assessment part 2 : early language and literacy certificate, course 1
DESCRIPTION
Assessment Part 2 : Early Language and Literacy Certificate, Course 1 . Class 7 Guided Reading Plus. Housekeeping. Does everyone have your assessments on all three case study students? DRA2/EDL2 Mondo Oral Language Letter ID OR Concepts About Print Dictated Writing OR Writing Sample. - PowerPoint PPT PresentationTRANSCRIPT
Assessment Part 2:Early Language and Literacy
Certificate, Course 1 Class 7
Guided Reading Plus
HousekeepingO Does everyone have your
assessments on all three case study students?O DRA2/EDL2O Mondo Oral Language O Letter ID OR Concepts About PrintO Dictated Writing OR Writing Sample
Electronic Reflection Journals
O Everyone should have received their feedback by now – add your 12/20 reflection, save & continue on
O Not valuable unless you are doing them AS WE GO (not all at the end)
O Best reflections make specific connections between class/readings & your practice
Electronic Reflection Journals
O Exemplar quote from Organization Class 2:O I began to reflect on my own small group
rituals and routines, and realized that certain of them need to be better developed before I fully implement GRP. A few of these include how students arrive at group ready to learn, how students sit and listen like readers, appropriate voice levels during independent reading, and finally how students respectfully engage in discussion of the text.
Electronic Reflection Journals
O For next time:
O ERJ is due by midnight Thurs March 21
O If late, half credit will be given until midnight of Sun March 24
O After that, no credit & successful completion of class not possible
Essential Question
O How does assessment inform my instruction?
What does the DRA2/EDL2 tell us?
O Reading levelO Reading behaviors (strategic text
processing)O Comprehension @ level 4+O Fluency @ level 14+O Written response to reading @ level
28+O Reading group infoO Change over time
Case Study DRA2/EDL2Handout: Case Study Summary of Assessments
1. Analyze DRA2/EDL2 (MSV)
2. Interpret DRA2/EDL2O Use Handout: Reading Focus Areas (Class 6, Dec 20)
3. Jot notes on your Summary of Assessments:It appears that the student CAN:
O O
NEXT STEPS for this student appear to be: O
What does the Mondo Oral Language Assessment tell us?
O Read Handout: Oral Language Assessment O ‘Implications for Instruction’ (Class 5, Dec
13)
O Turn and talk: What are your initial thoughts about how oral language development fits into Guided Reading?
O Share out
Case Study Oral Language Assessment
O Look at your oral language assessmentsO What grammatical constructions do your
students control?
O Jot notes on your Summary of Assessments:It appears that the student CAN:
O O
NEXT STEPS for this student appear to be: O
Case Study Concepts About Print OR Letter
ID O Analyze CAP results
O Use Handouts: Reading Focus Areas, ‘Making the Invisible Visible’ (Class 4, Dec 6)
OR
O Analyze the letter ID results
O Jot notes on your Summary of Assessments:It appears that the student CAN:
O O
NEXT STEPS for this student appear to be: O
What does the dictated writing tell us?
O The student’s ability to hear and record sounds in words
O NoticeO use of space (on the page, between words)O directionalityO letter formationO sequencing / omission of sounds O consonant, vowel soundsO initial, medial, final soundsO partially correct
What does a writing sample tell us?
O Read Handout: The Development of Young Writers part 1 (Dorn) (green)
O What can you tell about the writers
based on these samples?O comprehension of ideasO expressive languageO facility with mechanics
What does a writing sample tell us?
O Read Handout: The Development of Young Writers part 2 (Dorn) (yellow)
O What were some differences between what you thought about these pieces and Dorn’s view?
Case Study Dictated Writing OR Writing Sample
O Using Handout: Writing Focus Areas (English/Spanish) (Class 6, Dec 20)
O Analyze dictated writingOR
O Analyze writing samplesO Jot notes on your Summary of Assessments:
It appears that the student CAN:O O
NEXT STEPS for this student appear to be: O
Summary of Assessments
O Thinking about what you’ve noticed as strengths and needs through each assessment:1. Use the Handouts: Reading & Writing Focus Areas
2. Choose an initial focus area in reading & writing for each student
3. What implications does each student’s oral language development level have for your instruction of this student?
Essential Question
O How does assessment inform my instruction?
Essential ConnectionsO LEAP
O MCD: methods & pacing, academic languageO HIIM: check for understanding, feedback
O English Language LearnersO Oral Language DevelopmentO Academic Language
O Common Core ShiftsO NonfictionO EvidenceO Increasing text complexity
Progress MonitoringO Progress Monitoring - start
O turned in Feb 14 with copies of running recordsO Handout: Sample Progress Monitoring
(blue)O use group Progress Monitoring form
O follow the format O record most recent data from running records
O note: on informal rr’s each child’s book will be different
O record a reading focus & writing focus for each studentO Use Reading and Writing Focus Areas Handouts
HomeworkO DO
O If your data suggests that your group should change, do so by Mon Jan 14.
O Reflect on classO Finish Summary of Assessments for 3 case
study studentsO Begin Progress Monitoring Form (initial data
+ reading & writing focus for each student)O BRING to next class
O A book you plan to use with your group AFTER next class
O Next class powerpoint (for notes)O ALL handouts received thus far