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Independent Reading Assessment
By Jennifer Serravallo February 10, 2017
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Questions? Add them to the Parking Lot
The parking lot is over there! If at anytime you have a question write it on a post it note and add it to the parking lot. This is a great feedback strategy, you can use this with your students as well. At first I hated using parking lots, because I really saw it as being negative, but I changed my mind when I realized… I wasn’t suppose to have all the answers to the questions, but I was able to use my resources to help people get answers or clear up any misconceptions. You are actively learning if you are questioning…and that is fabulous! That is exactly what we want our students to do.
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“A child sitting in a quiet room with a good book
isn’t a flashy or marketable teaching method. It just happens to be the only way anyone became a reader.” Author: Nancie Atwell February 10, 2017
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Sheer volume of reading was a distinguishing feature of high-achievement classrooms.
Richard Allington, 2006 February 10, 2017
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Grades 3,4,5 February 10, 2017
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3 Phases February 10, 2017
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An Assess-Evaluate-Teach System
Perfect for assessing and teaching students in grades 3+ who read longer works of fiction and nonfiction. Links independent reading, comprehension instruction, and the common core. All-in-One Tool February 10, 2017
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All the “how-to” in the world won’t matter without a little WHY first.
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Create “SUPER READERS”
The ULTIMATE GOAL No other assessment gives such access to a child’s thinking across a whole book, and we use this insight to plan lessons and set goals. -Reading Teacher, Arlington, VA Create “SUPER READERS” February 10, 2017
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Super readers read widely, broadly and voluminously across many ideas.
Pam Alyn, Author & Amazing Person February 10, 2017
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What are your beliefs about Literacy?
TPS February 10, 2017
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Ask your neighbor when they became a reader…
TPS February 10, 2017
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What kind of reading do YOU do?
MOST reading that adults & teens do is silent. And it is our charge to help students become independent, proficient readers. What kind of reading do YOU do? February 10, 2017
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Picks Up Where Running Records Leave Off…
The rubrics can be viewed as a continuum, with three levels of proficiency at each reading level: approaching, proficient and exceptional. Think of reading growth as one long continuum of deepening understanding within and across levels. Instead of thinking of students moving up a ladder step by separate step, think of the progression as one long escalator smoothly moving from level to level at a pace that suits each reader. February 10, 2017
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Lays Down the Yellow Brick Road to the CCSS Goals page 13
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What’s Required of Readers?
All students must be able to comprehend texts of “steadily increasing complexity”. Comprehend, evaluate, synthesize Understand precisely Read independently and closely Refer explicitly to the text Refer to details and examples in the text Quote accurately from the text. CCSS February 10, 2017
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INFORMATION REVOLUTION
Research Gone are the days of read-the-paragraph, answer-the-questions, fill-in-the-blank curriculum. Research has shown these instructional approaches to be ineffective for decades (Calkins, Ehrenworth & Lehman, 2012) The time is past due to abandon the narrow skill and drill of decades past and embrace thoughtful literacy (Allington, 2012) INFORMATION REVOLUTION February 10, 2017
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February 10, 2017
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Stephen Krashen found that the single greatest factor in reading achievement (even above socio-economics) was reading volume February 10, 2017
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1. Independent Reading Belongs at the Forefront
5 Claims 1. Independent Reading Belongs at the Forefront ‘What’s one thing that seems to make the biggest difference in helping children to become better readers?” When children get time to read Found that the amount of time students spent in independent reading was the pest predictor of reading achievement and also the best predictor of the amount of gain in reading achievement made by students between grades Anderson, Wilson, Fielding (1988) February 10, 2017
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“Ten-Thousand-Hour Rule” MINUTES MATTER
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2. Independent Reading Deepens Comprehension Skills When the Match is Right
