Assessment tool kit

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  • 1. ASSESSMENT TOOLKIT June 2012 Reading Part 2 - ETFO* Content based on Information from the Guides to Effective Instruction K-3 and 4-6
  • 2. RUNNING RECORDS *Definition – What is it? Running records are used by teachers to record students reading behaviour. Students read a text out loud and the teacher records observations about accuracy, fluency, decoding, and comprehension.Purpose – Why is it used? Running records provide objective and reliable data that teachers can use to assess a student’s ability to read a text: What does the student know? How does the student apply his or her knowledge of words, sounds, and letters when reading a text? Which cues and strategies does he or she pay attention to? Which ones does he or she neglect? *Application – How it can be Running records are primarily used as a diagnostic tool. Teachers can use standardizedused? tests such as DRA, CASI, or PM Benchmarks to assess students reading behaviour to determine grade level of reading behaviour. Teacher can also conduct running records frequently through out the learning process to determine if students are practicing and applying learned strategies to improve reading skills. This strategy can also be used to frame feedback for students on strengths, and next steps for reading. Additionally teacher can use this strategy as a summative assessment at the end of the year to determine the growth that the students have made throughout the year.Modifications - How it can The standardized tests are not easily modified . However students should be assessed atbe adapted? their own independent level. Students with language needs require additional support and accommodations for completing a running record. Students can preview the text, talk about key vocabulary to help with comprehension, count errors of dropped endings and other common errors as one error.Drive Instruction - How you The results of the running record can be used to determine guided reading groups basedcan apply the information for on reading level or reading behaviour needs. The overall class results will provide you ayour Balanced Reading picture of level of instructional material to use for shared reading activities. The results ofprogram? the running record will provide each student with information on their individual reading level which will help them to choose just right books for independent reading.Students - How can you use As stated previously the information gathered from the running record can informthis information to students on their independent reading level allowing them to choose just right books.communicate to students? Additionally knowing their level and strengths and next steps as a reader will help them to develop reading goals.Parents - How can you use Parents can be informed about the students reading level so that they know what kinds ofthis information to books students need to be reading at home. Also parents can work with students oncommunicate with parents? specific strategies to help their child improve their reading skills by focusing on the students goal areas.Provide templates (if Tutorial Modulepossible) http://eworkshop.on.ca/edu/core.cfm?p=main&modColour=1&modID=2&m=121&L =1 http://www.scholastic.ca/education/movingupwithliteracyplace/pdfs/grade4/runningrec ords.pdf http://youtu.be/dfSogVWYvbo http://eworkshop.on.ca/edu/pdf/RunningRecordSheet.pdf http://www.docstoc.com/docs/77986689/Reading-Running-Record-Form
  • 3. READING CONFERENCES *Definition – What is it? Reading conferences are planned discussions between teachers and students. They help teachers get to know their students as readers allowing the teacher to identify the student’s strengths and needs.Purpose – Why is it used? Using reading conferences allows teachers to get to know their students. Teachers and students discuss reading behaviours and focus on the students strengths and needs as a reader. The teacher can take the opportunity in the reading conference to record assessment notes about the student as a reader.Application – How it can The teacher asks the student to talk about what they are reading independently.be used? Teachers try to ask question to engage the student to think about what they are reading more deeply.. Teachers should also encourage students to ask questions and think critically about the book that they are reading. The teacher may spend time listening to the student read to record observations about reading behaviour. Reading conferences also allow the teacher to discuss with the student goals and needs in relation to the students reading behaviour.Modifications - How it can Reading conferences are individualized and therefore modified and altered to meetbe adapted? the individual needs of each student.Drive Instruction - How The information gleaned from reading conferences can guide instruction foryou can apply the guided reading groups, including changing group construction to meet studentinformation for your needs and goals. The information also informs whole group instructional practicesBalanced Reading including read aloud and shared reading activities. Finally the conference providesprogram? students with a framework for student to identify the skills that they need to be focusing on during independent reading times.Students - How can you This assessment strategy is inherently student focused. With consistancy theseuse this information to reading conferences provide students with the knowledge they need to make goalscommunicate to students? and plans to achieve these goals based on identified needs.Parents - How can you use The information in reading conferences provides a great deal of information forthis information to the teacher on specific reading goals for each students. This information is clearlycommunicate with shared with parents so that they are aware of the goals and strengths of theirparents? children in regards to reading behaviour.Provide templates (if There are some great templates throughout this resources.possible) http://www.eworkshop.on.ca/edu/resources/guides/Reading_K_3_English.pdf
