The document describes an 8-year-old girl named Sara who struggles to read aloud in class, making both her classmates and teacher uncomfortable as they wait for her to respond, growing impatient with her prolonged silence. It also provides details about using assessment results to set individualized reading goals with a student named J, including analyzing specific areas for growth in engagement, fluency, and comprehension.

1. Sara, a pretty but quiet 8-year-old, squirms
uncomfortably in her chair, aware that all eyes
are upon her. She stares at the words on the page,
unable to utter a sound. At first, her classmates
are courteous as they wait for her to respond, but
then they grow impatient as her silence persists.
The students themselves begin to squirm as they
exchange knowing glances with each other:
“Here we go again, waiting for Sara to read.”
Ms. Brown, the classroom teacher, grows
uncomfortable too. Was she wrong to call on

2. theory
A set of statements or principals devised to
explain a group of facts or phenomena,
especially one that has been repeatedly tested
or is widely used.

3. Behaviorist Theory
➢ The child is a blank slate at birth but has the
potential to learn.
➢ The environment shapes the individual.
➢ Behavior is shaped by stimulus – response –
reinforcement.
➢ Listen – imitate– receive reward
➢ Over time, correct structures
(understandings/behaviors) will develop and
immature forms will decrease

4. Constructivism Theory
➢ The child is born already “knowing”
➢ The child “acts” on their environment.
➢ The child learns through interaction with the
world.
➢ The child integrates new knowledge with
existing knowledge.

5. Cognitive Theory
➢ The child is learns through processing & storing
effectively incoming information around them.
➢ The child’s thinking moves through different
stages, or storage systems as it is processed.
➢ The child learns through the interaction between
their brain’s storage system and the text/world.
➢ The child’s reading behaviors are observed and
used as indicators of literacy learning.

6. Stiggins, et.al. state that teachers need to
assess accurately and use assessment to
benefit students.
Communicate
How?
How manage information?
How report?
Assess What?
What are the learning targets?
Are they clear?
Are they good?
Why Assess?
What the purpose?
Who will use the results?
Assess How?
What method?
Written well?
Sampled how?
Avoid bias how?
From Classroom Assessment for Student Learning: Doing It Right – Using It Well; Stiggin. et. al. 2006
Students are
users
of assessment
also.
Students need
to
understand the
targets.
Students can
participate
in the process.
Students
track
progress
and
communica
te
also.

12. Engagement
● Score comes from the written responses a
student gives on the Student Reading Survey
● Meets = 6
● Two strands
● Wide reading

14. Fluency
● Score comes from the student’s oral reading of the
beginning of the story.
● Meets = 12
● Four strands
● Expression
● Phrasing

16. Comprehension
● Score comes from the student’s written responses
after reading the entire text
● Meets = 18
● 6 strands:
● Prediction (before reading)
● Summary
● Literal Comprehension
● Interpretation

24. Using DRA Results with
Students
"Feedback to any pupil should be about the
particular qualities of his or her work, with
advice on what he or she can do to improve,
and should avoid comparison with other
pupils."
Black & Wiliam (2001)
Inside the Black Box: Raising Standards Through Classroom Assessment

25. Hitting the Target
• Where am I going?
• Where am I now?
• How can I close the gap?

26. Goal Setting with Student J
● DRA Score: 62
● Grade Level: Below
● Engagement Score: 3
● Fluency Score: 10

27. Looking Deeper
● Engagement
● Wide Reading
▪ Did not read over the summer
▪ Had only read one book since school started
▪ Responses did not indicate genres or authors
● Self-Assessment/Goal Setting
▪ Wants to read ‘good-fit’ books
▪ Read more

28. Looking Deeper
● Fluency
● Had some expression
● Read in longer phrases some of the time
● Had some repetitions and pauses
● Read with 99% accuracy

29. Looking Deeper
● Comprehension
● Had one reasonable prediction
● Adequate summary in own words that included many
important details/facts
● Response to literal comprehension question reflected
misinterpretation
● Did not understand the implication of working hard to
achieve your goals
● Did not indicate any strategies used to help with

30. Reading Goals
● Increase Wide Reading
● Keep a reading log
● Participate in several author’s studies
● Increase Comprehension
● Whole Group-Asking questions; Identifying Theme
● Strategy Group-Check of understanding
● Individual- Making inferences and supporting with