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  • Presenters:

    Kay Macartney (APL&S Tamworth)

    Reading Assessment Tools Supporting Students with Difficulties in Reading

  • Learning Intention To inform teachers about reading assessment tools.

  • http://www.curriculumsupport.education.nsw.gov.au/timetoteach/

    Assessment Introduction Welcome to the NSW Department of Education and Training Assessment and Reporting site. The site has been developed to assist schools in implementing policy requirements Curriculum planning and programming, assessing and reporting to parents K-12 released in December 2005. The site offers practical support around Consistency in Teacher Judgement processes, Assessment 'of' and 'for' learning, a variety of assessment strategies for teachers to access and professional support opportunities for teachers in 2008. Use the navigation links on the left hand side of this page to access relevant areas. Teachers can also access the Department's updated Principles of Assessment and Reporting in NSW Schools document which replaces the Principles statement released to schools in 1996. We welcome your feedback and comments on the new site.

    Curriculum Planning, Programming, Assessing and Reporting to parents K-12

  • What does the policy say about assessment? Schools plan assessment:

    to inform teaching and learning

    to monitor and evaluate student progress

    which supports all students to demonstrate their achievement of outcomes

    when developing teaching programs

    which uses a variety of assessment processes and includes formal and informal activities

    activities that incorporate adjustments provided to support student learning

    Understanding Dyslexia and Significant Difficulties in Reading (online course)

  • What do I want my students to learn? Why does that matter? What do I want the students to do? How well do I expect them to do it?

    4 Quality Teaching Questions

  • Teaching makes a difference The variance between teachers can impact on

    student learning by 30% (Hattie, J. (2003) Teachers make a difference: What is the research evidence? University of Auckland).

    Students who experience difficulties in learning to read require effective instruction that is both targeted and intensive.

    Training teachers to understand dyslexia and other reading problems supports the early identification and response to the learning needs of students.

    Understanding Dyslexia and Significant Difficulties in Reading (online course)

  • Tier 1 Universal instruction All learners Formative assessment. The class teacher monitors and responds to the progress made by individual learners and adjusts their teaching accordingly.

    Learners not making expected progress at Tier 1 Require specific level curriculum based assessments.

    Tier 3 Intensive instruction Learners not making expected progress at Tier 2 Further assessments to supplement those completed in school. Understanding Dyslexia and Significant Difficulties in Reading (online course)

    Response to Intervention is a tiered approach for both assessment and interventions

    Few

    Some

    All

    A tiered approach to assessment

  • 1. Phonological /Phonemic Awareness

    2. Phonics 3. Accuracy and Fluency 4. Vocabulary 5. Comprehension

    5 Essential Elements of Early Reading

  • The most effective teaching programs for reading are: grounded in evidence based research explicit and systematic phonically based structured and sequential so that easier skills are taught first cumulative with each step mastered before progressing to

    the next step

    Understanding Dyslexia and Significant Difficulties in Reading ( online course)

    Effective Reading Programs

  • 1. Gather information already available. For example; Teacher observations, work samples, NAPLAN

    results, class tests, end of unit tests, year tests.

    2. Use the Individual Assessment of Reading to assess aspects of reading that have not already been assessed. 3. Complete the co-occurring difficulties checklist. Understanding Dyslexia and Significant Difficulties in Reading (online course)

    Carrying out your own assessment

  • In order to provide an individualised reading plan which has: targeted instruction frequent instruction practice opportunities feedback on their performance.

    Our Focus Individual Assessment of Reading

  • Running Records (PM Benchmark Kit / levelled readers)

    Letter Identification Score Sheet (Reading Recovery) Educheck SPAT Sutherland Phonological Awareness Test Johnson / 100 Most Used Words From Assessment to Programming ( tools &

    comprehension ) NAPLAN follow up

    Reading Assessment Tools

  • Running Record PM Benchmark Kit Levelled readers

  • Running Record for Year 4 Student Level 16 - Instructional Level 92.6% accuracy Fluency 56 cpwm ( Year 4 expected 115-125cwpm) Using all sources (meaning, structure and visual information)

    to problem solve unknown words, however sources are not being used in an integrated way. Mostly using initial visual information & sometimes using final visual information.

    Using visual information to self correct. Self correction rate 1:2.4 Mostly monitoring but not consistent. Some rereading to gather meaning.

