Gail E. Tompkins California State University, Fresno Literacy in the Middle Grades Teaching Reading and Writing to Fourth to Eighth Graders, 2e Second Edition Gail E. Tompkins California State University, Fresno Prepared by Helen Hoffner Holy Family University This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. © 2010 Pearson Education, Inc. All rights reserved.

How does assessment differ from evaluation? Chapter 3 How does assessment differ from evaluation? Assessment Assessment is formative; it’s ongoing and provides immediate feedback to improve teaching and learning. Example: Work Samples Evaluation Evaluation is summative; it’s final, generally administered at the end of a unit. Example: Tests

Reading Levels Independent Level Instructional Level Frustration Level Chapter 3 Reading Levels Independent Level Students can read books at this level comfortably, on their own. Instructional Level Students can read and understand books at this level with support, but not on their own. Frustration Level Books at this level are too difficult for students to read successfully, even with assistance.

Chapter 3 Leveled Books When determining the difficulty of a book, consider variables such as: Genre & Format Organization & Use of Text Structures Interest Level of the Content Complexity of Ideas & Themes Language & Literacy Features Sentence Length & Complexity Vocabulary Word Length & Ease of Decoding

Informal Reading Inventories (IRI) Chapter 3 Informal Reading Inventories (IRI) Individualized tests which consist of 2 parts: graded word lists and passages Passages and word lists range from at least first to eighth grade Narrative and expository passages are included Students read orally and silently

Running Records -Used to assess students’ oral reading Chapter 3 Running Records -Used to assess students’ oral reading Steps in Taking a Running Record The student reads a text aloud. As the student reads, the teacher makes checkmarks to indicate words read correctly and other marks to indicates words that the student substitutes, repeats, mispronounces, or doesn’t know.

Benefits of Using Portfolios Chapter 3 Benefits of Using Portfolios When using portfolios, students: Feel ownership of their work Become more responsible about their work Set goals and work toward accomplishing them Make connections between learning and assessing Feel enhanced self-esteem

High-Stakes Tests Chapter 3 Often contain batteries of subtests which cover decoding, vocabulary, comprehension, writing mechanics, and spelling Designed to objectively measure students’ knowledge according to grade-level standards Most use multiple-choice test items although a few are introducing open-ended questions which require written responses

Test-Taking Strategies Chapter 3 Test-Taking Strategies Read the entire question first. Look for key words in the question. Read all answer choices before choosing the correct answer. Answer easier questions first. Make smart guesses. Stick with your first answer. Pace yourself. Check your work carefully.

Kits of leveled books to determine students’ reading levels Chapter 3 Teachers use 4 types of assessment to monitor and examine students’ learning: Kits of leveled books to determine students’ reading levels Informal procedures such as observations Tests Collections of Work Samples

English Learners & Assessment Chapter 3 English Learners & Assessment Assess background knowledge with a K-W-L Chart Conference with English Learners to help them assess their progress

How Effective Teachers Assess Students’ Chapter 3 How Effective Teachers Assess Students’ Literacy Development Teachers determine students’ independent, instructional, and frustration reading levels. Teachers informally monitor students’ progress in reading and writing. Teachers use diagnostic assessments to identify students’ strengths and weaknesses and then provide instruction to address problem areas. Teachers have students document their learning in portfolios. Teachers prepare students for high-stakes tests without sacrificing their instructional programs.