edu 621 february 9

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 Sara to read? Why hasn’t this child been able to keep up with her peers in reading? How can she, Ms. Brown, help Sara learn to read?From Lens of Reading: An Introduction to Theories and Models by Diane H. Tracey & Lesley Mandel Morrow

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.

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

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.

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.

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 assessmentalso.

Students need to

understand the targets.

Students can participate

in the process.

Students track

progress and

communicate

also.

Engagement● Score comes from the written responses a

student gives on the Student Reading Survey

● Meets = 6

● Two strands● Wide reading● Self-assessment/Goal Setting

Fluency● Score comes from the student’s oral reading of the

beginning of the story.

● Meets = 12

● Four strands● Expression● Phrasing● Rate● Accuracy

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● Reflection● Metacognitive Awareness

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

Hitting the Target• Where am I going?

• Where am I now?

• How can I close the gap?

Goal Setting with Student J● DRA Score: 62● Grade Level: Below

● Engagement Score: 3

● Fluency Score: 10

● Comprehension Score: 11

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▪ Did not really identify any strengths in self▪ Repeated answers

Looking Deeper● Fluency

● Had some expression

● Read in longer phrases some of the time

● Had some repetitions and pauses

● Read with 99% accuracy

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

understanding the story.

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

evidence