1. Study Assessment Terms with Academic Partner
BREAK

2. Good Morning Rock, paper, scissors – MATH
Put out 1-4 fingers – quick ADD.
Give the secrete Common Core handshake. Define the common core for your partner -- Common Core Cheer

3. Turn and talk Share with your partner using this sentence starter…
“As I read about assessment, I was surprised…….”

4. Dear Students, You did an excellent job restating the essence of Common Core. I assess that you know the Common Core backwards and forwards. Today we are going to examine the role of assessment and how assessment can guide us to be effective teachers. I know you want to be an excellent educator. Being good at assessment helps you be excellent. My best, Dr. Wilson

5. To be an outstanding educator, I plan to create a Language Arts Program that is…

6. Prepare our hearts Hold hands in circle.
“Give thanks to the Lord for He is good”

7. Planning and Organizing Instruction Based on Assessments
RICA DOMAIN I
Anti Set – give each student a map.
“OK – let’s go. What do we need to know?”
Where are we going?
Where are we starting?
What path do we take?
AH – we need to assess starting point of students (reading strengths and weaknesses) and we need to know our destination (content standards) and how we’ll get there (instructional strategies).

8. Common Core State Standards
Know the standards for the grade level you’re teaching! Let the standards serve as a guiding light.

9. A Quality Reading Teacher:
Assesses
Conducts ongoing assessment based on standards
Uses multiple sources
Plans for a comprehensive program
Uses assessment data to make systematic plans
Provides a balanced program
Teaches
Provides both explicit/ implicit instruction
Uses multiple strategies that teach to different learning styles
Reflects
Ponders what new assessments are needed
Extensive research clearly shows that students, regardless of their learning difficulties, reach higher and faster achievement with systematic and explicit instruction.
Hold up finger and repeat with me.

10. Assessment Package Informal Watching Listening Formal Traditional
Diagnostic
Entry-level
Formative
Monitoring Progress
Summative
End of unit
(Give overview of assessments) Assessment should be
-- ongoing
-- multiple sources
-- documented
-- based on standards
-- used to inform instruction
Informal
Watching
Listening
Formal
Traditional
Alternative

11. Assessment informs instruction:
Analyze assessment to determine strengths and needs
Use assessment to make decisions about
Who?
What?
How?
When?
Why?
What needs to be taught
Who needs to learn what skills
How to group students most effectively
What resources you will need
What teaching strategies you will use
How you will pace your lesson

13. Book
Chat

14. Informal Reading Inventories (IRI)
A collection of assessments given to individual student
Varies from student to student and grade to grade
Purpose: to determine student’s instructional level
No two IRI will be alike, because no two students are alike

15. Let’s hear from the field
HM DVD 1 – Developing Reading Assessment (8 minutes)

16. Reading Interest Inventory
Purpose: to assess student’s interests related to reading
Great tool to use at any grade level
Assesses:
General interests
Reading at home
What genres

17. Concepts of Print Assessment
Purpose: to assess students familiarity with print
Often done in Kindergarten
Assesses:
Book orientation
Word boundaries
Directionally and return sweet
Recognition of punctuation and capital letter
Beginning and end of a story
Give books to let students practice with academic partner
Look at “Concepts of Print” Assessment for ideas of what to ask.
Look at CCSS Reading Foundation Skills -- can you find this?

18. Phonemic Awareness Assessment
Purpose: to assess if student can identify sounds through hearing (all auditory – no written)
Kindergarten – 1st
Assesses:
Rhyming words
Blending
Segmenting
Deletion and substitution
Let’s look at this one.
Study with a partner.
Try out a section.

19. Alphabetic Principle Inventory
Purpose: to assess student’s knowledge of the alphabet
Kindergarten – 1st
Assesses:
Letter recognition
Displayed in random order for identification
Both lower and upper cases
Writing the alphabet
Teacher calls out letter to be written
Practice with four letters

20. Phonics Inventory (AKA -- decoding assessment)
Purpose: to indicate student’s knowledge of phonics
Primary grades
Assesses:
Consonant sounds
Short vowel sounds
Long vowel sounds
Consonant blend (2 consonants making 2 sound)
Digraph (2 consonants making 1 sound)
Dipthong (2 vowels together making one sound)
Decoding of words chosen for pattern in isolation
R-controlled vowels
NOTE: We’re learn more about these later!

