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Formative Assessments - ✔✔*current and ongoing assessment *examples include: screening, progress monitoring and diagnostic measures *it is used frequently during the year to help determine which students are experiencing difficulties *provides the information needed to adjust teaching and learning while they are happening assessment for learning Summative Assessments - ✔✔used to measure students' overall learning of the curriculum and content standards *typically provide information to assist in the evaluation of group instruction and overall program effectiveness *Are given periodically to determine at a particular point in time what students know and do not know *An accountability measure that is generally used as part of the grading process at the district and classroom level *Helps evaluate the effectiveness of programs, school improvement goals, alignment of curriculum, or student placement in specific programs Assessment of learning Four Purposes of the comprehensive assessment system - ✔✔Screening
Progress monitoring Diagnostic Outcome Screening - ✔✔determines the level of mastery of state-adopted grade-level literacy standards Progress Monitoring - ✔✔determines if students are making adequate progress or need more intervention to master grade-level literacy standards Diagnostic - ✔✔provides in-depth information about a student's strengths and instructional needs Outcome - ✔✔provides a bottom-line evaluation of how proficient students are with literacy expectations Informal Assessment - ✔✔the collection of data during classroom activities using observation, conferencing, student projects, and work samples Descriptive Feedback - ✔✔*the most significant instructional strategy to move students forward in their learning *provides students with an understanding of what they are doing well, links to classroom learning, and gives specific input on how to reach the next step in the learning progression
Layering - ✔✔this is when multiple programs are used and when students receive instruction by more than one teacher, coordination across instructional settings (i.e. implementing instructional activities from different programs that lack a common focus) Skillful Readers - ✔✔Accuracy *Automaticity Fluency Active building of meaning Self-Regulation Accuracy - ✔✔Saying the words correctly Automaticity - ✔✔Recognizing words instantaneously Fluency - ✔✔Reading connected text with ease and minimal effort Reading with accuracy and automaticity, as well as appropriate speed, phrasing, and expression Active Building of Meaning - ✔✔Making ongoing efforts to construct meaning from the text *Drawing on all resources(e.g. knowledge, experiences, language) to understand what they are reading
using comprehension strategies such as predicting, questioning, and visualizing to help make sense of text Self-Regulation - ✔✔knowing at all stages of the reading whether or not the text is "making sense" *addressing problems as they emerge(includes problems at the word and text level) choosing to be actively involved before, during, and after reading Phonological Awareness - ✔✔an awareness of speech sounds, including: words, syllables, onsets, rimes and phonemes the umbrella under which phonemic awareness is a part Rhyming - ✔✔matching the ending sounds of words example (star, are, far, car; high, sky, buy, fly) Alliteration - ✔✔producing groups of words that begin with the same initial sound *examples( star, sky, Simon, sun) Additional support: give clues for words (e.g. something you see in the sky during the daytime); say the onset and rime Sentence Segmentation - ✔✔breaking sentences (or phrases of a song) into spoken words *example: Twinkle twinkle Little Star
Effective Phonemic Awareness Instruction - ✔✔emphasize blending and segmenting tasks, the most critical skills for success in beginning reading make use of letter(printed words) when appropriate letters and printed words visually show children how sounds can be blended to form words and how words can be pulled apart into sounds Phonics Instruction - ✔✔focuses on teaching the relationships between sounds(phonemes) and letters(graphemes) Effective Phonemic Awareness Instruction - ✔✔helps students use these relationships to read and write words includes blending, segmenting, and manipulating tasks as students practice using the taught letter-sound correspondences in their reading and spelling includes letter recognition activities as needed Goal of Phonics Instruction - ✔✔acquisition of the alphabetic principle Phonics Progression - ✔✔a logical ordering of letter-sound correspondences from simple to more complex Decodable Text - ✔✔consists primarily of words containing previously taught letter-sound correspondences
