VIEWS: 13 PAGES: 30 POSTED ON: 9/2/2011
Assessment & Evaluation in Guided Reading • Snapshot of a reader at work • capture information about a reader and use it to guide instruction • continuous process that relies on observations during reading • referred to as “kid watching” Assessment Tools • running records • writing samples • anecdotal notes • assess at intervals periodically during the year • Oral interview • Reading log • Alphabet Recognition Test • Word Test • Concepts of Print • Word Spree/WVI (writing vocabulary test) • Spelling Inventory • Benchmark Books • Oral retelling RUNNING RECORDS Why and how? A key to continuous improvement. Objective 1 Why? Research tell us: Because the ability to obtain meaning from print depends so strongly on the development of word recognition accuracy and reading fluency, both should be regularly assessed in the classroom permitting timely and effective instructional responses when difficulty is apparent. National Reading Panel December 2000 Running records provide: • Description of what actually occurs while reading • Diagnostic information on how readers process print • What a reader knows and can do • Insights into what needs to be learned next Running Records Provide: • Qualitative and quantitative information • Picture of progress over time • Documented information for stakeholders • Measure of program effectiveness • Support for instructional decisions, grouping, reading levels, materials Objective 2 How? Non-errors Correct response repetition R pause P self-correction sc Errors Substitutions reader Omissions text insertions Told T Appeal for help A “Try that again” TTA You’ll need: • Piece of paper: lined or blank • Pencil • Student text • Calculator Scoring • Now you’re ready to score. You’ll need a calculator. • Error rate= Number of errors x 100 Number of words • Percentage Correct = 100-error rate • Self -correction rate is a ratio SC: (E+SC) Instructional Levels • Below 90% = Hard • 90%-94% = Instructional • 95%-100%= Easy Analyzing the Running Record • Examine each attempt and self correction. • Decide what sources of information the reader used or neglected to use. How often should you take a running record? • emergent reader- every 2- 4 weeks • progressing & transitional reader- 4-6 weeks • fluent reader- quarterly Oral Retelling • Follows either oral or silent reading • Take the book from the student and say “Tell me everything you can remember about the story in your own words.” • Teacher takes notes while student is retelling. • If the retelling is vague or incomplete, say, ”Tell me more about..” or “What else can you tell about…” • A retelling can include: 1. main idea or topic 2. beginning, middle, end 3. characters, setting, events, resolution, problem 4. important details 5. specific vocabulary or literary language Anecdotal Notes • Used to record observations during reading/writing. • Use a clipboard, notebook, folder to record notes. • Focus on one or two children while they read. • Jot down brief comments on observable reading behaviors. • Serves as record. • Helps direct instruction. Oral Interview • Allows the student to talk to you about his experiences as a reader and writer both in and out of school. • Keep the interview informal. • Student can bring a book or a writing sample. Types of questions: • What are your reading now? How did you choose the book? • Do you like to read? Why or why not? • What do you like to read (books, genres, authors)? • Is reading easy or hard? Why? • What do you do when you come to a word you don’t know? (Does it match what you observe the child to when he reads?) • What are you working on as a reader? Writing Sample • Observing students’ writing can provide insights into their reading. • Writing sample provides information on what the student knows about: phonics, language structure, text features, conventions of print, and the meaning of letters, words, sentences • Writing samples are periodically kept in K-3. Assessing Metacognitive strategy Use • Group discussion • Written reflection responses to literature • Interviews concerning strategy use…. Major Point Interview for Readers- Questioning • What did you wonder about (or question) while you were reading? • What questions do you have about the book/text now? • We have just talked about the questions you asked. (Restate the student’s responses.) What do you understand now that you didn’t understand before? Reading Log Record • Have the students record the books they read during the year. • The student can record whether the book was too easy, just right, or a challenging book. • They can also record a response or other thoughts. Record metacognitive strategies • Coding forms – Two-column – Three-column – Based on strategy/ strategies being practiced • Post-it notes placed directly on pages to show thinking Three-Column Note Form Pictures/ Inference Personal quotes Response from the text Organizing the assessment information • Binder • folders • file box • MOST IMPORTANTLY: begin collecting information in the beginning of the year so you have a baseline! When teachers know what students can do as readers and writers, the planning and decision-making about how to group and what to teach during guided reading is based on sound instructional information.
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