literacy assessment instructional planning revised.pdf
TRANSCRIPT
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
1/35
S T . G E O R G E S C H O O L I N I T I A T I V E S
2 0 1 1 - 2 0 1 2
S E P T E M B E R 2 6 , 2 0 1 1
Literacy Assessment &
Instructional Planning
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
2/35
Literacy School Planning Goals 2011-2012
Expected Outcomes: Increased student performance in literacy Continue to become proficient in the Beverly Tyner Literacy Model K-4 Grade 5-8 teachers exploring
Daily 5 Café Tyner Model Words Their Way
K-8 Teachers will become proficient in the use of the Fountas and Pinnell Benchmark Assessment Kit
Meeting student needs using: Tyner Model Cafe Strategies Literacy Place & Moving Up Words Their Way
Students in Gr 5-8 requiring support with Literacy/EAL will be supported by StudentServices/ EAL Teacher
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
3/35
Literacy School Plan
Indicators
By the end of Grade 4, 80% of students who have been at St. George since Kindergarten will be reading at grade level.
By June 2012 all teachers will be using the Fountas and Pinnell Benchmark Assessment
By June 2012 Teachers from K-4 will be using all components of the Cafe Model to set goals for all students
All teachers will be using Literacy Place/ Moving Up Series for their direct Literacy Instruction
Student Writing will be assessed using Class created Rubrics and exemplars.
Words Their Way will be used to teach word study from K-8
Strategies
Staff Professional Development (Fountas & Pinnell Benchmark Assessment/ Words Their Way/ Cafe/ Tyner/Moving Up)
Gr 5-8 Using Audio versions of novels etc. for classroom instruction
Staff learning with support by Student Services & Literacy Support Teacher
Identified students involved in ERI
EAL Support for identified students.
Further integration of ICT tools to support learning such as Thinkfinity, and other literacy based websites as well as further useof Mimio technology.
Data Sources
Fountas and Pinnell Benchmark Assessment, Words their Way Assessment and Fountas and Pinnell Word Lists
Writing Samples assessed using Divisionally created Writing Exemplars (Grade 6)
Writing exemplars/class created rubrics/self editing checklists/peer editing (Grade 7/8)
Writing Samples assessed K-4 using BC Performance Standards Exemplars/Rubrics/Quick scales
Class Assessments
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
4/35
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
5/35
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
6/35
Leveling System Comparison Chart Revised June 2008
ReadingA-Z
Levels
Fountas& Pinnell Levels
GradeLevels
BasalLevels
PM & PM PlusLevels
PMBenchmark
Kits 1 & 2
ReadingRecovery®
DRA ReadingStages
aa, A A K Readiness Magenta 1 Starters 1 1 A1 Early Emergent
B B K .5 Readiness Magenta 2 Starters 2 2 2 Early Emergent
C C 1.0 Preprimer Red 1 Red 2 3-4 3-4 3 Early Emergent
D
D
1.1
Preprimer Red 3 Yellow 1 5-6
5-6
4
Emergent
E E 1.2 Preprimer Yellow 2 Yellow 3 7-8 7-8 6-8 Emergent
F F 1.4 Primer Blue 1 Blue 2 9-10 9-10 10 Emergent
G G 1.5 Primer Blue 3 Green 1 11-12 11-12 12 Emergent
H H 1.7 Gr. 1 Green 2 Green 3 13-14 13-14 14 Emergent
I & J I 1.8 Gr. 1 Orange 1 Orange 2 15-16 15-16 16 Emergent
K J 2.0 Gr. 2 Turquoise 1 Turquoise 2 17-18 17 18 Early Fluent
L K 2.3 Gr. 2 Purple 1 Purple 2 19-20 18 20 Early Fluent
M L 2.6 Gr. 2 Gold 1 21 19 24 Early Fluent
N & O M 2.9 Gr. 2 Gold 2 22 20 28 Early Fluent
P & Q N 3.0 Gr. 3 Silver 1 23 21 30 Fluent
R & S O 3.3 Gr. 3 Silver 2 24 22 34 Fluent
T P 3.6 Gr. 3 Emerald 1 25 23 38 Fluent
U Q 4.0 Gr. 4 Emerald 2 26 24 40 Fluent
V R 4.3 Gr. 4 Ruby 1 27 25 40 Fluent
W S 4.6 Gr. 4 Ruby 2 28 26 44 Fluent
X T 4.8 Gr. 4 Sapphire 1 29 27 44 Fluent
Y U 5.0 Gr. 5 Sapphire 2 30 28 50 Proficient
Z V 5.3 Gr. 5 29 Proficient
W 5.6 Gr. 5 30 Proficient
X 6.0 Gr. 6 60 Proficient
Y 6.5 Gr. 6 Proficient
Z
7+
Gr. 7/8
70/80
Adult
Contemporary
Leveling SystemComparison
Chart
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
7/35
Fountas & Pinnell
Benchmark AssessmentKits
Kit #1 – K-2
Kit #2 – 3-8
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
8/35
What’s in the box?
