literacy assessment instructional planning revised.pdf

8/19/2019 Literacy Assessment Instructional Planning Revised.pdf

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S T . G E O R G E S C H O O L I N I T I A T I V E S

2 0 1 1 - 2 0 1 2

S E P T E M B E R 2 6 , 2 0 1 1

Literacy Assessment &

Instructional Planning


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Literacy School Planning Goals 2011-2012

Expected Outcomes: Increased student performance in literacy Continue to become proficient in the Beverly Tyner Literacy Model K-4 Grade 5-8 teachers exploring

Daily 5 Café Tyner Model Words Their Way

K-8 Teachers will become proficient in the use of the Fountas and Pinnell Benchmark Assessment Kit

Meeting student needs using: Tyner Model Cafe Strategies Literacy Place & Moving Up Words Their Way

Students in Gr 5-8 requiring support with Literacy/EAL will be supported by StudentServices/ EAL Teacher


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Literacy School Plan

Indicators

By the end of Grade 4, 80% of students who have been at St. George since Kindergarten will be reading at grade level.

By June 2012 all teachers will be using the Fountas and Pinnell Benchmark Assessment

By June 2012 Teachers from K-4 will be using all components of the Cafe Model to set goals for all students

All teachers will be using Literacy Place/ Moving Up Series for their direct Literacy Instruction

Student Writing will be assessed using Class created Rubrics and exemplars.

Words Their Way will be used to teach word study from K-8

Strategies

Staff Professional Development (Fountas & Pinnell Benchmark Assessment/ Words Their Way/ Cafe/ Tyner/Moving Up)

Gr 5-8 Using Audio versions of novels etc. for classroom instruction

Staff learning with support by Student Services & Literacy Support Teacher

Identified students involved in ERI

EAL Support for identified students.

Further integration of ICT tools to support learning such as Thinkfinity, and other literacy based websites as well as further useof Mimio technology.

Data Sources

Fountas and Pinnell Benchmark Assessment, Words their Way Assessment and Fountas and Pinnell Word Lists

Writing Samples assessed using Divisionally created Writing Exemplars (Grade 6)

Writing exemplars/class created rubrics/self editing checklists/peer editing (Grade 7/8)

Writing Samples assessed K-4 using BC Performance Standards Exemplars/Rubrics/Quick scales

Class Assessments


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Leveling System Comparison Chart Revised June 2008

ReadingA-Z

Levels

Fountas& Pinnell Levels

GradeLevels

BasalLevels

PM & PM PlusLevels

PMBenchmark

Kits 1 & 2

ReadingRecovery®

DRA ReadingStages

aa, A A K Readiness Magenta 1 Starters 1 1 A1 Early Emergent

B B K .5 Readiness Magenta 2 Starters 2 2 2 Early Emergent

C C 1.0 Preprimer Red 1 Red 2 3-4 3-4 3 Early Emergent

D

D

1.1

Preprimer Red 3 Yellow 1 5-6

5-6

4

Emergent

E E 1.2 Preprimer Yellow 2 Yellow 3 7-8 7-8 6-8 Emergent

F F 1.4 Primer Blue 1 Blue 2 9-10 9-10 10 Emergent

G G 1.5 Primer Blue 3 Green 1 11-12 11-12 12 Emergent

H H 1.7 Gr. 1 Green 2 Green 3 13-14 13-14 14 Emergent

I & J I 1.8 Gr. 1 Orange 1 Orange 2 15-16 15-16 16 Emergent

K J 2.0 Gr. 2 Turquoise 1 Turquoise 2 17-18 17 18 Early Fluent

L K 2.3 Gr. 2 Purple 1 Purple 2 19-20 18 20 Early Fluent

M L 2.6 Gr. 2 Gold 1 21 19 24 Early Fluent

N & O M 2.9 Gr. 2 Gold 2 22 20 28 Early Fluent

P & Q N 3.0 Gr. 3 Silver 1 23 21 30 Fluent

R & S O 3.3 Gr. 3 Silver 2 24 22 34 Fluent

T P 3.6 Gr. 3 Emerald 1 25 23 38 Fluent

U Q 4.0 Gr. 4 Emerald 2 26 24 40 Fluent

V R 4.3 Gr. 4 Ruby 1 27 25 40 Fluent

W S 4.6 Gr. 4 Ruby 2 28 26 44 Fluent

X T 4.8 Gr. 4 Sapphire 1 29 27 44 Fluent

Y U 5.0 Gr. 5 Sapphire 2 30 28 50 Proficient

Z V 5.3 Gr. 5 29 Proficient

W 5.6 Gr. 5 30 Proficient

X 6.0 Gr. 6 60 Proficient

Y 6.5 Gr. 6 Proficient

Z

7+

Gr. 7/8

70/80

Adult

Contemporary

Leveling SystemComparison

Chart


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Fountas & Pinnell

Benchmark AssessmentKits

Kit #1 – K-2

Kit #2 – 3-8


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What’s in the box?

