week 6

1. Class #6- Reading II
Assessment
8P24

2. Land Acknowledgement
Land Acknowledgement

3. Agenda
1. PLC’s
2. Reading Assessment
3. Miscue Analysis- Learn by doing
4. Guided Reading
5. Graphic Novel Investigation
6. Reading Blog Creation
7. Social Justice Picture Book Lesson Planning
8. Importance of Metacognitive Reflection- PLC’s for Next Week
9. Next Week at a Glance

4. Learning Goals
1. I will learn how to assess junior and intermediate studenTs
reading skills and comprehension
2. I will understand how to use the outcomes of reading
assessments to help plan my guided reading lessons and drive
my instruction
3. I will continue to learn how to create meaningful
and engaging 21st century lessons using social
justice issues as the foundation to the learning.

5. Week 6 PLC Session:
● Decide who is doing each of
the PLC responsibilities
● Literacy Leads, begin your
sessional examination for the
Roehling article, Text
Structure Strategies for
Improving Expository Reading
Comprehension

6. “Assessment should produce information
that is useful in helping students become
better readers, and assessment should
do no harm.”
Peter Afflerbach
An assessment Credo

7. What is Reading In Junior/Intermediate
Reading is an active and complex process that involves:
a)Understanding
multiliteracies texts
b)Developing and
interpreting meaning
c)Using meaning as
appropriate to the type
of text, purpose, and
situation

8. Reading ASsessment In Junior/Intermediate
Three areas of reading assessment are crucial for
students’ reading development:
● developing comprehensive formative assessments
● assessing the wide array of factors that contribute to
students’ reading development
● fostering student independence by helping students
learn to use reading assessment on their own.
When we assess, we make inferences about the nature
of a student’s reading from a sample of reading
behavior.

11. What is being tested in J/I Reading Assessment
● Conceptual development
● High frequency words
● Sentence constructions
● Meaning and logic
● Reading Comprehension

12. Typical Components of Reading Assessments:
1. Reading interview
2. Reading attitude survey
3. Reading interest inventory
4. Reading passages by grade level (fiction/non-fiction)
5. Generic reading rubric
6. Samples of student responses at four levels of
performance with rational
7. Miscue analysis parameters for oral reading
8. Student self-assessment form
9. Some form of next steps (i.e., example activities,
strategies, program suggestions, etc.)

13. Tools Used for Assessing J/I Reading:
PM Benchmarks Reading Assessment (Nelson)
DRA2+- Developmental Reading Assessment
CASI- Comprehension, Attitudes, Strategies, Interests (Nelson)
BAS- Benchmark Assessment System
OCA (Pearson)
Evidence-Based Toolkit for Effective Reading and Writing

14. PM Benchmarks (K-6)
● assesses students' instructional and independent reading levels using
unseen, meaningful texts
● provides accurately levelled fiction and nonfiction texts ranging
progressively from Kindergarten to end of Grade 4 (5, 6).

15. DRA2+ Developmental Reading Assessment
The Developmental Reading Assessment (DRA2+)
● formative reading assessment system that allows teachers to assess
their reading level, then observe, record, and evaluate changes in
student reading performance
● includes recommendations for scaffolded support to increase student
reading proficiency
● validity and reliability analyses
● DRA2 level (independent reading level) reflects the student's oral reading
fluency (95% accuracy) and comprehension (90%) at independent
performance levels.

16. CASI Reading Assessment- Nelson
Comprehension... Attitudes... Strategies... Interests...
● CASI Reading Assessment helps teachers identify students' reading
comprehension and fluency through age-appropriate, field validated
reading passages.
● used throughout Ontario to identify students' reading abilities.
● aligns to the Revised Ontario Language Arts Curriculum (2006), and the
Achievement Chart Categories.
● provides detailed strategies for instructional next steps, to allow you to
plan appropriate instruction based on the unique needs of your students

17. Bas- Benchmark Assessment System (K-8)
● Fountas & Pinnell Benchmark Assessment Systems to determine student’s
independent and instructional reading levels
● observe student reading behaviors one-on-one
● engage in comprehension conversations that go beyond retelling
● make informed decisions that connect assessment to instruction
● identify each child’s instructional and independent reading levels (A-Z)
● formative and summative assessments
● observe and quantify specific reading behaviors, and then interpret and use
that data to plan meaningful instruction.

18. Reading Level Conversion Chart

19. PM Benchmark Assessment
Useful conventions for taking
Reading Records- the
information on a reading record
identifies the cues and
strategies that a student uses
while processing print. Reading
levels can be identified when
accuracy and self-correction
rates are calculated. When a
student successfully searches
for extra information to
correct incorrect responses.
This is recorded as a self-
correction.

20. CASI Assessment- Reading Passage and Questions
When: administer this assessment component early in the school
year for diagnostic information about students’ reading strengths
and needs. You should also administer the assessment mid-year (at
the minimum) to review each student’s progress and adapt
programming requirements accordingly.
Why: the reading passages and questions provide students with an
opportunity to demonstrate how well they are able to respond
independently to a short, unfamiliar piece of text. You will gain
insight into the depth and breadth of students’ comprehension
based on their responses.
How: once the approximate appropriate text level has been chosen
for the students, follow the instructional strategies outlined in
the program.