  • 4. PORTFOLIOS *Definition – What is it? Collections of Samples of student work collected over time. Students collect samples of work and include reflections on their work and growth as a learner.Purpose – Why is it used? Portfolios provide a collection of a variety of student work. It shows growth in learning over time. At the end of the year the portfolio provides and opportunity to celebrate the students learning.Application – How it can Work samples from the year are collected on an ongoing basis by the student.be used? These samples to not always have to be the students best work but could also reflect the students process and progression in learning. Students reflect on their work commenting on their learning and experiences. Portfolios can also be the subject of teacher student conferences.Modifications - How it can Some students may need help in selecting the work that goes in their portfolio asbe adapted? well as assistance in reflecting on their work. A framework could be provided for students who need it to help them frame their answers.Drive Instruction - How Literacy Portfolios provide evidence of a students learning during and at the endyou can apply the of a learning cycle. A great deal of summative assessment information can beinformation for your gathered from the work collected in the portfolio. This work will help to informBalanced Reading the teachers instruction for future literacy cycles. It will also help to assess theprogram? learning completed by students during independent learning.Students - How can you The information from the portfolio provides an excellent source for studentuse this information to teacher conferences. It can help to guide the conversation between teacher andcommunicate to students? student regarding students goals and needs.Parents - How can you use At the end of the year parts of the portfolio can be sent home for parents to see athis information to collection of student work Additionally portfolios can be handy during parentcommunicate with teacher conferences as well as parent teacher interviews to communicate withparents? parents about student success.Provide templates (if Collection of Linkspossible) http://pinterest.com/search/?q=student+portfolios http://www.teachervision.fen.com/assessment/teaching-methods/20153.html http://www.teachervision.fen.com/tv/printables/concepts/PS_TRL_TeachingTo ols_10.pdf
  • 5. READERS NOTEBOOKS *Definition – What is it? A reader’s notebook is a form of learning log. ongoing record kept by students during the learning process. It shows progress and growth over time and provides opportunities for reflection and goal setting. *Purpose – Why is it used? Students use a reader’s notebook to keep a record of the texts they have read and their responses to those texts. The texts may include material used in read alouds, shared reading, and guided reading, as well as material read independently in class or at home. *Application – How it can be Students use their reader’s notebooks to record what they have learned, their reflections onused? a text, and their impressions of themselves as readers, and to develop their ideas about what they have read. They may include quotations or excerpts from favourite texts. Teachers encourage students to review what they have read by writing about it in their notebooks. They also encourage students to balance their reading diet by varying the forms of texts they are reading and to set personal goals in reading.Modifications - How it can Students can respond in different ways that reflect their varying abilities. Students canbe adapted? respond using pictures, short answers, simple paragraphs, first language or a combination. Additionally students can respond to a text that they read that was at their level. Students can work in a small group to develop ideas to respond to a text. Student goals can be tailored to reflect the students abilities.Drive Instruction - How you This strategy would allow one place for students to record their thoughts about texts read.can apply the information for It could be used to respond to read alouds, shared reading texts, guided reading instructionyour Balanced Reading as well as during independent reading time. This would also help to see student growth inprogram? writing over time.Students - How can you use The information contained in this reading notebook could be used to provide the studentthis information to with feedback in relation to their writing and thinking skills in relation to reading. It wouldcommunicate to students? be a good tool to use in student teacher conferences as well as during peer and self assessment activities.Parents - How can you use The information in the readers notebook can be used to communicate to parents the typethis information to of books that the student responds to . As well it can help to guide the parents intocommunicate with parents? understanding their child’s thinking in relation to reading.Provide templates (if G2EI 4-6 (Assessment) pg 71-76possible) http://eworkshop.on.ca/edu/resources/guides/Guide_Lit_456_Vol_2_Assessement.pdf http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/readers%20notebooks.htm http://thinkingofteaching.blogspot.ca/search/label/Reader%27s%20Notebooks http://www.scholastic.com/teachers/top_teaching/2009/11/readers-notebook http://www.lessonswithlaughter.com/2012/04/reading-writing-notebooks.html http://books.google.ca/books?hl=en&lr=&id=GOstL9qLHyMC&oi=fnd&pg=PR7&dq =reader%27s+notebook&ots=Adqym2eaS- &sig=5GlmMsa95hAQThgCw_ctiv1BKwM#v=onepage&q&f=false