Benchmark books: one fiction and one non-fictiontitle per level

Assessment forms book and CD-ROM: recordingforms and additional forms

Optional assessment booklet (student forms)

Student folders

Data management CD-ROM

Professional Development CD The F & P stopwatch

The Continuum of Literacy Learning


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How to get started…

Use records and charts from previous years

Observe books the student is reading independently

Use the Where to Start Word Test

Determining 3 Levels Fountas & Pinnell 98%-100% = Independent

95%-97% = Instructional


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Discussion

Take some time to look through the kits

Discuss questions and concerns with colleagues

Q&A with facilitators


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Words Their

Way

Word Study forPhonics, Vocabulary,and SpellingInstruction


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Spelling andReading

Stages

Grade Levels, andCorrespondingInstructional Chapters

Alphabet Pattern MeaningEmergent StageEmergent ReadingPre-K to middle of 1Chapter 4

Letter Name-Alphabetic StageBeginning ReadingK to middle of 2Chapter 5

Within Word Pattern StageTransitional ReadingGrade 1 to middle of 4Chapter 6

Syllables and Affixes StageIntermediate ReadingGrades 3 to 8Chapter 7

Derivational Relations Advanced ReadingGrades 5 to 12Chapter 8


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Discussion

Take 10 minutes to view the Words Their Waymaterials.

Based on this assessment how would you program

for this student? Q & A with facilitators


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Break

15 minutes

Following the break Grades K-4 please meet in Room4 and Grade 5-8 please meet in Janice Moore’s

Room. Take all of your materials with you for the duration

of the morning.


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P R E P A R A T I O N

& A D M I N I S T R A T I O N

V I D E O : B E N C H M A R K A S S E S S M E N T A T AG L A N C E

Benchmark Assessment At a

Glance


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Coding Oral Reading

Instructions video

A look at the recording form

Finding Easy, Instructional, and Hard Text Levels


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Early Years Example

“The Loose Tooth” Level E - Fiction


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Middle Years Example

“Not Too Cold for A Polar Bear” Level Q Non-Fiction


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Analysis of the Running Record

msv


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M-Meaning: makes sense?

Meaning: Does the error make sense?

Ms White lives in a bungalow. m s v yeshouse

Ms White lives in a hole. m s v no


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S- Structure (Sounds Right)

Structure: Does the error sound right?

Ms White sleeps in a house. m s v yeslives

Ms White sleeping in a house. m s v no


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V-Visual: Look Right?

V isual: Does the error look right?

Ms White lives in a hound. m s v yeshouse

Ms White lives in a home. m s v yes

house Ms White lives in a condo. m s v no

house


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Analysis of the Running Record

Fluency: Rate the fluency by making a note of howthe reading sounded and circling the rating on thefluency scoring key.

0 - reads primarily word by word…slow rate

1 - two word phrases dominate…slow rate

2- three-four word phrases, some expression, appropriate rate with some slow parts.

3- reads primarily in large meaningful phrases with expressive

intonation and pausing


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Analysis of the Reading Record

ComprehensionLevels A-K:

Within the Text

Beyond the Text

Levels L-Z

Within the Text

Beyond the Text

About the Text


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Analysis of the Reading Record

Writing: This writing about reading assessment canprovide additional information about the reader’sunderstanding of the text. It is not a formal writingassessment. The scoring rubric on page 41 of theadmin. book reflects this.

0- no understanding

1- very limited understanding

2- partial understanding

3- excellent understanding


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Assessment to Teaching

How do we take the information from the readingrecord and set individual and group reading goals inthe classroom?


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Task

1. Score the reading record

2. Pick a praise point (Reinforce)

3. Pick a Teaching point (Teach and/or prompt)

4. Set a Reading Goal for the student5. Set a Reading Strength for the student

6. How would you teach/prompt/reinforce for thisstudent’s needs?


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Teach, Prompt, Reinforce

Whenever an activity fails, it is because I haven’t

done enough modeling. Modeling gives studentswords and examples to frame their thinking – ChrisTovini, I Read it but I don’t get it. (p.82)

literacy assessment instructional planning revised.pdf

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