  • Letter Identification Score Sheet Single sounds known Alphabet response Word response Confusions

    Reading Recovery

  • Educheck Neal Phonemic Skills Screening Test

    seen

    pert

    raid

    bum

    oats

    meal jaw cart ray firm head curt loom fowl nigh mall tow guy

    ck engaged

    FROM ASSESSMENT TO PROGRAMMING Assisting students requiring additional support in reading Part 1 -Assessment

    Specific level assessment tasks

    educheck Developing behaviouraland instructionalsolutions

    NEAL PHONEMIC SKILLS SCREENING TEST

    NAME: AGE: DATE:

    LETTER PHONEMIC SOUNDS SKILLS

    a if up at on pug wit fez m cv s lag zip bud yen rod wax jut eve e

    r chop thick shun whet chuck chess d consonant f quiz which thud lash quit shock digraphs i

    t swim spat trot grim drum flog glen n consonant e skip bled crab twig scab fret plop blends ccve 0 ..

    h wept gulp zest list colt bust limp fold u cons. blends g tiff next ramp sink rift yell kelp jazz cvcc & double I consonants

    w hitch scrub strap fetch thrip botch v cons.blends p splat bunch shrug clutch prompt strict 3 consonants/ b digraphs

    y cube hive cute nape mile poke lame wage long vowels X cvccand j vice globe rote slate gripe crime graze froze c:Onsonant z blef1 ccvc

    qu loin hom coax th vowel er gout laud pew digraphs/ sh hoe soy thief diphthongs

    wh picnic visit cricket umbrella expect reject compound ch hopeless undertake pressing wicked message sufftx, preftx, multi syllable

    words

    00 lamb measure blind canyon dispute ration oa Mise or salmon knit various gnaw initial vague

    wrong phrase cough echo concise physics

    ai gac kez vum hon jis al Pseudowords ea chen thack shol whid quox ou

    ar Dagmar Neal A.U.A., Dip. T. (Adel.), B.A.. M.A. (Macq.) Educheck 1988 ir Permission to reproduce granted (First Developed 1984) ur

    a m s

    e r d f

    i t n c

    o h u g

    l w v p

    b y x j

    z qu th er

    sh wh ch ck

    oo ea

    oa ou

    or ar

    ai ir

    al ur

  • Educheck Neale Phonemic Skills Screening Test

    Used to gauge readers use of phonological word processing skills

    Does reader refuse to respond, wait to be told? Can the reader use sounding out skills? Does the reader sound out but is unable to synthesise the word? Is the reader fluent? Does the reader have a long response delay (more than 2-3 seconds?

  • SPAT - Sutherland Phonological Awareness Test

    Measures students phonological awareness

    Identifies students skills strengths and weaknesses eg syllable counting, rhyme detection, rhyme production, cvc blending, onset identification, final phoneme identification, cvc segmentation, segmentation blends, etc .

    A. SYLLABIC AND SUBSYLLABIC LEVEL 1. SYlLABLE COUNTING *Stimulus Page 1 Demo: kangaroo Practice: alligator picnic.................... television............... elephant................. supermarket............

    /4 p E F + 1-

    2. RHYME DETECTION * Stimulus Page 1 Demo: cat, bell. bat Practice: pig, dig,cup map, tap, kite.......... sun, shirt, gun......... fox. box, zip........... wall, fish, ball.........

    14 p E F +I-

    3. RHYME PRODUCTION Demo: can, fan ... man Practice: cat, fat, ... night, fight,............ toe, show,.............. bed, red,................. four, sore,..............

    14 p E F +I-

    4. lDENTIFICATION OF ONSET Demo: ball Practice: sun fat....................... moon................... torch.................... girl......................

    14 p E F +I- B. PHONEMIC LEVEL (CVC) 5. lDENTIFICATION OF 6. SEGMENTATION (1) ANAL PHONEME * StimulusPage 1 Demo: game Demo: up

    7. BLENDING (VC, CV, CVC) Demo: i, ce Practice: m,oo, n S, ee.................... d. ay.................... r, oa, d................. (J a, te................. ""

    14 p E F + 1-

    8. DELETION OF lNITIAL PHONEME Demo: boat (-b) Practice: meat (-m) tame (-t)................ shout (-sh)............. bark (-b)............... mat (-m)..........

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