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3. We Need to Teach Sustained Comprehension of Complex Texts
There is a shift when students reach level K February 10, 2017
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Comprehension Skills:
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4. Students at Every Level Still Need to Learn to Read
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5. Students Need Goals and Feedback on Those Goals to Maximize Achievement
Goals affect accomplishment – from diets to marathon training Feedback has a major influence on performance. February 10, 2017
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Balanced Literacy Framework
Fisher and Frey, gradual release of responsibility Guided instruction band Kids do a lot of the work and a lot of the talk Balanced Literacy Framework February 10, 2017
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February 10, 2017
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WHAT? UNPACKING THE KIT… February 10, 2017
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What’s in the kit? Nonfiction
36 books; 18 titles, 2 copies each Grade 3 (J-R) Grade 4 (M-U) Grade 5 (O-W) Comprehension: Main Idea, Key Details, Vocabulary, Text Features Trade Books and Comprehension Question & Prompts February 10, cop
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What’s in the kit? Fiction
32 books; 16 titles, 2 copies each Grade 3 (K-R) Grade 4 (N-U) Grade 5 (P-W) Comprehension: Plot & Setting, Character, Vocab & figurative language, Themes & Ideas Trade Books and Comprehension Question & Prompts February 10, cop
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ASSESS-EVALUATE-TEACH
HOW? ASSESS-EVALUATE-TEACH February 10, 2017
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Phase One Students select one of the trade books at the appropriate reading level and complete a set of comprehension questions as they read books independently. (Time: 5min) Assess What/When chart to help you decide when to assess The 6 steps to administration Introducing the assessment to the class Ready to go, directions to give students What to expect: Sample completed Student Response Form Q & A Session Work with a reader at least 1x per week Grade level benchmarks Timetable for reassessing readers Assessment will take STUDENTS between 1 hour and several days to complete It will take the teacher minutes per student to analyze and plan instruction Teachers across the country wanted to use this instead of running records after level K This is only one tool to assess reading February 10, 2017
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Tips for Deciding When to Assess
What? / When? FLEXIBLE Tips for Deciding When to Assess Chart on A1 helps you decide when to assess February 10, cop
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Administer the Assessment
Select Students Gather Materials Introduce the Assessment to the Class Help Students Select a Book Allow Enough Time Evaluate and Follow-up 6 Steps Select Students ( above level K) Gather Materials Introduce the Assessment to the Class (Not a test, No help from teacher or friends, answer every question as best you can – does not have to be answered in full sentences, 5-10 minutes whole class lesson, there is a video) Help Students Select a Book (choose a book at the INDEPENDENT LEVEL) Allow Enough Time (One hour to several hours depends on the kid) Evaluate and Follow-up (24 hours to score and get back to the kid) February 10, cop
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Phase Two Teachers compare each student’s performance to corresponding evaluation rubrics in the Teacher’s Guide and begin to plan follow-up instruction. (Time: 5-10min) Evaluate Evaluating the assessment (6 steps) Find the reading rate Evaluate each response Tally the students response results Determine your New Steps (Instruction) Plan Goal setting conference Conduct a Goal setting conference Should only take you minutes to evaluate per student Keys to using the rubrics Four “Big Picture” Graphics Q & A section A8-A12 February 10, 2017
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Evaluating Student Responses
Find Reading Rate Evaluate Each Response (rubrics) Tabulate and Tally Next Steps ( If-Then chart) Planning a Goal Setting Conference Conducting a Goal Setting Conference 6 Steps Find Reading Rate Evaluate Each Response page E5-E8 Use your BEST judgment! exceptional proficient approaching incorrect Tabulate and Tally Next Steps ( If-Then chart) Planning a Goal Setting Conference Conducting a Goal Setting Conference Q and A pE9 February 10, cop
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A READING RATE OF .75 p/min or ¾ of a page per minute is an IDEAL RATE
Total Pages ___ divided by total minutes to read the book (from log) ___ = reading rate: ___ p/min A READING RATE OF .75 p/min or ¾ of a page per minute is an IDEAL RATE February 10, 2017
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FICTION The questions are divided into four strands
The rubrics have levels of proficiency (E exceptional, P proficient, A Approaching, I incorrect) February 10, 2017
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Nonfiction February 10, 2017
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Use your BEST judgment EPAI, don’t over think it!
