting Teacher may tell the child the passage title Teacher may provide a word (after suitable pause) if it cannot be recognized Teacher may instruct child to “try that again” Try to record all behaviors, only score miscues (not self-corrections or repetitions) Use either seen or unseen text depending on purpose of running record Use blank sheet or paper or photocopy the text ( words)

+ Running Record Symbols and Marking Conventions (examples of types of reading behaviors) (running record calculator)

+ Scoring Running Records Count the total number of words Subtract the number of miscues Divide the total of correct words by the total number of words ex. 100 words- 10 miscues=90 correct words 90/100= 90% Does the reader use all 3 cues or rely on only one kind of information? Does the reader attempt to self-correct by rereading? Does the reader attempt to problem solve by reading on? Does the reader notice when reading does not make sense? Does the reader read with good phrasing and fluency? Does the reader retell the story to indicate comprehension?

+ Monitoring Students’ Progress Observations: “Kid Watching”- Yetta Goodman Anecdotal Notes: brief notes/Post-its Conferences: On-the-Spot, planning, revising, editing, book discussions, evaluation/portfolios Checklists: Reading/Writing Workshop, Literature Circles, projects, etc. Rubrics: scoring tool used to evaluate performance based on specific criteria. Student work samples: logs, photos, scripts, books, videos, presentations, etc. adingmethods&clipID=RMET_014_248.flv adingmethods&clipID=RMET_014_248.flv

+ Emergent Assessments Letter Identification - a list of 54 different characters including upper and lower case letters as well as alternate forms of a and g. Yopp-Singer Test of Phonemic Segmentation Word Test - a list of 20 words most frequently used in early reading materials. Concepts About Print - a variety of tasks related to book reading, familiarity with specific concepts about printed language. Writing Vocabulary - children are given an opportunity to write all of the words they know in 10 minutes. Dictation Test - a sentence is read with 37 sounds embedded in words and the child is asked to record the sounds they hear.