21. Graded Word Lists (AKA San Diego Quick)
Purpose: a simple test of vocabulary to indicate grade level of reading (graphophonic)
1st – 4th grade
Assesses
Reading level through sight words
Decoding out of context
How it’s administered
Student reads a “graded word list” (begin 2 levels lower)
Teacher records errors
When a students misses 2, that’s his/her “instructional level” of reading
JANE – pretend you are a 3rd grader and take this assessment.
Read around grade 1

22. San Diego Quick (practice)
road
live
thank
when
bigger
how
always
night
spring
today
our
please
myself
town
early
send
wide
believe
quietly
carefully
city
middle
moment
frightened
exclaimed
several
lonely
drew
since
straight
1st, 2nd, 3rd
Jane – read the first list and mispronounce how -- say “HO” today – say “tO- day
-- read middle list and mispronounce – our/oar town/tone quietly/quiet carefully/careful
STOP – don’t give the 3rd grade list.

23. Running Record (AKA Graded Word Passage)
Purpose:
to examine how a student constructs meaning.
Assesses:
Instructional level of reading
Patterns of miscues
Ability to comprehend a passage
How it’s administered:
Student reads a passage
Teacher has copy and takes notes on student’s reading
Teacher asks about 4-5 questions to determine comprehension
Teacher must analyze the running record to determine patterns of errors
JANE – once again, pretend like I’m a 3rd grader and read making consistent errors.
Let students score my assessment and discuss with their academic partner
NOTE: don’t test for comprehension until end of 1st grade

24. Oral History 3rd grade Open Court story
Read through and write 4 questions (2- literal, and 2-inferential) that would tell you if the student comprehended the story.
As Dr. Wilson becomes a 3rd grader, mark any mistakes (miscues)

25. Determining Reading Levels # of words read - # of errors/ # of words read
Independent level
Accuracy: %
Comprehension: >80%
Instructional level
Accuracy: %
Comprehension: 60-80%
Frustrational level
Accuracy: <90%
Comprehension: <60% 

26. Miscue Analysis
Purpose: to determine what instruction the student needs to become a proficient, strategic reader
Allows the teacher to determine a student’s pattern of errors to gain a better understanding of a student’s skills and strategies
Analyze:
Errors in MEANING
Errors in STRUCTURE
VISUAL errors
Examine your notes.
Did I make any consistent miscues.
If so, what specific instruction might I need?

27. Reading Cue Systems Meaning Structure Visual Does it sound right?
(semantic cue system)
Does it make sense?
Structure
(Syntactic Cue System)
Does it sound right?
I made mostly semantic errors (mispronounced lots of ‘o’)
Teacher could, therefore, give a guided reading mini-lesson on when Os say a long sound or a short sound
Visual
(Graphophonic Cue System)
Does it look right?

28. Miscue Analysis
John heard the sound of the serpent slipping into the water.
IF the student read this sentence
1. “John heard the sound of the servent slipping into the water.” The teacher might say, “Does that ___________?”
2. “John hear the sound of the serpent slipping into the water.” The teacher might say, “Does that ___________”
3. “John heard the sound of the serp slipping into the water.” Does that __________?
1. “John heard the sound of the servent slipping into the water.” The teacher might say, “Does that make sense?” MEANING
2. “John hear the sound of the serpent slipping into the water.” The teacher might say, “Does that sound right?” SYNTACTIC
3. “John heard the sound of the serp slipping into the water.” Does that look right? VISUAL

29. Let’s practice
Compared with standardized reading assessments, one important advantage of informal reading assessments is that they allow the teacher to:
Characterize a student’s reading proficiency in terms of typical grade-level performance
Personalize reading assessments to identify the needs of individual students.
Avoid bias in the administration and interpretation of reading assessments.
Compare the reading performance of individual
students to other students in the class.
Answer – 2
IRI -- personalize

30. A second grade teacher informally assesses students’ reading development by listening to them read aloud. Anna, a student who generally reads aloud fluently, reads aloud a short story selected by the teacher. In this instance, Anna correctly decodes about two-thirds of the words and pauses frequently as she reads. This informal assessments suggests that Anna:
1. Needs instruction designed to improve her phonemic awareness.
2. Needs instruction designed to improve her oral language skills.
3. Is likely reading a story at her frustration reading level.
4. Is likely reading a story at her instructional reading level. 3.
95% -- independent
90% -- instructional
Below 90% -- frustrational

