EDU400: Early Literacy EDU400: Early Literacy FoundationsFoundations

Chapters 6 - 8Chapters 6 - 8

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

Assessment AttributesAssessment Attributes Uses accessible information – Daily assessments will drive your Uses accessible information – Daily assessments will drive your

instructional approach.instructional approach.

Systematic observations – Traditional assessments are difficult to apply Systematic observations – Traditional assessments are difficult to apply practically with instruction; however, observations capture the shifts in practically 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

Validity Validity

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

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

Comprehension Comprehension • 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 from events 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.

EvaluationEvaluation Involves summarizing and reporting on child’s Involves 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

Running RecordsRunning Records

Tool for coding, scoring, and analyzing a Tool 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 to The text is a bit of a challenge but not to difficult that the child’s processing will difficult that the child’s processing will break down.break down.

Quantitatively Analyzing the Quantitatively 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 from Accuracy Rate – Subtract number of errors from running words, divide by the number of running running 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.

Qualitatively Analyzing the Running Qualitatively Analyzing the Running RecordRecord

Involves looking at the reading Involves looking at the reading behavior and thinking about how the behavior 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.

Dynamic GroupingDynamic Grouping

Refer to pages 100 – 102 regarding Refer to pages 100 – 102 regarding effective grouping.effective grouping.

How dynamic grouping fulfills the purpose How dynamic grouping fulfills the purpose of guided reading: of guided reading: • To facilitate the teaching and learning of To 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.