Informal Assessment: Informing Instruction by r16lFE

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									Informal Assessment:
Informing Instruction
         C&I 222
 Monday, October 12, 2011
        Today’s Class
• Phonics/Phonemic Awareness
• Define Progress Monitoring
• Describe Informal Reading
• Examine Assessments in common
  IRIs using the Keys to Quality
    Progress Monitoring
Routine assessment of a student’s
 progress on certain key indicators,
 which may be compared to the
 typical progress of the students in
 the same grade. (Bell and McCallum,
     Why do we do it?
• Accountability
• To measure growth individuals and
• Collect data for support personnel
  (school psychologist, special educators,
  reading specialists) to determine if a
  student needs support services
• Accountability
       What can be used for Progress
In reading, we mainly progress monitor using DIBELS. At the
   fourth grade level, we only use the Oral Reading Fluency, not
   the comprehension piece. As far as intervention is concerned,
   we also are to use "research-based programs delivered with
   integrity." This comes in the forms of Great Leaps, Six-Minute
   Solution, Soliloquy, Lexia, etc. We are also told that our
   Houghton-Mifflin reading series is a "research-based"
   program, but I guess that means one must deliver it exactly as
   stated in the teacher's edition for it to be delivered with
   "integrity.” The homegrown variety of progress monitoring and
   intervention still exists. Problem is, if you have a child for
   whom you want a school intervention, the school psychologists
   are basing their decisions on these monitoring and intervention
   programs. They do not seem to be putting much stock in other
   observations/data collection.- JoLynn, 4th grade, Bloomington,
    How do schools do it?
I have been teaching first grade for the past 11
  For monitoring reading progress in Austin we use
  the DRA, (Developmental Reading Assessment)
  and TPRI (Texas Primary Reading Inventory)
  three times a year. I keep running records on my
  kids until they are a year above grade level. At
  that point I am more interested in
  comprehension and real life connections than I
  am decoding. For that I like the kids to create
  products to share their ideas. – Jeanette, 1st
  grade, Austin, Texas
This may not be what you're looking for,
 but I often ask the students how they're
 doing. Given the right climate, the
 students themselves are the best source
 of information. I think teaching them to
 monitor their own progress is far more
 beneficial than any external test could
 be. Unscientific? Sure. Important skill?
 Absolutely.- Ben, middle school, Morton,
          And a Whole District:
We are still in the process of figuring this all out. But here is what we
  have for now. Unit * uses DIBELS (K-2) for the universal screener
  for literacy three times per year and MAP (6-8) twice per year.
  Some schools are starting to use Fountas and Pinnell Benchmark
  Assessment to monitor progress of reading levels. Other schools
  are using Harcourt or A-Z materials to monitor progress. I am
  confident that Special Ed would have specific measures to monitor
  progress as part of the students' IEP.

   Are teachers required to use assessments selected by the district?
   The answer to this question is yes for K-2 and 6-8 universal
   screening, and Tier II intervention for literacy uses Fountas and
   Pinnell Benchmark assessment to analyze reading behaviors and
   monitor progress, to date. Additional plans will be developed this

   Do they get to use the assessments they want to use? Are they
   able to use their own classroom assessments? The answer to this
   question is yes. Teachers use informal assessments to align with
   curriculum and monitor progress. Kurt, Ass’t Supt. Curriculum
Informal Reading Inventories
Shout Out! What do you know about
  Informal Reading Inventory?
• Provides specific and comprehensive
• Must be administered one on one
• Administered at the beginning of the
  year and periodically throughout
• Used for determining Reading Level
  – Independent
  – Instructional
  – Frustration
     What’s Out There?
• Fountas and Pinnell
• Qualitative Reading Inventory
• Observation Survey (Reading
• Basic Reading Inventory
• Kidwatching
        What’s Included?
•   Graded word lists
•   Reading passages to assess fluency
•   Passages to assess Listening
•   Miscue Analysis
•   Comprehension through Retell
•   F&P includes a written section
    where students make a connection
    or explain something in the reading
               Keys To Quality Assessment
                              Accurate Assessment
     1. Why Assess?                                    2. Assess What?
   What’s the purpose?                         What are the learning targets?
  Who will use the results?                          Are they clear?
                                                     Are they good?

                                3. Assess How?
                                 What method?
                                 Sampled how?
                                Avoid bias how?

Students are users, too.                                Be sure students understand
                              4. Communicate How?
Students track progress                                    Students can participate in
                           How to manage information?      the assessment process
and communicate.                 How to report?
                                                               Effectively Used
  Discuss the Assessment
With a group, review the IRI. Answer
 the following questions:
  – What are the learning targets being
  – What are some sources of bias to consider
    when administering the assessment?
  – What would you do with the data? What
    instructional strategies would you use to
    teach students the expected learning target?
 Purpose (Users and Uses)
• Teachers determine Instructional and
  Independent reading levels
• Helps teachers make grouping decisions
• Helps teachers determine instructional
  needs of individuals or the class
• Students can self-select books
• Librarians and School Media Specialists
  can use information to direct students to
  “just right” reading material
    Targets Assessed through IRIs
• Decode new words in age-appropriate material.
• Use a variety of decoding strategies (e.g., phonics, word
  patterns, structural analysis, context clues) to recognize
  new words when reading age-appropriate material.
•   Use letter-sound knowledge and sight vocabulary to read orally and
    silently/whisper read age-appropriate material
• Self-monitor reading and use decoding strategies to self-
  correct miscues.
• Identify high frequency words
• Identify explicit main ideas.
• Summarize or retell information from a text.
• Synthesize key points and supporting details to form
  conclusion and to apply text information to personal
• Identify story elements, major and secondary themes in
 Sources of Bias to Consider
• Time consuming and difficult for
  teachers to get to all students
• Use of other school personnel to
• Language considerations
• Familiarity with “testing” behavior
• Unfamiliar with process of
Graded Word Lists vs. High
   Frequency Word Lists
Graded Word Lists- Words are
 categorized by “grade level” (pre-
 primer-grade 12) Used to help
 determine reading level

High Frequency Word Lists- Words
 used most often in reading and
 writing (Fry, Dolch, Nifty Thrifty
  How can this be done with
      authentic texts?
• Get a ballpark estimate of student’s
  reading level
• Select a text using readability formula
• Conduct a MA/RR with the student
• Analyze the data
• Determine strengths and areas for
• Select strategies
             Next Time
• Read Reading Diagnosis, Ch 3 and
  Kidwatching, Ch. 6
• Complete a Venn Diagram comparing the 2
  readings, (Miscue Analysis vs. Running
Coming Up: Inquiry Groups:
  – AIMS web
  – DIBELS: Dynamic Indicator of Basic Early
    Literacy Skills
  – AR: Accelerated Reader
  – Reading A-Z
  – Fountas and Pinnell

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