1. EDU400: Early LiteracyEDU400: Early Literacy
FoundationsFoundations
Chapters 6 - 8Chapters 6 - 8

2. Systematic AssessmentSystematic Assessment
 More formalMore formal
 Informs teacher decisionsInforms teacher decisions
 Assesses the child’s strengths and weaknessesAssesses the child’s strengths and weaknesses
 Documenting progress for parents and studentsDocumenting progress for parents and students
 Summarizes learning – Formative vs. SummativeSummarizes learning – Formative vs. Summative
 Reporting purposesReporting purposes

3. Assessment AttributesAssessment Attributes
 Uses accessible information – Daily assessments will drive yourUses accessible information – Daily assessments will drive your
instructional approach.instructional approach.
 Systematic observations – Traditional assessments are difficult to applySystematic observations – Traditional assessments are difficult to apply
practically with instruction; however, observations capture the shifts inpractically with instruction; however, observations capture the shifts in
response that help indicate the effectiveness of the instruction.response that help indicate the effectiveness of the instruction.
 Reliability and consistencyReliability and consistency
 ValidityValidity
 Multidimensional – Formal and informal measures, anecdotal records,Multidimensional – Formal and informal measures, anecdotal records,
running records, criterion-references test, etc.running records, criterion-references test, etc.
 Feedback to improve the instructional programFeedback to improve the instructional program
 Meets the needs of all students – Modify or adaptMeets the needs of all students – Modify or adapt
 Involves children and parents in the processInvolves children and parents in the process

4. Guided Reading AssessmentsGuided Reading Assessments
 Letter IdentificationLetter Identification
 Word TestWord Test
 Writing Vocabulary – Child writes the words independently.Writing Vocabulary – Child writes the words independently.
 Running RecordRunning Record
 ComprehensionComprehension
• Informal: Asking children if they understand a story, conversations,Informal: Asking children if they understand a story, conversations,
Observing as they respond to the text verbally and nonverbally,Observing as they respond to the text verbally and nonverbally,
• Formal: Retelling or reconstructing the story in sequence (look for –Formal: Retelling or reconstructing the story in sequence (look for –
events accurately reported, sequence matches text, uses phrases fromevents accurately reported, sequence matches text, uses phrases from
text, relate information to personal knowledge, vocabulary,text, relate information to personal knowledge, vocabulary,
characters/setting, detail, etc.) or written responses.characters/setting, detail, etc.) or written responses.

5. EvaluationEvaluation
 Involves summarizing and reporting on child’sInvolves summarizing and reporting on child’s
progress.progress.
 Evaluation should include:Evaluation should include:
• The level of the text the child is readingThe level of the text the child is reading
• Description of strategies the child shows evidence inDescription of strategies the child shows evidence in
• Patterns of fluency, rate, and phrasingPatterns of fluency, rate, and phrasing
• ComprehensionComprehension
• Level of reading vocabularyLevel of reading vocabulary
• Inventory of conventions of printInventory of conventions of print
• Child’s personal interests and attitude towards readingChild’s personal interests and attitude towards reading
• Description of the range of readingDescription of the range of reading

6. Running RecordsRunning Records
 Tool for coding, scoring, and analyzing aTool for coding, scoring, and analyzing a
child’s precise reading behaviors.child’s precise reading behaviors.
 Time and patienceTime and patience
 Sitting beside the childSitting beside the child
 The text is a bit of a challenge but not toThe text is a bit of a challenge but not to
difficult that the child’s processing willdifficult that the child’s processing will
break down.break down.

7. Quantitatively Analyzing theQuantitatively Analyzing the
Running RecordRunning Record
 Substitution – one errorSubstitution – one error
 Omissions, insertions – one errorOmissions, insertions – one error
• Repetitions – not considered errorsRepetitions – not considered errors
 Self-corrections are not errorsSelf-corrections are not errors
 Accuracy Rate – Subtract number of errors fromAccuracy Rate – Subtract number of errors from
running words, divide by the number of runningrunning words, divide by the number of running
words, and multiply it by 100.words, and multiply it by 100.
• Effective for grouping children.Effective for grouping children.

8. Qualitatively Analyzing the RunningQualitatively Analyzing the Running
RecordRecord
 Involves looking at the readingInvolves looking at the reading
behavior and thinking about how thebehavior and thinking about how the
reading sounds.reading sounds.
• Teacher looks for strategies such as:Teacher looks for strategies such as:
Cross-checking, self-correction, self-Cross-checking, self-correction, self-
monitoring, etc.monitoring, etc.

9. Dynamic GroupingDynamic Grouping
 Refer to pages 100 – 102 regardingRefer to pages 100 – 102 regarding
effective grouping.effective grouping.
 How dynamic grouping fulfills the purposeHow dynamic grouping fulfills the purpose
of guided reading:of guided reading:
• To facilitate the teaching and learning ofTo facilitate the teaching and learning of
individual children.individual children.
• Understand reading as a thinking process.Understand reading as a thinking process.
• To make efficient use of time and materials.To make efficient use of time and materials.
• To move towards independent reading.To move towards independent reading.

10. Dynamic GroupingDynamic Grouping
 Refer to pages 100 – 102 regardingRefer to pages 100 – 102 regarding
effective grouping.effective grouping.
 How dynamic grouping fulfills the purposeHow dynamic grouping fulfills the purpose
of guided reading:of guided reading:
• To facilitate the teaching and learning ofTo facilitate the teaching and learning of
individual children.individual children.
• Understand reading as a thinking process.Understand reading as a thinking process.
• To make efficient use of time and materials.To make efficient use of time and materials.
• To move towards independent reading.To move towards independent reading.