Transcript Literacy Assessments PP

Literacy Assessments
Guiding our Teaching
Observe Children’s Responses
•
•
•
•
For competencies and confusions
for strengths and weaknesses
for the processes and strategies used
for evidence of what the child already
understands
The Reading Process
• Involves messages expressed in language
• Involves knowing about the conventions
used to print language
• Involves visual patterns -clusters of
words/syllables/blends/letters
• The flow of language does not always make
the breaks between words clear and
children may have trouble breaking
messages into words
Literacy Assessments
•
•
•
•
•
•
Running Records
Letter ID
Concepts about Print - CAP
Word Tests
Writing
Dictation
Text Difficulty & Text Type
• Easy text (95-100% correct)
• Instructional Text (90-94% correct)
• Hard/Frustration Text (80-89% correct)
Learning to Take
A Running Record
• Record everything the child says and does
as he tries to read the book (tape recorder)
• Know the conventions/abbreviations
• Use ticks for each correct response
• Make a record of each child reading his
three little books or selections.
• A sample reading of 100-200 words
required
Analyzing Running Records
•
•
•
•
•
Use conventions for scoring records
Check directional movement
Calculate the error rate
Learn from child’s error behavior
Does the child use meaning, structure,
visual information, word memory???
• How about cross-checking strategies?
• Self checking?
Letter Identification
• Administration
– introduce task, point to each letter, ask
questions, move to other letters
• Scoring the record
– Mark A for alphabetical response, S for sound
or W for word beginning similarly - record
everything child says-including incorrect
• Interpretation of scores
Concepts about Print (CAP)
• Use Sand or Stones Book
• Follow directions exactly
• Measures knowledge about front of book,
print tells a story, letters, clusters of letters
are called words, first letters and last
letters, spaces, punctuation marks, upper
and lower case letters
Word Tests
• Administration - Read one list of words
• Use of test - will tell which children are
accumulating a reading vocabulary
• Scoring - stanine scores
• Interpretation - can be used for grouping
children for skill teaching or to measure if
progressive changes are occurring in
skills
Writing
• Ask children to write all the words they
know - can give them suggestions
• Record: Language level, message quality,
and directional principles
• Interpreting the observation
• Connecting the progress between reading
and writing - visual differences in print
Dictation Task
•
•
•
•
•
Ask children to record a dictated sentence
Choose from five sentences
Read slowly while child writes
Record & Score the writing
Retesting - important for recording
changes over time
Summarizing the Observation
Survey Results
• Book reading - Instructional Level?
• Analysis of strategies used by the child
• Useful strategies on text, with words, and
with letters
• Write up the survey summary
• Read example - p. 77
• USE THE RESULTS IN TEACHING!!!!!!!!!!!!!!