1. 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
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2. 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

3. 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.

4. 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

5. 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

6. 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.

7. 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

8. 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

9. 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.

10. 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

11. 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

12. 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.