first steps reading developmental continuum provide a language rich environment with a wide range...
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First Steps Reading Developmental Continuum
Provide a language rich environment with a wide range of reading materials read to children everyday modelling reading strategies provide independent reading time daily and opportunities for individual conferences
students strengths are emphasized as they monitor their own reading behaviors students need to respond to and reflect on texts
PLANNING FOR ASSESSMENTPLANNING FOR ASSESSMENT
WHAT DO I NEED TO KNOW?
I need to know:What knowledge and understanding children have about readingWhat strategies they are using to readWhat attitudes they have about reading
WHAT DO I NEED TO KNOW?
I need to know:What knowledge and understanding children have about readingWhat strategies they are using to readWhat attitudes they have about reading
WHAT WILL I DO WITH THE INFORMATION?
I will:•Plan a teaching program to include:•Strategies for reading•Organization of class•Resources•Activities•Content objectives•Report to children, parents and teachers.
WHAT WILL I DO WITH THE INFORMATION?
I will:•Plan a teaching program to include:•Strategies for reading•Organization of class•Resources•Activities•Content objectives•Report to children, parents and teachers.
HOW CAN I FIND OUT?
I can find out by:Using First Steps Reading ContinuumTalking to studentsUsing students’ self assessmentAnalysing:
oCloze oConference/interviewoDated samplesoFocused observationsoGentry Grade-LeveloLearning Log/Journal oMiscue Analysis oPerformance TaskoPortfoliooQuizzes, tests, examsoReading responses (written, oral, visual)oWord identification strategiesoWritten and oral retells
HOW CAN I FIND OUT?
I can find out by:Using First Steps Reading ContinuumTalking to studentsUsing students’ self assessmentAnalysing:
oCloze oConference/interviewoDated samplesoFocused observationsoGentry Grade-LeveloLearning Log/Journal oMiscue Analysis oPerformance TaskoPortfoliooQuizzes, tests, examsoReading responses (written, oral, visual)oWord identification strategiesoWritten and oral retells
HOW WILL I IMPLEMENT THE PROGRAM?
My program will include:Reading to childrenShared readingGuided readingIndependent readingLanguage experienceReading and writingCollaborative learningTalking
HOW WILL I IMPLEMENT THE PROGRAM?
My program will include:Reading to childrenShared readingGuided readingIndependent readingLanguage experienceReading and writingCollaborative learningTalking
Finding the Balance
What Questions will I Ask?
What questions do I need to ask my students?What questions do I need to keep in mind when I observe my students?
What Questions will I Ask?
What questions do I need to ask my students?What questions do I need to keep in mind when I observe my students?
Finding the Balance
PLANNING FOR ASSESSMENTPLANNING FOR ASSESSMENT
WHAT DO I NEED TO KNOW?
I need to know:What knowledge and understanding children have about readingWhat strategies they are using to readWhat attitudes they have about reading
WHAT DO I NEED TO KNOW?
I need to know:What knowledge and understanding children have about readingWhat strategies they are using to readWhat attitudes they have about reading
WHAT WILL I DO WITH THE INFORMATION?
I will:•Plan a teaching program to include:•Strategies for reading•Organization of class•Resources•Activities•Content objectives•Report to children, parents and teachers.
WHAT WILL I DO WITH THE INFORMATION?
I will:•Plan a teaching program to include:•Strategies for reading•Organization of class•Resources•Activities•Content objectives•Report to children, parents and teachers.
HOW WILL I IMPLEMENT THE PROGRAM?
My program will include:Reading to childrenShared readingGuided readingIndependent readingLanguage experienceReading and writingCollaborative learningTalking
HOW WILL I IMPLEMENT THE PROGRAM?
My program will include:Reading to childrenShared readingGuided readingIndependent readingLanguage experienceReading and writingCollaborative learningTalking
HOW CAN I FIND OUT?
I can find out by:Using First Steps Reading ContinuumTalking to studentsUsing students’ self assessmentAnalysing:
oCloze oConference/interviewoDated samplesoFocused observationsoGentry Grade-LeveloLearning Log/Journal oMiscue Analysis oPerformance TaskoPortfoliooQuizzes, tests, examsoReading responses (written, oral, visual)oWord identification strategiesoWritten and oral retells
HOW CAN I FIND OUT?
I can find out by:Using First Steps Reading ContinuumTalking to studentsUsing students’ self assessmentAnalysing:
oCloze oConference/interviewoDated samplesoFocused observationsoGentry Grade-LeveloLearning Log/Journal oMiscue Analysis oPerformance TaskoPortfoliooQuizzes, tests, examsoReading responses (written, oral, visual)oWord identification strategiesoWritten and oral retells
What do they mean?
What assessment tools can I use?
How do I make them happen?
Whole class instruction
Small group instruction
Individual instruction
Interpret the indicator
Beware of the word AND
• refer to alignment of curriculum
• look to sub indicators
• consult peers
Read aloudShared Reading
Guided Reading
Independent Reading
Reader’s Writer’s Workshop
Literacy Centres
ResponsesConversatio
ns
Tools for product or process indicators
Halton’s Literacy Model
First Steps Reading Continuum
First Steps Reading Resource Book
First Steps Indicators to Assessment
First Steps Indicator (Experimental Phase)
Means... How do I make it happen?
Assessment Tools
R 2.1 Realizes that print contains a constant message, ie.that the words of a written story remain the same, but the words of an oral story may change.
Listening during read aloud, shared reading: may join in for repeated part, notices when story altered by reader*.Listening to various versions of a story... knows it’s the same story but not the same words.During reading and writing activities: may be starting to focus on words, asks, What does this say?, How do you write?
*may depend on degree of familiarity with text
Read aloud, shared reading – large group Reader’s writer’s workshop or “centre” time – small group or individual work (eg. ‘read the room’…)· “Independent” reading and writing in the context of all the activities or jobs (eg. Pizza shop in the house centre
large or small group and individual observation: anecdotal comments/ checklist individual conference: anecdotal comments/ checklist “writing” sample (eg. Class weekend journal...)
First Steps Indicators to Assessment
First Steps Indicator (Transitional Phase)
Means... How do I make it happen?
Assessment Tools
R 4.3 Recognises that characters can be stereotyped in a text
Readers have a critical ear and are becoming conscious of their interpretations of ideas that are presented and how language can be used to suggest certain stereotypes.
In a large group: Read aloud engaging group in a discussion about the different aspects of stereotyping present in the text
In a small group: Readers Writers Workshop/Literacy Centres: Venn Diagram comparing characters, relate characters to their own lives, dramatic role play to further understand character’s traits
Individually: Independent writing responses reflecting critically on the text at an interpretive level
”Focused Observation” anecdotal comments recorded during a whole class or small group discussion “Reading Response” character comparison, dramatic role play, Venn Diagram “Reading Conference” anecdotal comments recorded during an individual conference or guided reading session
“Reading Response” Written response relating information and interpretation from text-readingin a Journal, or organizer
First Steps Indicators to Assessment
First Steps Indicator Means... How do I make it happen?
Assessment Tools