these texts provide students with opportunities to apply the alphabetic principle and help them become accurate and automatic at processing all the information found within words Transitional Texts - ✔✔features less controlled vocabulary than decodable texts *these texts feature many words consisting of taught letter-sound correspondences and representing taught irregular words (e.g. said, of) also contains some untaught, irregular words and some words with regular but not yet taught letter-sound correspondences(e.g. "mouth") "Levels" Used to Process Information within Words - ✔✔Letter-Sound Correspondences Spelling Patterns Morphemes Letter-Sound Correspondences - ✔✔focuses on sound-by-sound processing Spelling Patterns - ✔✔the final "e" marker for long vowels- a silent and final "e" in many words signals a long vowel *Common rimes-a rime consists of the vowel and everything that follows within a syllable a syllable consists of the rime and its onset(CVC- typically has a short vowel while a CV- has a long vowel sound Morphemes - ✔✔focuses on groups of letters that represent meaningful word parts *the smallest unit of meaning within a word
Other deviations from the printed words(not considered errors) such as: Insertions, Repetitions, Self-Corrections Comments related to expression such as: Does the reader read smoothly and with ease? Does the reader make use of punctuation marks? Does the reader group words into meaningful phrases? Does the reader emphasize the most important words? Running Record - ✔✔ making a check for each word and noting each error Goal of Fluency Instruction - ✔✔ to make the reading of words and sentences effortless so that students can attend to what the text means Effective Fluency Instruction - ✔✔*Model fluent reading and remind students of its features *Provide practice in repeated oral reading (commonly called "rereading") *Monitor rereading practice and provide feedback Ensure that students spend ample time reading and rereading texts that are at their independent levels Research-Based Options for Rereading Practice and Feedback - ✔✔Choral reading *Partner Reading *Echo Reading *Readers Theatre *One-Minute timed readings ("DIBELS")
Choral Readings - ✔✔the students read in unison teacher fades in and out as needed Partner Reading - ✔✔students take turns reading the selection or alternate reading portions of the selection Echo Reading - ✔✔Students repeat exactly what the teacher reads which should be short portions of text Readers Theatre - ✔✔*students read a text repeatedly as they rehearse and then perform the text Feedback is provided as needed One-Minute Timed Readings - ✔✔students read a familiar text for one minute then record on a chart the number of words read students reread the same text several more times, each time recording on the same chart the number of words read when appropriate, the teacher discusses troublesome words and/or highlights items from a fluency reminder list Vocabulary - ✔✔refers to the words that we know Four Categories of Vocabulary - ✔✔Listening
posting these words on a theme or topic wall encourages their use when discussing or writing about specific topics Effective Vocabulary Instruction - ✔✔direct vocabulary using a variety of active and engaging approaches *draw attention to target words over an extended period of time *provide explicit instruction in word learning strategies engage students in activities for indirect vocabulary learning to occur such as: structured conversation, read aloud to students, and having access to appropriate texts and read extensively on their own Factors that Influence Reading Comprehension - ✔✔reader's system of meaning overlaps sufficiently with the author's system of meaning *reader's system of language overlaps sufficiently with the author's system of language *reader reads word accurately *reader automatically recognizes words reader reads fluently reader engages with the printed material Comprehension - ✔✔an active and purposeful process that leads to understanding and remembering what was read Comprehension Strategies - ✔✔comprehension monitoring
*answering questions *generating questions *summarizing recognizing story structure using graphic and semantic organizers accessing prior knowledge using mental imagery(visualizing) Comprehension Monitoring - ✔✔being aware of what is an what is not understood during the reading Comprehension Instruction - ✔✔refers to anything that classroom teachers do to help students interact thoughtfully with text Intervention - ✔✔special reading instruction for struggling readers Effective Reading Intervention - ✔✔More frequent use of assessment data to inform instruction and to document student growth *More small group instruction- increase the time, reduce the pupil-teacher ratio, use flexible and varied grouping, and arrange for highly effective teachers to provide the instruction *More highly skilled instruction such as: more explicit, more intensive, more practice reading appropriate texts, more coordination across instructional settings