21. Miscue Analysis- What is It?
A miscue is any departure from the text. Analyze the miscues to
determine how they may affect the student’s understanding of the
passage. Determine whether the reader was using cues from:
a) The meaning of the passage (semantic cueing system)
b) The structure of the sentence (syntactic cueing system)
c) The letter-sound relationship (graphophonic cueing system)
d) The features of the text (pragmatic cueing system)
When: when students are experiencing difficulty reading or
responding to the reading passage or at any point in time (good
to do at the beginning of the year).

22. Miscue Analysis Cont’D
Why: miscue analysis is a diagnostic assessment that gives specific
information about a reader’s strengths and difficulties and identifies
strategies that a reader uses, overuses, and does not use and allows for
reading programming (guided reading)
How:
1. The student reads aloud an unfamiliar passage that is slightly above
his/her independent reading ability.
2. Allow the student to read aloud the first two or three paragraphs of
the text to become comfortable with the passage before beginning to
record any miscues.
3. As the student reads aloud, listen carefully and record any miscues
on a copy of the original text. See the coding chart for how to code
the miscue.
4. Note other reading behaviours in the text margin.
5. Record miscues for at least 200 words of the passage. The student
then reads the remaining text independently

24. Miscue Analysis- Let’s Try
Student 1: Janssen Ewart
Age: 12 yrs., 6
months
Grade: 7

25. Miscue Analysis- Let’s Try
Student 2: Kalyssia Ewart
Age: 10 yrs., 5
months
Grade: 5

26. Miscue Reflection
1.What was this experience like
for you?
2.What do you think this
experience is like for the
student?
3.What useful information did you
gain from this experience?
4.How was this beneficial to you
as a Teacher Candidate?

27. From Theory to Practice
Choose either the Miscue that you performed on Janssen or Kalyssia
to complete this task. Record all of your thinking here.
Task:
1. Compare and contrast the miscue analysis amongst your group
members. Examine the comprehension questions in relation to the
exemplar answers and determine his/her comprehension level
2. Based on the miscue analysis and the reading comprehension
responses, identify the students’ strengths and needs as a
reader.
3. Based on his/her needs, what reading strategies (decoding and
comprehension) does this reader need to focus on?
4. Collaboratively design a three-part Guided Reading lesson for
this student that would address his/her reading needs.

28. Guided Reading and Reading Strategy Discovery
● You will rotate with your group to five stations where you will
explore and discover the topics of Guided Reading and Reading
Strategy Development.
● Upon completion, you will continue on with the “Theory to
Practice Task” on slide 29.
● You will have a total of 45 minutes to complete all five
stations but move through the stations at a pace the works for
your group. You do not need to complete the stations in order.
Note: the following slides are for informative purposes for you
to use as needed.
● Make sure you are collecting the reading stamps for your
passport to indicate your completion.
● Everyone will start by viewing the Guided Reading Video here
and participating in the corresponding questions.

29. Guided Reading- What is It?
● The teacher works with a small group of students with similar needs.
● The teacher provides introductions to the text that support children’s later attempts
at problem solving.
● Each student reads the whole text or a unified part of the text.
● Readers figure out new words while reading for meaning.
● The teacher prompts, encourages, and confirms students’ attempts at problem
solving.
● The teacher and student engage in meaningful conversations about what they are
reading
● The teacher and student revisit the text to demonstrate and use a range of
comprehension strategies.
● Introduce new texts, apps, text features, critical ideas, sites, writing forms, etc.
29

30. Guided Reading- What Skills will be built?
Monitoring
● Are you right?
● Does that make sense?
● Does it look right? Check it with your finger.
Decoding
● Say the first part and check the picture. What would look right and make sense?
● Can you break it into parts?
● Do you know another word that looks like this one?
Fluency
● Try reading it without pointing.
● How would the character say that?
● Put some words together so it sounds smooth. 30

31. Guided Reading- What Skills will be Built? Cont’d
Vocabulary
● Is there a word you don’t understand?
● Are there clues in the sentence or illustration to help you?
● Is there a part in that word that can help?
Comprehension
● What’s happening on this page?
● Is there a confusing part? What don’t you understand?
● Why do you think the character did (or said) that?
●
31

32. Guided Reading- Before, During, After Reading
Before Reading:
Have the students give a one-sentence “gist” statement of what they think the
text is going to be about and allow for a quick preview. For ELL students, you
might need to spend more time but the goal is to get the students to look at the
text and then start reading
During Reading
Allow students to read independently- either by reading silently or by whisper
reading. Students should not read round-robin as they used to do. Instead, make
your way around the group to work one-on-one with each student for a few
minutes. If they are reading silently, ask them to whisper rad to you when it is
their turn. Different students will need different strategies- some may need
support using first-letter cues, while others may need help monitoring
comprehension. The idea of guided reading is scaffolding children while they
read, doing it with the teacher’s support.
32

