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A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
A Whole School Approach to Literacy Assessment
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A Whole School Approach to Literacy Assessment

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Presentation for the Australian Association of Special Education Conference, 2011

Presentation for the Australian Association of Special Education Conference, 2011

Published in: Education
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  • 1. Literacy for All
  • 2. A WHOLE OF SCHOOL APPROACH TO LITERACY ASSESSMENT
    Jane Farrall
    Speech Pathologist, Spectronics
    Chris Lennon
    Principal, Willans Hill School
  • 3. 2010 – The Beginning
    AGOSCI Literacy Intensive
  • 4. Willans Hill School
    Special School in WaggaWagga, NSW
    69 students, 9 classes
  • 5. Design
    BIG Thanks to Karen Erickson
    Random selection of 3 students in each class for assessment by Jane
    Two day workshop on Four Blocks to all staff end of 2010
    2 hour literacy block in every classroom, every day, throughout 2011
    Continuing and individual professional learning for staff throughout the year.
    Repeat assessments at end of 2010
  • 6. Which Assessments?
    Considered....
    Qualitative Reading Inventory 3
    Neale Analysis of Reading Ability
    Assessment of Phonological Awareness in Reading
    The Bridge Structured Emergent Literacy Assessment Portfolio
    Universally Accessible Emergent Literacy Battery
  • 7. Emergent Literacy
    The research and theoretical developments of the last decade have dramatically altered how we view young children's movement into literacy (Teale & Sulzby, 1986). The term literacy relates to both reading and writing and suggests the simultaneous development and mutually reinforcing effects of these two aspects of communication. Literacy development is seen as emerging from children's oral language development and their initial, often unconventional attempts at reading (usually based on pictures) and writing (at first, scribbling) -- hence the term emergent literacy. Within an emergent literacy framework, children's early unconventional attempts at reading and writing are respected as legitimate beginnings of literacy.
  • 8. The Bridge Structured Emergent Literacy Assessment Portfolio
  • 9. Universally Accessible Emergent Literacy Battery (UAELB)
  • 10. Formal Literacy
    Traditional reading and writing behaviours
  • 11. Qualitative Reading Inventory (QRI)
  • 12. Neale Analysis of Reading Ability
  • 13. Assessment of Phonological Awareness in Reading
  • 14. Training
  • 15. Selection Process
    Each teacher selected 3 students
    Were asked to select student with highest literacy skills, then middle, then lowest
    These students were assessed by Jane
    Assessment results mostly reflected that teachers had selected correctly – but not always!
  • 16. Remaining Students
    Assessed by their own teacher
    Time release provided to enable this to happen
    Teachers found this incredibly valuable
    Results cannot be included in inferential statistics
  • 17. UAELB
    Concepts About Print
    Letter Identification
    Phonological Awareness
    Writing
  • 18. Concepts About Print
  • 19.
  • 20. Letter Identification
    F
    K
    A
  • 21. Letter Identification
    h
    o
    b
  • 22. Initial Consonant Recognition
  • 23. Rhyme Recognition
  • 24. Phoneme Blending
  • 25. Writing
  • 26.
  • 27.
  • 28.
  • 29. a abkeadp
    Writing sample from a student using an alphabet flip chart as her pencil.
  • 30. QRI-3
    3 subtests:
    Word Identification
    Reading Comprehension
    Literacy Comprehension
    Allows us to determine the focus of intervention
  • 31. Silent Reading Comprehension
    Language
    Comprehension
    Word
    Identification
    Print Processing
    Beyond Word Identification
    (Slide from Erickson and Koppenhaver, 2010)
  • 32. Word Identification
    Can the student identify words accurately?
    Can the student identify words automatically?
  • 33. Adaptation for people with CCN
    Centre for Literacy and Disability Studies has developed a version of the word ID task for people with CCN
  • 34. cot
    can
    care
    cane
  • 35. Reading Comprehension
    Ask student to read a passage
    Ask them a series of questions
    Adapted to multiple choice for students with CCN
  • 36. Lost and Found
     
    I lost my cat.
    Where was she?
    I looked inside the house.
    I looked under the bed.
    I looked outside too.
     
    I lost my dog.
    Where was he?
    I looked inside the house.
    I looked under the bed.
    I looked outside too.
     
    I found my cat.
    I found my dog.
    Where were they?
    They were in the same place.
    They were under the table.
  • 37. Lost and Found Questions
    What did the person in the story lose?
    What else did the person in the story lose?
    Where did the person in the story look?
    Where else did the person in the story look?
    Where did the person find the dog or cat?
  • 38. Lost and Found Questions
    1. What did the person in the story lose?
    Dog
    Bed
    House
    Ball
  • 39. Listening Comprehension
    You read a passage
    Ask them a series of questions
    Adapted to multiple choice for students with CCN
  • 40. Results
  • 41. Assessments
    64 of 69 students assessed
    32 students assessed by Jane
    32 students assessed by others
  • 42. Assessment UsedFormal and Emergent
  • 43. QRI3 Results
  • 44. Other points
  • 45. So…what have we been doing?
    Emergent literacy intervention
    Four Blocks
  • 46. Emergent Literacy
    Giving every student a pencil
    Providing a literacy rich environment
    Ensuring links between environment and print are constantly reinforced
    Alphabet books
    Phonological awareness activities, particularly for students with Complex Communication Needs (CCN)
  • 47. Writing with flip chart
  • 48. Cdnioyddnddn
    Writing sample above from student using a flip chart.
    Verbal version of this was “Cody is drumming”
    Show good emerging skills as he has included salient sounds.
  • 49. The Four Blocks
  • 50. Guided Reading
    Primary purposes are to assist students to:
    Understand that reading involves thinking and meaning-making.
    Become more strategic in their own reading.
    Must use a wide variety of books and other print materials.
  • 51. Self-selected reading
    Primary purposes are to assist students to:
    Understand why they might want to learn.
    Become automatic in skill application.
    Choose to read after they learn how.
    It isn’t self-directed if you don’t choose it yourself.
    You can’t get good at it if it is too difficult.
  • 52. Writing
    Students who write become better readers, writers and thinkers.
    Learn in classroom writing communities:
    Write for real reasons
    See others do so
    Interact with peers and teachers about written content, use and form.
  • 53. Working with Words
    Primary purpose is to help students become strategic in reading words.
    Make words instruction:
    Words based
    Experience based
    Age-appropriate
    Should result in students who read and write
    More
    More successfully and independently
    With greater enjoyment
  • 54. Literacy for All
    It is reasonable to assume that all children come to school with the dispositions to learn and to make the best sense they can of their experience, even though they might never have been read to, heard a story, looked at a book or held a pencil, or otherwise become “ready” for school (Katz, 1997).
  • 55. Media

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