31. Of the following questions, which would be the most important for a teacher to consider when interpreting the results of a reading assessment for a particular student?
1. How do these finding relate to other recently administered reading assessments?
2. How did the student’s performance on this assessments compare with that of the student’s classmates?
3. Are these findings sufficient to assign a grade to the student?
4. Do these findings provide information about the student’s ranking in regard to national norms of reading achievement?
it’s important to have multiple assessments

32. Let’s practice
A new student enters a fifth grade classroom. The teacher wishes to determine the student’s independent reading level. Describe an appropriate procedure to accomplishing this goal.

33. Let’s practice Seek to identify STRENGTHS
This second grade class is located in an affluent area near many large corporations. Parents volunteer in the classroom on a regular basis. 90% of the parents show up for parent-teacher conference, and they have high expectations for their children. Due to class size reduction, there are 20 students in the class. It is the first week of school. You need to get to know the strengths and needs of your students in order to plan instruction.
What two kinds of assessment would you use to get the most information, and what is the rationale for your choices?
Whenever you examine assessment results:
Seek to identify STRENGTHS
Notice PATTERNS of WEAKNESSES
Decide what would be a needed area of instruction and what instructional strategies you could use.
State your rationale.

34. Let assessment inform your planning
Link assessment to standards before you plan lesson.
Teach systematic/explicit instruction for SKILLS students need. Repeat until skills are automatic.
Teach STRATEGIES that students can choose to help them comprehend text.
Modify plans for different learners

35. Different forms of assessment
What are the major time frames for assessment? What are the two major types of assessment?
Let’s play a game.
Give students cards (or go to overview of assessment page): Diagnostic – Formative – Summative --- Informal – Formal – raise carda when I describe assessment
Reading Interest Inventory – diagnostic (informal or formal)
Listening to students read – formative informal
Answering workbook questions – summative formal
Running record – diagnostic formal (alternative)
Portfolio of student work – summative formal

36. RICA exam
Let’s go to my website
Show

38. Ultimate Goal: independent readers who love to read.

39. Break

40. Fieldwork Folder Literacy Be PROFESSIONAL: Be consistent. Be on time
Look for ways to help.

41. Tutoring (evidence plus 1-page reflection)
MATH requirements
LITERACY:
2 Literacy Case Studies
Tutoring (evidence plus 1-page reflection)
Small Group Instruction(evidence plus 1-page reflection)
3+ Whole Group Instruction experiences (formal lesson plan plus 1-page reflection)
Observation handouts:
Literature-rich environment
Reading lesson observation
Learning about students (general)
Explain Classroom Management handout

44. Fieldwork Folder Literacy Be PROFESSIONAL: Be consistent. Be on time
Look for ways to help.
Express gratitude to teacher

45. Literacy Case Studies Two Students: 1. English Learner
2. Student with a different
instructional challenge
You essentially are conducting an IRI – Informal Reading Inventory (ILI)
Collect the data
Analyze the data looking for patterns of errors.

46. Anecdotal Notes Write description (not evaluative) notes
Look at example to note the difference

47. Administer 3-4 literacy assessments (IRI)
Select the best assessments for your students.
I might suggest:
Reading Interest Survey
Speaking/Listening Checklist
San Diego Quick
Running Record
(Get advice from your cooperating teacher)

48. Collect and Analyze 3 writing samples
Make copies and return original.
Use copy to write notes, noticing miscues.
Look for patterns of errors.

49. Characteristics of Student CHART
Linguistic Background:
Academic language abilities:
Content Knowledge and skills of__________
Physical, Social, and Emotional Development:
Cultural background (home life):
Health issues:
Interests and aspiration:
Other important information:

50. SOLOM – Student Oral Language Observation Matrix
AFTER you’ve observed your student carefully, indicate their level on the SOLOM chart

52. Write Literacy Profile for each student
Introduction
Student Characteristics
Strengths/Weaknesses
Reading
Writing
Speaking
Listening
Lesson Adaptation Strategies (3)

53. Give Thanks to the Lord for He is Good