33. Guided Reading- Before, During, and After Reading
After Reading:
First, you should check for students’ comprehension, which can
be done in the form of a discussion question (i.e., How did
this character change the from the beginning to the end? How
might this information help us in our daily lives? What might
you do with this information to bring about change? What were
three key ideas that you would want the rest of the class to
know that hasn’t read the book? You can also use the time of a
predetermined word study (e.g., on digraphs geared towards the
group’s needs)
Writing about the text is a good practice as well, and it
allows you to collect a writing sample for assessment or teach
a particular text form. You might have students create a
Facebook post or Tweet from the character’s point of view. 33

34. Guided Reading- Reading Bookmarks
34

35. Guided Reading

36. Guided Reading and Reading Strategy Discovery Stations
Station 1: Guided Reading Nelson Card
Investigation
Station 2: Guided Reading for English
Language
Learners and Special Education
Students
Station 3: Assessing Guided Reading
Station 4: Hands-on Guided Reading Session
Station 5: Reading Strategy Application

37. Tellagami HP Reveal EvernoteWrite About This Comic Life
Book Creator
Tools4Students EDU Glogster Stop Motion Do Ink-GS iMovie Explain Ev.
SAMR “izing” Your
Guided Reading
Program

38. Work Time
1.Social Justice
Picture Book
Lesson Plans
2.Reading Blog
(due next class)
3.PLC’s for Week 7

39. Blogging Assignment and Criteria
● Blogging Criteria and Assignment
● Second Blog Post: Reading Focus
● Due: Tuesday October 31st

40. The Ontario Curriculum: Grades 1-8 - Language
Big Ideas/Inquiry Investigations/Provocations
Overall Expectations
Specific Expectations
Learning Goals
Success Criteria
Differentiated Instruction
Accommodations/Modifications
Assessment Strategies (for, as, of)
Learning/Teaching Tools
Lesson Launch (Minds On, Action, Consolidation)
Reflection

41. The Ontario Curriculum- English Grades 9-10
Big Ideas/Inquiry Investigations/Provocations
Overall Expectations
Specific Expectations
Learning Goals
Success Criteria
Differentiated Instruction
Accommodations/Modifications
Assessment Strategies (for, as, of)
Learning/Teaching Tools
Lesson Launch (Minds On, Action, Consolidation)

42. Social Justice PIcture Book Lesson Plan-
● Picture Book Lesson Plan Instruction and rubric

43. Input on Graphic Novels Jigsaw- Choose one to explore
1. Using Comics and Graphics in the Classroom Article
2. Discovering the Depth in Graphic Novels
3. In Graphic Detail (book from the IRC)
4. Learning to Read with Graphic Power (book from the IRC)
5. Graphic Novels and the Ontario Curriculum pg. 36-40
6. Blog: How Graphic Novels Help Students Develop Critical
Skills
Task: Use the app Comic Life or Pixton to showcase your
learning about the use of Graphic Novels in the literacy
classroom.

44. PLC Homework for Week 7(Oct 31)
PLC Homework for Week 7
NO CLASS FOR TWO WEEKS! SEE YOU ON OCTOBER 31ST Sec 3 and NOVEMBER 1 for Sec 7
Reading Blog Post is due Week 7 October 31st for Sec 3 and November 1st for Sec 7
Social Media and the Writing Strand:
● Introduction:
Read the information on the Writing Strand (pp. 12-13 in hard copy) of the Ontario Curriculum.
Reflect: What are the essential principles provided in this passage regarding the teaching of writing?
Read the sources below for information on social media outlets and how they pertain to teaching.
Twitter: Two Way Twitter PD
Pinterest: There's a Big Hole in How Teachers Build Skills, and Pinterest is Helping to Fill It
● Exploring Resources:
Use each source below as a starting point to find resources that will help teachers to implement the Writing Strand of the Ontario Curriculum – Language.
Twitter: The Complete Guide to Twitter Hashtags for Education
Pinterest: The IRC of Brock University - Pinterest
Note: You are free to go beyond the IRC Pinterest site to find Pinterest resources for writing.
● Resource Critique:
Choose one specific resource or idea that you explored above. Consider how it could address a key principle in teaching writing or a specific curriculum expectation
for Writing.
Note: You are not reviewing The Complete Guide to Twitter Hashtags or The IRC Pinterest Site; you are to critique a specific resource or idea for teaching writing that you
found through one of the larger collections indicated above.
Create a Forum post that answers the “3 Ws”:
What is the resource? Provide a link and basic information about your selection.
Why? What principles of teaching writing or specific expectation(s) could be addressed through this resource? What features make this resource useful for teachers of
literacy.

45. October 31st Week 7 at a Glance- Writing I
1.PLC’s- Metacognitive Reflection
2.Components of a 21st Century Balanced
Writing Program
3.Stages of Writing and Graphic Organizers
4.Powerful Writing- promoting social justice
5.Social Justice Picture Book Lesson
6.Work Period
7.Global Writing Forums