Welcome to the Cognitive Model of

Assessment

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ResourcesAdapted from Michael McKenna and Steven Stahl’sCognitive Model of Assessment References

Resources

• Three Week Lesson Plan and Resources

• Phonemic Awareness Resources

• Sight Word Resources

• Decoding Resources

• Fluency Resources

• Vocabulary Resources

• Comprehension Strategies Resources

• Text Structure ResourcesHome Back

If the Student has comprehension problems…

1Assessments

Problems? No Problems?

2BackgroundKnowledge

VocabularyKnowledge of

Structure

3Assessments

Strategies

Specific Purpose

Check OralReading Fluency Check

LanguageComp.

Check Strategic

Knowledge

GeneralPurposeBack to Welcome

Assessment of Strategic Knowledge

• Burke Reading Interview

• Reading Survey

• Textbook Interview

• Index of Reading Awareness

• Awareness of Purposes of Reading Interview

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Teaching Comprehension Strategies

• Instructional Strategies (scroll down)• The core addresses comprehension strategies• HM/Harcourt Leveled readers include

comprehension strategies• eMINTS• FCRR Website 2-3• FCRR Website K-1• Comprehension Strategies from

Help for Struggling Readers

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Specific Purposes

• Checklist for Reading Purposes• DRTA• KWL• Listen-Read-Discuss• PLAN

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General Purposes

• Use the interviews found under the assessment of strategic knowledge tab to start a discussion about the general purposes of reading.

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Concepts of Print

• Information and instructional suggestions for Concepts of Print

• Concepts of Print Checklist

• Concepts of Print Assessment

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Background Knowledge

• General background knowledge can not really be assessed, but background knowledge about a certain topic can.– Anticipation Guide– Create a background knowledge questionnaire

• Background knowledge can be built through …– specific activities and discussion before reading a story – read alouds– focused field trips

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Vocabulary

Because general vocabulary is such a large body, it is not typically assessed, but the Peabody Picture Vocabulary Test (PPVT) can be used. A better idea is to assess certain vocabulary before reading a selection.

Pre-reading vocabulary assessment

Vocabulary is a major piece in the comprehension puzzle and must be strengthened!!

Which Words Do I Teach? Vocabulary Instruction Resources

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Vocabulary Instruction Resources

• Four Square Vocabulary Map• Word Knowledge Rating Checklist• Stop and Think About It• Vocabulary Instruction Activities• Concept Circles• Semantic Feature Analysis• The Frayer Model• Verbal and Visual Word Association• Vocabulary Games and Activities • More Activities for Vocabulary• FCRR Website 2-3• FCRR Website K-1• Houghton Mifflin Leveled Readers (have some vocabulary work)

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Which Words to Teach?Think about…• Would the students be able to explain these words using

words that are already familiar to them?• These words are not simply synonyms of familiar words, they

are representing more precise or more complex forms of familiar words.

Also Think about…• Importance and utility: Words that are characteristic of

mature language users and appear frequently across a variety of domains.

• Instructional potential: Students can build rich representations of them and their connections to other words and concepts.

• Conceptual understanding: Words for which students can understand the general concept but provide precision and specificity when describing the concept.

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Knowledge of Structure

• Assessment

• Resources

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Resources for Text Structure

• Houghton Mifflin Leveled Readers• Materials from the core

– Core instruction involves text structures– Re-teaching materials– Extra Support Handbook

• FCRR Website 2-3• FCRR Website K-1• Graphic Organizers• Text Structures and Graphic Organizers• More Text Structures and Graphic Organizers • Text Structures Info

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Assessment of Text Structure

• Assessment of text structure is typically done through a retelling. Students who lack knowledge of text structures will recall information randomly and haphazardly. A student who has knowledge of text structures will recall facts and information in a more organized fashion.

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If the assessment data suggests the student has no problems in Oral

Reading Fluency…Decoding text is not an issue for the student.

Look at the

Language and Comprehension skills

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If there are deficits in ORF…

Check

&

Assessments

Problems? No Problems?

Assessments

Problems? No Problems?

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Decoding Skills

Sight-Word Knowledge

Assessments for Sight Words

• http://gemini.es.brevard.k12.fl.us/sheppard/reading/dolch.html - Has a list of Dolch words per grade

• San Diego Quick Assessment• http://www.usu.edu/teachall/text/reading/Fr

ylist.pdf - Lists the Fry 1st 300 words

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If the assessment data suggests problems in Sight Vocabulary…

• Make flashcards to practice the words– Fry words 1-300– Dolch lists 1-11 (On Cards)

• Use phrase and sentence cards to practice them in context– Fry

• 1-100 Words• 101-200 Words• 201-300 Words

– Dolch• Dolch phrases 1-11• Dolch sentences 1-11

• Various web activities… http://www.mrsperkins.com/dolch.htm http://www.teachers.net/lessons/posts/1224.html

http://www.edhelper.com/dolch_sight_words.htm?gclid=CK7A6eaClYgCFQovOAod7GUnFw http://www.free-reading.net/index.php?title=Main_Page http://www.netrover.com/~crose/dolch/dolch.htm

Or just do a web search and you’ll probably find plenty of activities

Make sure to continue by checking out Decoding Skills!

