Conducted throughout the school year

gayheadtibburInternet and Web Development

Feb 5, 2013 (4 years and 9 months ago)

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By: Karen Allen

In order for students to become successful they need to be
provided affective and cognitive aspects of literacy learning,
text that is meaningful and matches the many levels of the
students, and developmentally appropriate researched based
practices (Laureate Education, 2010b).

Assessments

Assessments are vital tools that are needed in the classroom so
that you can provide appropriate instructional decisions
(Tompkins, 2010).


They are used to provide immediate feedback so that you can
differentiate your instruction to meet the individualized needs
of your students (Tompkins, 2010).


There are two types of Assessments




Formal assessments


Informal assessments


Kindergarten Skills Assessments

(
conducted at the beginning of the school year and then quarterly)



Letter and letter sound knowledge


number recognition


sight word recognition


patterns


graphing


simple addition

Formal Assessments

Sample of the assessment is on the next slide.

Sample Assessment

Developmental Reading Series
(DRA)

(conducted at the end of the Kindergarten year
)





Assesses my students reading performance using fiction and nonfiction books.



Assesses my students comprehension of the text that they are reading.


Reading Street Benchmark Assessments


(conducted at the beginning and end of the year)





Phonological Awareness




Phonemic Awareness



Comprehension



Writing



Word Knowledge


Elementary Reader Attitude Survey (ERAS
)

(Conducted at the beginning of the year)


Teacher Observation

(Conducted
throughout the school year)


Performance
Assessments

(
Conducted
throughout the school year)



Informal Assessments

Elementary Reader Attitude Survey (ERAS
)


(conducted at the end of the Kindergarten year


Gives valuable information on the student's attitude toward school and reading

Once this survey is conducted and the results are reviewed you can now
conduct more personalized interviews which will share the nature, strength,
and origins of your students values and beliefs (McKenna, 1990).


I like to
read!

(Conducted throughout the school year)

Teacher Observation

Observations can be conducted in whole group settings, small
group settings or in individual settings.

(Conducted throughout the school year)

Performance Assessments

Performance assessments allow students to showcase their
knowledge and comprehension through using their talents.

It is very
important to find text that will engage and motivate students to
read.

When analyzing and selecting text you need to follow the literacy Matrix.

The literacy matrix will help you move form narrative to informational and
linguistic to semeiotic
.

Analyzing

and Selecting Text




Max
Takes
the Train, by Rosemary Well, is a narrative text and
introduces students to animal fantasy and communicates the text
through pictures more
than
words. This text also focuses on
realism and fantasy and will engage students because Max and his
sister Ruby are popular
cartoon characters that
come on
television.


Narrative

Text





Mayday, Mayday, by Chris Demarest. This text is an informational
text and fits into the literacy matrix by being more linguistic than
semeiotic; meaning it communicates to my students using more
words than pictures (Laureate Education, 2010a).

This text focuses on the comprehension skill of cause and effect
and has many singletons which are unique new words and can
make reading more difficult.


Informational

Text

Guided
reading groups are very useful and will help you
focus on individual reading and comprehension skills.
Individualizing student’s learning will build on the skills
and prior knowledge that the students
already
have and
once those skills are mastered the students will move on
to new skills and strategies.

Guided Reading

Groups

With our reading series (Reading Street) it not only provides the
students with leveled readers but a leveled reader database,
which can be assessed through their website.



Online Text



Using the interactive perspective, students will strategically become
metacognitive

readers and writers.




This lesson
will help students learn strategies on recalling details and
comprehending what they are reading or listening to as they are reading the text.


Creating Literate

Environments with
Lesson Plans (Interactive Perspective)



It is important to teach and model strategies early
on to focus on comprehending and recalling details of
a story (Tompkins, 2010).




Comprehending a story takes explaining what
comprehension is and why it is important and
modeling how to do this strategy by thinking aloud
when reading text (Tompkins, 2010)




Students need to identify events in the text by
using games. Creating games such as the who, what,
where, when spinner will have students constantly
asking question about the text and recalling
important details.



When
using these two perspective with your lesson students will find a deeper
meaning and emotional connection to the text.




If
students do not
comprehend
or create a connection to the text then they are not
understanding or
learning
form the experience of their reading
(Tompkins, 2010)




Students
can question the author and the authors purpose of the text and the
characters that are in the text.





They
can do this by filling out the authors purpose graphic organizer and the
character graphic organizer.





Students
can also use the 3, 2, 1, strategy graphic organizer in which students are
required to write down 3 important facts they learned, 2 things they found interesting,
and 1 question that they still had about the text.





By
having the students questioning the text and the authors purpose will encourage
them to use a higher order of thinking and become more independent when they are
using these strategies.

Creating Literate

Environments with Lesson
Plans (Critical & Response Perspective)

References


Microsoft Clip Art


Guided Reading Group Image
-

http://jenniferpteaching.com/guidedreading.aspx


http://www.mrscowan.com/schedule.htm



Laureate Education, Inc. (Executive Producer). (2010a). Analyzing
and selecting text. [Webcast].
The beginning reader, preK
-
3
.
Baltimore, MD: Author.


Laureate Education, Inc. (2010b) .
Framework for literacy instruction
.
Retrieved from
http://sylvan.live.ecollege.com

McKenna, M. C. &
Kear
, D. J., (1990). Measuring attitude toward
reading: Anew tool for

teachers.
The Reading Teacher
, 626
-
636.


Tompkins, G. E., & McGee, L. M. (1993).
Teaching reading with
literature.

New York, NY: Macmillan.


Zimmermann, S. & Hutchins, C. (2003).
7 Keys to Comprehension.

New York, NY: Three Rivers Press.