Assessment

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• Assessment
• in
• Guided Reading
• Reading Records Comprehension Assessment

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Welcome!

• Lets take this opportunity
• to work together to better understand Oral
  Reading Assessment
• -- an important part of Balanced Literacy
  instruction in NLSD113 !

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NLSD113 Guided Reading P.D. Module 3 Assessment
in Guided ReadingReading Records Comprehension
AssessmentAGENDA

• 1. Welcome Introductions
• 2. Brief Overview of Guided Reading
• 3. Using Reading (Running) Records
• Brief intro samples of NLSD RR forms
• Video
• Quiz (Just for fun!)
• 4. Break
• 5. Working through page 1 of a Reading Record
• 6. Doing some practice of your own
• 7. What Does it all Mean??? Reading
  Comprehension
• Using the information from page 1
• Overview of page 2 of a Reading Record
• General discussion of Comprehension Assessment
• 8. Wrap-up

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Overview of Guided Reading

• What we know about teaching reading (Rog)
• Grouping must be flexible and constantly change
  to suit the learning needs of our students.
• Texts used for teaching should offer just the
  right balance of support and challenge for each
  student.
• The more kids read, the better readers they
  become.
• There is no single method of teaching that works
  for every child.
• Children have different needs, strengths,
  interests.
• A guided reading program is one way to meet the
  varied needs of all our students.

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Guided reading is

• A teaching approach designed to help individual
  students learn how to process a variety of
  increasingly challenging texts with understanding
  and fluency (Fountas Pinnell, 2001)
• Working with groups of 4-6 students able to read
  similar levels of text with support
• Using text carefully matched to needs
• - Too easy independent (nothing to
  learn)
• - Too hard frustration (get
  discouraged)
• - Their level instructional (success
  and
• learning can take
  place)
• Each child doing an initial reading BY
  THEMSELVES, with the teacher/tutor available to
  monitor progress and provide support
  
• Building reading strategies and independence
• Included as instructional approach in ELA
  curriculum
• Different from traditional reading instruction in
  many ways

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Ultimate Goal

• To develop independent readers who question,
  consider alternatives, and make informed choices
  as they seek meaning. Margaret Mooney
• (To develop
• strategic,
• independent
• readers.)

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Reaching this goal requires regular Assessment

• Two key assessment tools
• Reading (Running) Record
• (the dreaded!! but really no need to
  fear!)
• Comprehension Assessment

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NLSD Reading Record sample formSide 1 (Fiction
Text) Side 1 (Non-Fiction)
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NLSD Reading Record sample formSide 2 (Fiction
Text) Side 2 (Non-Fiction)
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Reading (Running) RecordsThe single most
effective tool for assessing reading is the oral
reading record. (Rog)

• Brief, in-class individual assessment
• Separate from rest of group
• Capturing the process as it happens
• Enables the teacher/tutor to see
• Strategies, use of cueing systems
• Errors and self-correcting behavior
• Reading process in action
• Application of skills
• Fluency
• Strengths and needs

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Video

• Running Records (Ginn Publishing 22 min)
• Not to alarm you, but theres a quiz at the end!
• However, there may be prizes!

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Comments/Questions about the Video?

• Conventions Quiz time!
• What do these symbols mean???
• Good Luck!!!

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Accurate Reading
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Substitution
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Insertion
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Omission
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Error
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Sounding out
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Self-Correction
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Self-Correction
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Break time

• Come back in _______ minutes.
• Have your calculator ready!

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Lets take a look at aCompleted Reading Record
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Text is...

• Very familiar ?
• Moderately familiar ?
• Unfamiliar ?
• A Reading Record is generally taken using text
  that is Moderately Familiar (i.e.
  read in Guided Reading group)

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Error Rate

• Simplified ratio
• (divide total of words by of errors)
• One error in every ___ words read

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Accuracy
Level Marie Clay - Lori Rog Richard Allington - Linda Nosbush
Independent/ Easy 95-100 98-100
Instructional 90-94 93-97
Frustration/ Hard Below 90 Below 93

• Easy Independent
• Can read every word easily
• Understands completely
• Instructional Needs Guidance
• Reads most words easily
• General understanding
• Hard Frustration
• Struggles with many words
• Difficulty understanding

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Accuracy

• percentage
• divide the correct by of words x 100
• for example word count minus errors number
  correct
• gtgt 138 words 8 errors 130 correct words
• gtgt 130 divided by 138 .942 x 100 94.2
• gtgt 94.2 gt instructional level...

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Self-Correction

• Simplified ratio errors SC total miscues
  
• total miscues divided by self-corrections SC
  rate
• One SC in ___ errors
• Any SC is a good sign!

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M S V

• Meaning cues (semantic) M
• Does it make sense?
• Structural cues (syntax/grammar) S
• Is that how we talk?
• Visual cues (graphophonic) V
• Does what they say match what they see?

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The rest of page 1of the Reading Record

• Reading strategies observed
• Fluency
• Concepts of print/Text features
• Strengths/Needs/Recommendations

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Practice time

• In partners - take turns reading and taking a
  running record.
• Challenge your partner with a variety of things
  to record
• Accurate reading
• Substitutions
• Insertions
• Omissions
• Sounding out
• Repetitions
• Errors
• Self-corrections

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Reading Comprehension
I get it!

