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Session 2
 

Session 2

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  • Reading as a process is a framework for thinking about reading. As we talk about this framework, think about your own reading and the working systems and understanding that has to be in place for you to make meaning from print.
  • Have participants define system on Handout S2-23. Ask for volunteers to share with large group.
  • Have participants define working system on their Handout S2-23. Ask for volunteers to share with large group.
  • Have participants define assembling a working system on Handout S2-23. Ask for volunteers to share with large group. Ask “How are your students assembling working systems?” (ex: using background knowledge, knowing letters and sounds, using strategic activities, etc.). Allow time for responses. Ask “When do students disassemble working systems?” (ex: nonparticipation, difficulty comprehending, lack of strategic activities,, etc.).
  • In 2000 the National Reading Panel (NRP) identified working systems of effective reading instruction based on scientific research. The NRP identified phonemic awareness, phonics, fluency, vocabulary, and comprehension as working systems that each reader needs to construct meaning from print.
  • All the Working Systems operate in relationship to one another. Good readers assemble and disassemble these working systems constantly thinking, executing, rethinking, and adjusting to construct meaning. When one of these systems breaks down, the reader is not proficient and can have difficulty comprehending text.
  • Notes for each bullet point: • Comprehension and fluency go hand in hand. • Ask participants what new sources of information are used at the word level, (i.e., sounds, 2 letters make 1 sound) and then at the sentence level (i.e., punctuation, structure, etc.). • Use all components of reading in any context. • Feedforward motivates our reading – gives the reader the emotional hook and makes reading efficient. • Feedback allows us to use the working systems in our head. Readers need to monitor reading so the process can be effective. • Working systems are transformational – constantly changing – not the same reader as we were last year.
  • Ask participants to reflect in writing after reading the quote, then share with the whole group.
  • Share as a summary.
  • Discuss Slide S3-4, Handout S3-2 with participants.
  • Show Slide S3-6 ( last paragraph will not initially show). Make copies of the “Uses of Assessment in a Data Driven Classroom” handout ( page S3-28 of this manual) to cut apart as puzzles. Distribute the puzzles to each small group and ask them to reconstruct the chart in their table groups before you show it to the participants. Give each group a blank chart with the following headings to facilitate the task ( page S3-29 of this manual). Encourage discussion as the participants put the pieces together. Refer participants to Handout S3-3 for a completed chart and Handout S3-4-5 for further information on Screening, Progress Monitoring, Diagnosis, and Outcome Measurement.

Session 2 Session 2 Presentation Transcript

  • Florida K-12 Reading Endorsement Competency Three Foundations of Assessment Session Two Facilitator: Carmen S. Concepcion S2
  • Agenda
    • What Does Research Tell Us About Reading Assessment?
    • Reading as a Process
    • Florida Formula
    • Pause and Share
    • Purposes of Assessment
    • Types of Tests
    • Pause and Reflect
    • Closing Comments
    • Follow Up
    S2 Facilitator: Carmen S. Concepcion
  • Quote
    • “… reading is a message-getting, problem- solving activity which increases in power and flexibility the more it is practiced.”
    • ~ Marie M. Clay, 1991 Becoming Literate: The Construction of Inner Control, p. 6
    S2 Facilitator: Carmen S. Concepcion
  • Define system :
    • A group of elements that interact and function together as a whole.
    FLaRE Professional Development Competency Three: Foundations of Assessment S2
  • Define working system :
    • A group of elements that interact and function together as a whole capable of being used to further an activity.
    FLaRE Professional Development Competency Three: Foundations of Assessment S2
  • Define assembling a working system :
    • To bring together a group of elements that interact and function together as a whole capable of being used to further an activity.
    FLaRE Professional Development Competency Three: Foundations of Assessment S2
  • Working systems identified by the National Reading Panel, 2000 FLaRE Professional Development Competency Three: Foundations of Assessment S2 Fluency Comprehension Comprehension Comprehension Comprehension Vocabulary Alphabetics (Phonemic awareness & Phonics)
  • FLaRE Professional Development Competency Three: Foundations of Assessment S2 THINKING EXECUTING ADJUSTING RETHINKING context context context context context context Graphophonic Working System Lexical Working System Schematic Working System Syntactic Working System Semantic Working System Pragmatic Working System
    • Comprehension and fluency are paramount
    • Working systems may create new sources of information
    • Phonemic awareness, phonics, vocabulary, comprehension and fluency are embedded in context
    • Feedforward (predicting and anticipating) makes the process efficient
    • Feedback (checking, searching, and self-correcting) makes the process effective
    • Working systems are transformational
    A Model of Reading As A Process FLaRE Professional Development Competency Three: Foundations of Assessment S2
  • To obtain a complete picture of overall reading development . . . it is . . . important
      • to observe
      • the way that the child integrates
      • all sources of information
      • about words in text ,
      • and this can only be estimated
      • by carefully
      • observing children
      • as they read connected passages.
    • ~ Joseph L. Torgesen, 1998 Catch Them Before They Fall American Educator , Spring/Summer 1998, 22, p. 39
    FLaRE Professional Development Competency Three: Foundations of Assessment S2
    • Assessment helps the reader to make adjustments while reading the text.
    • Assessment is the teacher’s window into the student’s reading processes.
    • Assessment is one of the complex processes of literacy and reading instruction.
    A Model of Reading As A Process FLaRE Professional Development Competency Three: Foundations of Assessment S2
  • Florida’s Formula for Reading Success
    • 5 + 3 + ii + iii = No Child Left Behind
    • 5 — critical areas of reading identified by the NRP
    • 3 — types of assessment to guide instruction
    • ii — initial instruction in all classrooms
    • iii — immediate intensive instruction
    FLaRE Professional Development Competency Three: Foundations of Assessment S2
  • Purposes of Assessment
    • An effective and comprehensive reading program includes the following assessments to accomplish four purposes.
    •  
          • Screening
          • Progress Monitoring
          • Diagnosis
          • Outcome Measurement
    •  
    • Often, the same assessment is used for the purposes of screening and outcome measurement, hence the 3 assessments designated in Florida’s Formula.
    FLaRE Professional Development Competency Three: Foundations of Assessment S2
  • Some Types of Tests
    • Norm-referenced
    • Criterion-referenced
    • Survey Test
    • Diagnostic Tools
    • Formal
    • Informal
    FLaRE Professional Development Competency Three: Foundations of Assessment S2