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If the assessment data suggest the student has no problems in Sight

Vocabulary…This area may be OK. Practice words in context

and continue to look at decoding (NWF) skills

Check Decoding Skills

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Oral Reading Fluency Assessments

• DIBELS ORF Progress Monitoring Measures (http://dibels.uoregon.edu/)

• Leveled Reader Assessment• Informal Reading Inventories• 3 Minute Reading Assessment• Observations• Reading a-z (scroll down)• easyCBM.com

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Assessments for Decoding Skills • DIBELS Nonsense Word Fluency (

http://dibels.uoregon.edu/)

• McKenna and Stahl’s Informal Phonics Inventory– Informal Phonics Inventory/PA Assessment Score Recording Sheet

• Reading a-z

• Alphabet Recognition

– DIBELS Letter Naming Fluency

– Kindergarten Reading survey (letter names and sounds)

– Reading a-z

• easyCBM.com

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If the assessment data suggests problems in Decoding skills…

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Check Phonemic Awareness

Assessments

Problems? No Problems?

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Check Print

Concepts

Assessmentsand Suggestions

If the assessment data suggests problems in Phonemic

Awareness…If students demonstrate difficulty in phonemic

awareness, then they must focus on this skill. Phonemic awareness is usually taught orally and through pictures, but older students should focus on phonemic awareness through the use of letters as soon as possible. Students who are weak in PA should still focus on phonics instruction as well.

Phonemic Awareness ResourcesPhonics Resources

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Phonemic Awareness Resources• FCRR website 2-3• FCRR Website K-1• FreeReading.net• DIBELS Interventions• Patti’s Activities• ProTeacher!• Phonemic Awareness Games• K-3 Learning Pages• Literature for Literature• Sound Boxes

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If the assessment data suggest the student has no problems in

Phonemic Awareness…If the student has no problems in any

aspects of phonemic awareness (blending, segmenting, substituting, omitting) then provide decoding instruction and necessary sight-word instruction. See links below for resources.

Sight-Word Resources

Phonics ResourcesBackHome

Decoding Resources• Making Sense of Phonics (Isabel Beck)• Onset and Rime cards• FCRR Website 2-3• FCRR Website K-1• FreeReading.net• DIBELS Interventions• Carl’s Corner• Internet 4 Classrooms• Alphabet Arc (Capital letters, Lowercase letters)• Phonograms ranked by frequency

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Phonological Awareness Assessments

• DIBELS Initial Sound Fluency (ISF), and Phoneme Segmentation Fluency (PSF) (http://dibels.uoregon.edu/)

• Yopp-Singer Phoneme Segmentation Test http://teams.lacoe.edu/reading/assessments/yopp.html

• Informal Phonological Awareness Assessment• Rosner (segmentation) and Roswell-Chall (blend

ing)• Informal Assessment of Phonological Awarenes

s• easyCBM.com

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If the assessment data suggest the student has no problems in

Decoding skills…If the student has no problems in

Letter/sound identification as well as sound blending, and has no problems with Sight-Word knowledge, the student needs work on fluency. See the list of resources below.

Check Sight-Word KnowledgeFluency Resources

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Fluency Resources

• Five day leveled reader lesson plan• Reader’s Theater

– Aaron Shepard– Teaching Heart– Timeless Teacher Stuff (scroll down)– Carl’s Corner (Look at topics on left)

• FCRR Website 2-3• FCRR Website K-1• Suggestions from Rasinski• Intervention Central (scroll down)

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References• Bear, D. R., Invernizzi, M., Templeton, S. & Johnston, F. (2004). Words Their Way:

Word Study for Phonics, Vocabulary, and Spelling Instruction (Third). New Jersey: Pearson.

• Beck, I. L. (2006). Making Sense of Phonics: The Hows and Whys. New York: The Guilford Press.

• Beck, Isabel L., Margaret G. McKeown, and Linda Kucan. (2002). Bringing Words to Life: Robust Vocabulary Instruction. New York: The Guilford Press.

• Duffy, G. G. (2003). Explaining Reading: A Resource for Teaching Concepts, Skills, and Strategies. New York: Guilford Press.

• Fox, B. J. (2004). Word Identification Strategies: Phonics from a New Perspective. New Jersey: Pearson.

• McGee, L. M. & Morrow, L. M. (2005). Teaching Literacy in Kindergarten. New York: The Guilford Press.

• McKenna, M. C. (2002). Help for Struggling Readers: Strategies for Grades 3-8. New York: Guilford Press.

• McKenna, Michael C., and Steven A. Stahl. (2003) Assessment for Reading Instruction. New York: The Guilford Press.

• Rasinski, T. V. (2003). The Fluent Reader: Oral Reading Strategies for Building Word Recognition, Fluency, and Comprehension. New York: Scholastic Professional Books.

• Tyner, B. (2004). Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers. New York: International Reading Association.

• Walpole, Sharon, and Michael C. McKenna. (2007) Differentiated Reading Instruction: Strategies for the Primary Grades. New York: Guilford Press.

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