Many school districts have the goal of implementing technology to bring a variety of alternative texts into the classroom. Which is the most essential literacy skill for a student researcher to develop when using this technology? - ✔✔*ability to assess the credibility of an electronic source *reading and evaluating the credibility of an electronic source develops critical thinking skills students will develop skills to consider the purpose, audience, and validity of the source and consider if there is any bias in the way the information is presented Which is the best way for a teacher to provide a positive reading environment for English- language learners? - ✔✔Including multicultural literature in the curriculum *Many researchers have reported that the single most important factor that enables an ESL student to succeed academically in a targeted language is the socio-emotional climate of the classroom ESL students. .... international themes, allow students to see themselves in literature, thus personalizing the learning of English When a student who is reading aloud substitutes a word with a similar meaning for a word that appears in print, the teacher's most appropriate response would be to. .... - ✔✔allow the student to continue reading *according to ken goodman, the developer of miscue analysis, miscues are not random and have a variety of causes *miscues are a result of reader's constructions of the linguistic message and therefore are made by everyone when reading aloud
The primary purpose of administrating a miscue analysis assessment is to determine..... - ✔✔*the nature of a student's oral reading difficulties *miscue analysis is used to give the teacher information about the kind of miscues the student is making an analysis of a student's patterns of miscues can lead to effective intervention that focuses on his/her current reading needs The Three Cueing Systems - ✔✔graphophonemic *syntactic semantic As part of a reading class, a teacher requires students to keep a response journal for the texts they have read. The teacher's purpose in having the students write their responses is that writing can ..... - ✔✔help students discover more of what they think and feel about a text response journals will offer students an opportunity to connect their lives to the text and also deepen their understanding Students in a science class are reading a chapter on symbiosis. Which strategy is likely to help students understand and remember different kinds of symbiotic relationships? - ✔✔assisting the students in creating a graphic organizer of the important concepts *graphic organizers provide a visual representation of facts and concepts from a text and their relationships within an organized frame to better understand and relate ideas
A teacher is concerned that his intermediate level students use nonstandard English patterns in their speech and writing. A colleague who has kept abreast of recent trends would be most likely to advise the teacher to.... .. - ✔✔*provide experiences from which the students can conclude that different usage styles are appropriate in different situations *providing examples of standard English and allowing students to explicitly learn the differences between their home language and school language without judgment allows students to transition more easily *Bandwagon *Testimonial *Rewards Glittering generality The above mentioned devices should most likely be taught when studying which genre of writing - ✔✔persuasive the four devices are used to persuade readers A teacher is designing an instructional plan for a small group of students who are having difficulty decoding unfamiliar multisyllabic words. The most appropriate approach to address the students' need is to teach them to. .. - ✔✔ look for affixes and morphemes in multisyllabic words *research suggests that teaching students to recognize affixes or morphemes is an effective way to aid students in decoding multisyllabic words
What best describes the purpose of reading response journals? - ✔✔*allowing students to reflect on and explore the meaning of the stories read *students record predictions, personal or textual connections, inferences, summaries, evaluations, and more *teachers can direct students to share their responses with one another, creating a dialogue about the text students deepen their comprehension of text by responding in a variety of ways to what they read What is an effective instructional strategy for helping kindergarten students develop an understanding of concepts of print? - ✔✔modeling how to track during shared reading children are more likely to attend to print when engaged in shared reading with an adult who uses print referencing behavior When teaching students how to use structural analysis to learn new words, what word would best lend itself to this skill? - ✔✔abnormal *structural analysis is the use of prefixes, suffixes, and root words to understand the meaning of an unknown word abnormal has a prefix and a rood word and so would be useful in teaching structural analysis What teacher prompt(s) would best assess a first grade student's phonemic awareness? - ✔✔say to the student, "sound out he separate sounds in the word 'bat'." *a child who possesses phonemic awareness can manipulate the sounds in spoken words
