First Steps Reading Developmental Continuum  Provide a language rich environment with a wide range of reading materials  read to children everyday modelling reading strategies  provide independent reading time daily and opportunities for individual conferences  students strengths are emphasized as they monitor their own reading behaviors  students need to respond to and reflect on texts

PLANNING FOR ASSESSMENT WHAT DO I NEED TO KNOW? I need to know:  What knowledge and understanding children have about reading  What strategies they are using to read  What attitudes they have about reading WHAT DO I NEED TO KNOW? I need to know:  What knowledge and understanding children have about reading  What strategies they are using to read  What attitudes they have about reading WHAT WILL I DO WITH THE INFORMATION? I will: Plan a teaching program to include: Strategies for reading Organization of class Resources Activities Content objectives Report to children, parents and teachers. WHAT WILL I DO WITH THE INFORMATION? I will: Plan a teaching program to include: Strategies for reading Organization of class Resources Activities Content objectives Report to children, parents and teachers. HOW CAN I FIND OUT? I can find out by:  Using First Steps Reading Continuum  Talking to students  Using students’ self assessment  Analysing: o Cloze o Conference/interview o Dated samples o Focused observations o Gentry Grade-Level o Learning Log/Journal o Miscue Analysis o Performance Task o Portfolio o Quizzes, tests, exams o Reading responses (written, oral, visual) o Word identification strategies o Written and oral retells HOW CAN I FIND OUT? I can find out by:  Using First Steps Reading Continuum  Talking to students  Using students’ self assessment  Analysing: o Cloze o Conference/interview o Dated samples o Focused observations o Gentry Grade-Level o Learning Log/Journal o Miscue Analysis o Performance Task o Portfolio o Quizzes, tests, exams o Reading responses (written, oral, visual) o Word identification strategies o Written and oral retells HOW WILL I IMPLEMENT THE PROGRAM? My program will include:  Reading to children  Shared reading  Guided reading  Independent reading  Language experience  Reading and writing  Collaborative learning  Talking HOW WILL I IMPLEMENT THE PROGRAM? My program will include:  Reading to children  Shared reading  Guided reading  Independent reading  Language experience  Reading and writing  Collaborative learning  Talking Finding the Balance What Questions will I Ask?  What questions do I need to ask my students?  What questions do I need to keep in mind when I observe my students?

What Questions will I Ask?  What questions do I need to ask my students?  What questions do I need to keep in mind when I observe my students? Finding the Balance PLANNING FOR ASSESSMENT WHAT DO I NEED TO KNOW? I need to know:  What knowledge and understanding children have about reading  What strategies they are using to read  What attitudes they have about reading WHAT DO I NEED TO KNOW? I need to know:  What knowledge and understanding children have about reading  What strategies they are using to read  What attitudes they have about reading WHAT WILL I DO WITH THE INFORMATION? I will: Plan a teaching program to include: Strategies for reading Organization of class Resources Activities Content objectives Report to children, parents and teachers. WHAT WILL I DO WITH THE INFORMATION? I will: Plan a teaching program to include: Strategies for reading Organization of class Resources Activities Content objectives Report to children, parents and teachers. HOW WILL I IMPLEMENT THE PROGRAM? My program will include:  Reading to children  Shared reading  Guided reading  Independent reading  Language experience  Reading and writing  Collaborative learning  Talking HOW WILL I IMPLEMENT THE PROGRAM? My program will include:  Reading to children  Shared reading  Guided reading  Independent reading  Language experience  Reading and writing  Collaborative learning  Talking HOW CAN I FIND OUT? I can find out by:  Using First Steps Reading Continuum  Talking to students  Using students’ self assessment  Analysing: o Cloze o Conference/interview o Dated samples o Focused observations o Gentry Grade-Level o Learning Log/Journal o Miscue Analysis o Performance Task o Portfolio o Quizzes, tests, exams o Reading responses (written, oral, visual) o Word identification strategies o Written and oral retells HOW CAN I FIND OUT? I can find out by:  Using First Steps Reading Continuum  Talking to students  Using students’ self assessment  Analysing: o Cloze o Conference/interview o Dated samples o Focused observations o Gentry Grade-Level o Learning Log/Journal o Miscue Analysis o Performance Task o Portfolio o Quizzes, tests, exams o Reading responses (written, oral, visual) o Word identification strategies o Written and oral retells

What do they mean? What assessment tools can I use? How do I make them happen?

 Whole class instruction  Small group instruction  Individual instruction

 Interpret the indicator  Beware of the word AND refer to alignment of curriculum look to sub indicators consult peers

Read aloud Shared Reading Guided Reading Independent Reading Reader’s Writer’s Workshop Literacy Centres Responses Conversations

Tools for product or process indicators  Halton’s Literacy Model  First Steps Reading Continuum  First Steps Reading Resource Book

First Steps I=rs to Assessment First Steps Indicators to Assessment First Steps Indicator (Experimental Phase) Means...How do I make it happen? Assessment Tools R 2.1 Realizes that print contains a constant message, ie. that the words of a written story remain the same, but the words of an oral story may change. Listening during read aloud, shared reading: may join in for repeated part, notices when story altered by reader*. Listening to various versions of a story... knows it’s the same story but not the same words. During reading and writing activities: may be starting to focus on words, asks, What does this say?, How do you write? * may depend on degree of familiarity with text Read aloud, shared reading – large group Reader’s writer’s workshop or “centre” time – small group or individual work (eg. ‘read the room’…)· “Independent” reading and writing in the context of all the activities or jobs (eg. Pizza shop in the house centre large or small group and individual observation: anecdotal comments/ checklist individual conference: anecdotal comments/ checklist “writing” sample (eg. Class weekend journal...)

First Steps I=rs to Assessment First Steps Indicators to Assessment First Steps Indicator (Transitional Phase) Means...How do I make it happen? Assessment Tools R 4.3 Recognises that characters can be stereotyped in a text Readers have a critical ear and are becoming conscious of their interpretations of ideas that are presented and how language can be used to suggest certain stereotypes. In a large group: Read aloud engaging group in a discussion about the different aspects of stereotyping present in the text In a small group: Readers Writers Workshop/Literacy Centres: Venn Diagram comparing characters, relate characters to their own lives, dramatic role play to further understand character’s traits Individually: Independent writing responses reflecting critically on the text at an interpretive level ”Focused Observation” anecdotal comments recorded during a whole class or small group discussion “Reading Response” character comparison, dramatic role play, Venn Diagram “Reading Conference” anecdotal comments recorded during an individual conference or guided reading session “Reading Response” Written response relating information and interpretation from text-readingin a Journal, or organizer

First Steps I=rs to Assessment First Steps Indicators to Assessment First Steps Indicator Means...How do I make it happen? Assessment Tools