• Reading is comprehension
• Reading without comprehending is simply word
  calling.
• Effective comprehenders are fluent readers who
  make sense of the text and use the information it
  contains
• Reading assessment must include comprehension
  assessment

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Reading Assessment side 2
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NLSD Reading Record sample formSide 2 (Fiction
Text) Side 2 (Non-Fiction)
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Part A Levels 1-8 pts. 1-3 onlyFiction
Non-Fiction
All Levels U P All Levels U P
1. Characters Names the main character 1 Names other characters 1 1. Key Ideas Identifies main idea or topic 1 States most key points 1
2. Action Recalls major events Complete 2 or Partial 1 2. Sequence States key ideas in order of presentation. Correct 2 or Partial 1
3. Sequence of events in order Correct 2 or Partial 1 3. Vocabulary Uses key vocabulary appropriately 2 Or Partially 1
TOTAL TOTAL
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Part A cont. Levels 9 up pts. 1-6Fiction
Non-fiction
Levels 9 up U P Levels 9 up U P
4. Setting Gives place 1 Gives time or other detail 1 4. Details States details to explain all key ideas 2 points Some key ideas 1 point
5. Problem Identifies main problem Complete 2, partial 1 5. Interprets text Features. Correct 2 or Partial 1
6. Outcome Gives problem solution 1 Gives story ending 1 6. Overall retell in own words. Complete 2, Partially 1
TOTAL TOTAL
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(No Transcript)
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Assessing Comprehension Using Retelling and
Summarizing

• The other side of the Running Record!
• PART A Retelling/summarizing
• PART B Questions to check for Understanding
• Comprehension at 3 levels
• Literal
• Inferential
• Critical

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Part B Levels 9 up

• Questions to check for understanding
• Literal Direct recall (who, what, when, where,
  how...)
• Inferential In your head what is implied (why?
  what if...?)
• Critical Personal connections (to self, to other
  texts, to world... opinions backed up by evidence
  in the text)

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Teach Retelling !!!

• Students need to be taught how to retell before
  they should be expected to retell for assessment
• Practise sequential thinking, use of order
  words (first, next, then, last...)
• Organizers for Retelling
• shape-go map
• story map, info web
• group retelling game

beginning
middle
end
Who? What? Where? When? Why? How?
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The Purpose....

• To Guide Instruction !
• The data from the reading assessment should be
  used to help the teacher to decide what
  strategies should be taught
• A balanced approach (read-alouds, shared
  reading, and guided reading...)

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MetacognitionProvide strategy instruction in

• monitoring comprehension (using fix-up
  strategies)
• using text structures
• visually representing text (graphic semantic
  organizers)
• retelling, summarizing, synthesizing, inferring
• generating questions
• answering questions
• using prior knowledge/ predicting
• using mental imagery (visualizing)
• gtgtgtgtgt??? ELA Curriculum Guide gt Reading
  Objectives!

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Northern Lights School Division113 has adopted
Saskatchewan Rivers SD119 Leveling System
Grade (approximate) Level
1 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
2 11, 12, 13, 14, 15, 16
3 17, 19, 21
4 22
5 23
6 24
7 25
8 26
NLSD113 Leveled Book List
June 2007
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Essentials to note

• A strong introduction is a huge way to support
  the reader.
• The purpose of reading is to make meaning if
  they can put the sounds together but cant tell
  you what it means, the purpose has been lost.
• Relate material to students lives and find ways
  to build on prior knowledge/background/experiences
  . Help them make meaningful connections.
• Want to make it fun/enjoyable Foster a love of
  books/reading/literacy in the students.
• Fluency is crucial they may be reading 100
  accurately, but if they read word by word, they
  may be losing the meaning.

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Next Steps...

• goals? plans? timelines?...
• As a Professional Learning Community whats our
  plan to continue to understand how to use reading
  assessment data...???
• The End
• Good Bye Good Luck!

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Sources

• Literacy Centers for the Primary Classroom,
  Caroline Jackson Blakemore and Barbara Weston
  Ramirez, 1999
• Reading Recovery A Guidebook for Teachers in
  Training, Marie M. Clay, 1993
• An Observation Survey of Early Literacy
  Achievement, Marie M. Clay, 1993
• Guided Reading Good First Teaching for All
  Children, Irene C. Fountas and Gay Su Pinnell,
  1996
• Guiding Readers and Writers Grades 3-6, Irene C.
  Fountas and Gay Su Pinnell, 2001
• Guided Literacy Emergent-Early, Celebration
  Press, 1997
• Guided Reading A Practical Approach for
  Teachers, The Wright Group, 1995
• Guided Reading Basics Organizing, managing, and
  implanting a balanced literacy program in K-3,
  Lori Jamison Rog, 2003
• On Solid Ground Strategies for Teaching Reading
  K-3, Sharon Taberski, 1997
• Using Guided Reading and Literacy Centers to Help
  Your Students Become Better Readers Grades 3-6,
  Susan Finney, 2002