1. Independent Reading Assessment
By Jennifer Serravallo
February 10, 2017

2. 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.

3. “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

4. Sheer volume of reading was a distinguishing feature of high-achievement classrooms.
Richard Allington, 2006
February 10, 2017

5. Grades 3,4,5
February 10, 2017

6. 3 Phases
February 10, 2017

7. 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

8. All the “how-to” in the world won’t matter without a little WHY first.
February 10, 2017

9. 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

10. Super readers read widely, broadly and voluminously across many ideas.
Pam Alyn, Author & Amazing Person
February 10, 2017

11. What are your beliefs about Literacy?
TPS
February 10, 2017

12. Ask your neighbor when they became a reader…
TPS
February 10, 2017

13. 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

14. 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

15. Lays Down the Yellow Brick Road to the CCSS Goals page 13
February 10, 2017

16. 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

17. 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

18. February 10, 2017

19. Stephen Krashen found that the single greatest factor in reading achievement (even above socio-economics) was reading volume
February 10, 2017

20. 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

21. “Ten-Thousand-Hour Rule” MINUTES MATTER
February 10, 2017

22. 2. Independent Reading Deepens Comprehension Skills When the Match is Right
February 10, 2017

23. 3. We Need to Teach Sustained Comprehension of Complex Texts
There is a shift when students reach level K
February 10, 2017

24. Comprehension Skills:
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25. 4. Students at Every Level Still Need to Learn to Read
February 10, 2017

26. 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

27. 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

28. February 10, 2017

29. WHAT?
UNPACKING THE KIT…
February 10, 2017

30. 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

31. 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

32. ASSESS-EVALUATE-TEACH
HOW?
ASSESS-EVALUATE-TEACH
February 10, 2017

33. 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

34. 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

35. 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

36. 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

37. 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

38. 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

39. 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

40. Nonfiction
February 10, 2017

41. 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

42. If…
…Then
February 10, 2017

43. FICTION
February 10, 2017

44. Nonfiction
February 10, 2017

45. 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

46. 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

47. Research-Decide-Teach Conference
February 10, 2017

48. The Reading Strategies Book by Jennifer Serravallo
February 10, 2017

49. 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

50. 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

51. February 10, 2017

52. 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

53. 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

54. 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

55. 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

56. Not a reading problem…it’s an engagement problem…
Without Engagement,
we have nothing…
ENGAGEMENT
February 10, 2017

57. Take the pulse on what your students WANT to read…
Interest Survey
February 10, 2017

58. Read-to-Self
FOSTER INDEPENDENCE
Daily 5 I charts
February 10, 2017

59. How long do kids “read” in the classroom?
STAMINA
February 10, 2017

60. “I’m a P”
Help students craft a reading identity
February 10, 2017

61. 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

62. 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

63. Please email me if you have any questions!
Natalie Harjes
THANK YOU
February 10, 2017

64. EVALUATION Your honest feedback is greatly appreciated!
It helps me plan future professional development!
EVALUATION
February 10, 2017

65. 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