  • 6. LANGUAGE AND WORD STUDY *Definition – What is it? Language and word study assessments give teachers information about the strategies students are using to solve unknown words. When assessing students’ daily writing, teachers take note of misspelled and misunderstood words and develop lists of words that each student needs to studyPurpose – Why is it used? Working with established lists, students engage in exploring how language and words work.. Teacher encourage to compare and contrast features in the wordsApplication – How it can be Students can work in a word study center to test themselves on a personal word list orused? they can be grouped by spelling stage. The teacher can also develop a word list for students of commonly misspelled words for them to work on daily. Word lists should include both high frequency words and commonly misspelled words. Teacher should preform a diagnostic assessment to determine what words students know. Then teachers continue to monitor and assess adding new words as necessary.Modifications - How it can With each student getting their own word list this strategy is tailored to each student itbe adapted? is completely differentiated. For students that need additional support they can work on their word lists with the teacher or volunteer.Drive Instruction - How This strategy will provide information to the teacher about the which word attachyou can apply the strategies groups of students need. This will provide a focus for both shared readinginformation for your opportunities as well as mini lessons or guided reading groups.Balanced Reading program?Students - How can you use Each student will be aware of words that they need to learn how to spell. The spellingthis information to lessons and word attack strategies will be individualized and embedded in othercommunicate to students? learning. Students will know the purpose of why the words are on their individualized lists.Parents - How can you use Parents can help their children with their lists at home. Parents will understand thatthis information to the word list is tailored for their student based on their needs.communicate with parents?Provide templates (if G2EI 4-6possible) http://www.eworkshop.on.ca/edu/resources/guides/Guide_Lit_456_Vol_2_Assesse ment.pdf Elementary Spelling Invntory http://readingandwritingproject.com/public/themes/rwproject/resources/assessmen ts/spelling/spelling_elementary.pdf Text: Words Their Way
  • 7. WRITING FOLDERS *Definition – What is it? Writing folders contains student writing that is in different stages of completion. The writing folder is an organizational tool to support the student through the writing process.Purpose – Why is it used? This tool is used to help students organize their work. It can also be used to help students understand the writing process.Application – How it can be Students use this organizational tool to sort their pieces of writing at their variousused? stages of development. Teachers can use this information to assess student progress in the stages of the writing process as well as take samples of student thinking, writing strengths and needs, as well as sample from which to evaluate student success in writing.Modifications - How it can Students can be assisted in moving through the process. Samples and guides for eachbe adapted? stage can be developed for students kDrive Instruction - How This assessment tool helps teachers to see that student understand the writing process.you can apply the This can inform our instructional practices for our shared, modelled and guidedinformation for your instruction. The information will also help us to determine students ability to use richBalanced Reading program? language, style, and voice effectively. If students require work in this area it can be the focus of shared reading activities with mentor texts that demonstrate a strength in the identified area.Students - How can you use With the content of the writing folder teachers can help students to determine theirthis information to strengths and areas of need as a writer. Students can develop goals. Duringcommunicate to students? conference time with students teachers can discuss with students their challenges with certain samples of writing and teachers can help to guide students through the writing process.Parents - How can you use The information contained in the writing folder can be shared with parents and thisthis information to can create a dialogue between teachers and parents about students strengths and needscommunicate with parents? as writers. It can also help parents to understand the steps in the writing process and how important these skills are in developing a polished piece of work.Provide templates (if How to make a writing Folderpossible) http://msk1ell.blogspot.ca/2011/07/writing-folders.html Discussion on making Writing Folders http://forums.atozteacherstuff.com/showthread.php?t=64322 Post It Checklists http://writingfix.com/classroom_tools/post_its.htm Personal Topics http://www.scholastic.com/teachers/top-teaching/2011/01/heart-maps-and- writing# Writers Workshop http://www.teachersfirst.com/lessons/writers/writer-3.cfm