Anticipation Guide
Kishon
Chapter3PPT.pptxLiteracy in the Early Grades Getting PreK-4 Readers and Writers Off to a Successful Start Third Edition Chapter 3
Gail E. Tompkins
California State University, Fresno
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How does assessment differ from evaluation?
Assessment
Assessment is formative; it’s ongoing and provides immediate feedback to improve teaching and learning.
Example: Work Samples
Evaluation
Evaluation is summative; it’s final, generally administered at the end of a unit or school year.
Example: Tests
Chapter 3
Chapter 3 Reading Levels
Independent Level
Students can read books at this level, comfortably, on their own.
Instructional Level
Students can read and understand books at this level with support, but not on their own.
Frustration Level
Books at this level are too difficult for students to read successfully, even with assistance.
Leveled Books When determining the difficulty of a book, teachers consider variables such as:
Genre & Format
Organization & Use of Text Structures
Familiarity with Interest Level of the Content
Complexity of Ideas & Themes
Language & Literacy Features
Sentence Length & Complexity
Sophistication of the Vocabulary
Word Length & Ease of Decoding
Relationship of Illustrations to the Text
Length of the Book, Its Layout & Other Text Features
Chapter 3
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Informal Reading Inventories (IRI)
Individualized tests which consist of 2 parts: graded word lists and passages
Passages and word lists range from at least first to eighth grade
Narrative and expository passages are included
Students read orally and silently
Chapter 3
Running Records Used to assess students’ word identification and reading fluency
Steps in Taking a Running Record
The student reads a text aloud.
As the student reads, the teacher makes checkmarks to indicate words read correctly and other marks to indicates words that the student substitutes, repeats, mispronounces, or doesn’t know.
Chapter 3
Benefits of Using Portfolios
When using portfolios, students:
Feel ownership of their work
Become more responsible about their work
Set goals and work toward accomplishing them
Make connections between learning and assessing
Feel enhanced self-esteem
Chapter 3
High-Stakes Tests
Often contain batteries of subtests which cover decoding, vocabulary, comprehension, writing mechanics, and spelling
Designed to objectively measure students’ knowledge according to grade-level standards
Most use multiple-choice test items although a few are introducing open-ended questions which require written responses
Chapter 3
Chapter 3 Test-Taking Strategies
Read the entire question first.
Look for key words in the question.
Read all answer choices before choosing the correct answer.
Answer easier questions first.
Make smart guesses.
Stick with your first answer.
Pace yourself.
Check your work carefully.
Chapter 3 How Effective Teachers Assess Children’s Literacy Development
Teachers determine children’s independent, instructional, and frustration reading levels.
Teachers informally monitor children’s progress in reading and writing.
Teachers use diagnostic assessments to identify children’s strengths and weaknesses and then provide instruction to address problem areas.
Teachers have children document their learning in portfolios.
Teachers prepare children for high-stakes tests without sacrificing their instructional programs.