Benchmark books: one fiction and one non-fictiontitle per level
Assessment forms book and CD-ROM: recordingforms and additional forms
Optional assessment booklet (student forms)
Student folders
Data management CD-ROM
Professional Development CD The F & P stopwatch
The Continuum of Literacy Learning
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
9/35
How to get started…
Use records and charts from previous years
Observe books the student is reading independently
Use the Where to Start Word Test
Determining 3 Levels Fountas & Pinnell 98%-100% = Independent
95%-97% = Instructional
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
10/35
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
11/35
Discussion
Take some time to look through the kits
Discuss questions and concerns with colleagues
Q&A with facilitators
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
12/35
Words Their
Way
Word Study forPhonics, Vocabulary,and SpellingInstruction
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
13/35
Spelling andReading
Stages
Grade Levels, andCorrespondingInstructional Chapters
Alphabet Pattern MeaningEmergent StageEmergent ReadingPre-K to middle of 1Chapter 4
Letter Name-Alphabetic StageBeginning ReadingK to middle of 2Chapter 5
Within Word Pattern StageTransitional ReadingGrade 1 to middle of 4Chapter 6
Syllables and Affixes StageIntermediate ReadingGrades 3 to 8Chapter 7
Derivational Relations Advanced ReadingGrades 5 to 12Chapter 8
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
14/35
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
15/35
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
16/35
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
17/35
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
18/35
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
19/35
Discussion
Take 10 minutes to view the Words Their Waymaterials.
Based on this assessment how would you program
for this student? Q & A with facilitators
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
20/35
Break
15 minutes
Following the break Grades K-4 please meet in Room4 and Grade 5-8 please meet in Janice Moore’s
Room. Take all of your materials with you for the duration
of the morning.
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
21/35
P R E P A R A T I O N
& A D M I N I S T R A T I O N
V I D E O : B E N C H M A R K A S S E S S M E N T A T AG L A N C E
Benchmark Assessment At a
Glance
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
22/35
Coding Oral Reading
Instructions video
A look at the recording form
Finding Easy, Instructional, and Hard Text Levels
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
23/35
Early Years Example
“The Loose Tooth” Level E - Fiction
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
24/35
Middle Years Example
“Not Too Cold for A Polar Bear” Level Q Non-Fiction
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
25/35
Analysis of the Running Record
msv
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
26/35
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
27/35
M-Meaning: makes sense?
Meaning: Does the error make sense?
Ms White lives in a bungalow. m s v yeshouse
Ms White lives in a hole. m s v no
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
28/35
S- Structure (Sounds Right)
Structure: Does the error sound right?
Ms White sleeps in a house. m s v yeslives
Ms White sleeping in a house. m s v no
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
29/35
V-Visual: Look Right?
V isual: Does the error look right?
Ms White lives in a hound. m s v yeshouse
Ms White lives in a home. m s v yes
house Ms White lives in a condo. m s v no
house
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
30/35
Analysis of the Running Record
Fluency: Rate the fluency by making a note of howthe reading sounded and circling the rating on thefluency scoring key.
0 - reads primarily word by word…slow rate
1 - two word phrases dominate…slow rate
2- three-four word phrases, some expression, appropriate rate with some slow parts.
3- reads primarily in large meaningful phrases with expressive
intonation and pausing
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
31/35
Analysis of the Reading Record
ComprehensionLevels A-K:
Within the Text
Beyond the Text
Levels L-Z
Within the Text
Beyond the Text
About the Text
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
32/35
Analysis of the Reading Record
Writing: This writing about reading assessment canprovide additional information about the reader’sunderstanding of the text. It is not a formal writingassessment. The scoring rubric on page 41 of theadmin. book reflects this.
0- no understanding
1- very limited understanding
2- partial understanding
3- excellent understanding
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
33/35
Assessment to Teaching
How do we take the information from the readingrecord and set individual and group reading goals inthe classroom?
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
34/35
Task
1. Score the reading record
2. Pick a praise point (Reinforce)
3. Pick a Teaching point (Teach and/or prompt)
4. Set a Reading Goal for the student5. Set a Reading Strength for the student
6. How would you teach/prompt/reinforce for thisstudent’s needs?
-
8/19/2019 Literacy Assessment Instructional Planning Revised.pdf
35/35
Teach, Prompt, Reinforce
Whenever an activity fails, it is because I haven’t
done enough modeling. Modeling gives studentswords and examples to frame their thinking – ChrisTovini, I Read it but I don’t get it. (p.82)