Rubrics Rubrics are located in the Teacher’s Guide Use your BEST judgment EPAI, don’t over think it! E EXCEPTIONAL P PROFICIENT A APPROACHING I INCORRECT Recommendations: Try to evaluate all the response forms that are from the same book at the same time Establish a filing system Try not to overthink any individual response February 10, 2017
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If… …Then February 10, 2017
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FICTION February 10, 2017
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Nonfiction February 10, 2017
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Goal-Setting Conference
Compliment Conference A Helpful Compliment: Notices and Names (Peter Johnston) Acknowledges Process over Product Give the what (process) and why (purpose) Coaching Conference Research-Decide-Teach Conference 5 minute conference Encourage the reader Explicitly name a goal Listen-Help-Connect Conference is the first opportunity to teach towards the goal...there should be many more opportunities. Goal Setting Conference Questions Worksheet February 10, 2017
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Goal Setting Conference
IRA Resources Tab: How to conduct a Goal Setting Conference video The strategy she taught: use the title heading to understand the chapter. Explicit instructions. February 10, 2017
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Research-Decide-Teach Conference
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The Reading Strategies Book by Jennifer Serravallo
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Phase Three Teachers create instructional plans, selecting from lessons in the Teacher’s Guide that best match their goals. Teach You assessed and evaluated ….now you are ready to teach! A teaching sequence – 6 steps Gather lesson ideas Goal setting conference 1:1 with student (you are launching the teaching goal so have a lesson planned and ready before the conference) Plan instruction over time (Planning your week form) Link lesson to independent reading (explicit instruction to child to work on this strategy during independent reading time!) Revisit, re-teach, teach the skill again and again reassess Goals setting, keep the four principles in mind Tips for cultivating stamina and engagement (Daily 5 good fit books) Scheduling your teaching, mgmt. how-to’s Deepen students understanding of narrative: teaching methods to choose from Q & A February 10, 2017
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Teaching Towards Goals
Gather Lesson Ideas Confer in a Goal-Setting Conference Plan Instruction Over Time Link Lessons to Independent Reading Revisit, Re-Teach Reassess 6 Steps Gather Lesson Ideas Confer in a Goal-Setting Conference ( videos and sample on P T4) Plan Instruction Over Time Link Lessons to Independent Reading Revisit, Re-Teach Reassess February 10, cop
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February 10, 2017
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Plan Lessons Class profile Form
Introduction of the teach section: choose a lesson that would work best Use model lesson tab to find lesson How-To’s Teaching methods Plot and setting Character Vocab & figurative language Themes & ideas Class profile Form Planning Your Week Introduction of the teach section: choose a lesson that would work best Use model lesson tab to find lesson How-To’s Small group strategy lesson Whole group interactive read aloud / mini lesson Individual Conference Teaching methods Plot and setting Character Vocab & figurative language Themes & ideas February 10, 2017
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Teaching Methods/Lesson Structures
Interactive Read Aloud Mini-Lesson Strategy Lesson Individual Conference Partnership and Book-Club Conferences Video-Aloud Guided Reading February 10, 2017
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Summarizing: Somebody-Wanted-But-So
Strategy Lesson Summarizing: Somebody-Wanted-But-So Small Group Strategy Lesson Summarizing Somebody-Wanted-But-So I like that she sticks to one strategy…not a lot of different questioning going on…different from guided reading. February 10, 2017
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Model Lesson Clips Interactive Read-Aloud Mini Lesson Video-Aloud
Stamina Strategy Lesson Plot Strategy Lesson Individual Conference Guided Reading Lesson Book Club/Partnership Read Aloud Lesson (Whole Class) Jenn uses TPS, Stop and Jot, think aloud - she models what she is thinking and how to do it, she asks questions about theme, mood, figurative language, meaning. Mini-Lesson-Introduce a explicitly model a new strategy or reteach (Whole Class) Vocabulary & Figurative Language Connect students to lesson Teach Practice Link to individual work Video-Aloud choose a short 3-5 video clip, think aloud, turn and talk, stop and jot, turn and act, share with your book club Move trailer, Tree of Life retell main events, images, mood shifts, relationship between symbolism and theme Watch first to get the gist Turn and tell across your fingers (retell) February 10, 2017
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Not a reading problem…it’s an engagement problem…
Without Engagement, we have nothing… ENGAGEMENT February 10, 2017
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Take the pulse on what your students WANT to read…
Interest Survey February 10, 2017
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Read-to-Self FOSTER INDEPENDENCE Daily 5 I charts February 10, 2017
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How long do kids “read” in the classroom?
STAMINA February 10, 2017
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“I’m a P” Help students craft a reading identity February 10, 2017
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How to pick a Good-Fit Book
Book Jacket Author Series Topic Genre Recommendation Talk up Books, get kids excited about books nathar73 February 10, 2017
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How can we justify giving up minutes to a silent, mysterious activity that seems to defy our ability to assess it? REFLECTION February 10, 2017
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Please email me if you have any questions!
Natalie Harjes THANK YOU February 10, 2017
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EVALUATION Your honest feedback is greatly appreciated!
It helps me plan future professional development! EVALUATION February 10, 2017
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RESOURCES: http://www.jenniferserravallo.com/
Jennifer Serravallo Youtube channel The Literacy Teacher’s Playbook, 3-6 Every Child is a Super Reader. International Literacy Association February 10, 2017
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