Anilytical Assessment

Fluency= the ability to read with:
--Accuracy
--Expression/phrasing
--Appropriate rate
--Comprehension
page 64A, 321 (fluency tables)

Word ID and Fluency

Vocabulary and Comprehension

Assessment

benefits of classroom based assessment

tied to instructional strategies
immediate feedback
individualized for student needs
can be gathered on a daily basis

****Sample on 312 of chart for more specific assessments (from your findings on a more general assessment like QRI)

QRI 4--Word lists assessment.

Vocab activity: vocab words on cards, each person becomes an expert of one card, they take their card and explain it to someone else, then trade cards and explain the new word to another person.

• Informal Reading Assessment
• Informal = in group setting or individual, discussion, non-stressful, part of the learning process authentic
• taking notes: keeping track of progress, used to guide instruction
• Informal reading inventory= more structured
• group or individual, commercially prepared or teacher prepared.
• Standards of some sort--comparing student scores/performance against standards (how well do they read this first grade book?)
• Interactive nature of reading --informal assessments use all the elements of skilled performance interacting together. (as opposed to just word identification--like seeing if a child can identify a word from a list) check the elements of skilled reading seperately occasionally but focus on interactive assessment.

Reading Levels
Independent: student reads fluently makes few errors in WR or Comp (use this for homework, independent reading)
Instructional: student makes some errors but word recognition/comprehension are adequate (anything you are teaching)
Frustration: student makes excessive number of errors, reading is slow and halting. (never assign this level of text, if a student is motivated to read in frustration level--ok.)

Word Lists
Steps to administer QRI4 on page pg. 35 in handbook too...

1. Start with a word list a year or two behind the grade they are at. (3rd grade level, use 1st to start).
2. Design how you will present the word to the child (Keep your finger under the word so they can read one at a time and you can take notes.)
3. Identified automatically is a word read in one second.---put a c on the block. (c=correct)
4. If they sounded it out or figured it out in longer than one second put the c in "Identified section"
5. If they don't get it at all leave it blank, if they say something wrong write what they said, if they correct that mark an SC (=self correct).
   
6. Total at the end and decide if you move up or down with the list. Also, which passage will I have them read? Start at highest independent level reading.
   

Elements of Skilled Reading Performance

Phonics Check:
The Reading Teacher's Book of Lists
Consonant Diagraph= two consonants make one sound
Consonant Blend= two different sounds
Silent Consonants=consonants that do not make sounds.

Recap:
Why do we assess reading? Depends on who you are, different stake holders have different ideas
What do we assess?
When do we assess? this depends on who you are and what you believe reading is.

Graphic organizer on page 29
Context Learner
|
V
Skilled Reading Performance

Four Elements of Skilled Reading Performance

1. Comprehension= ability to construct meaning form text, most important element! all other elements are a means to the end.
2. Vocabulary Development= knowledge of the meaning of workds and the ability to learn the meanings of new words.
3. Word Identification (and spelling) = recognize familiar words quickly (site words), and decode unfamiliar words rapidly enough that meaning is not interrupted.

a. Site word recognition
b. high potency words (McDonald, name, mom, dad)= words that are important for kids
c. high frequency function words (the)= not easy but everywhere
d. content words= vocabulary depending on their situation.

e. Word analysis strategies (don't know the word on site, what does the reader do?)

1. Contextual analysis (using context to determine word meaning)
2. Morphemic analysis (breaking word apart to meaningful chunks
3. Phonic analysis ("sound it out", connecting graphemes -letter sounds, or letter combinations)

4. Fluency
a. Rate = speed (words/min)
b. Fluency = speed, accuracy, proper expression, maintenance of comprehension
c. Strong relationship between fluency and comprehension
d. High levels of fluency related to ample opportunities to practice reading.

Contextual Factors
• Settings—classroom and home setting
• Instructional practices
• Instructional Resources
• Assessment Practices

Learner Factors
• Prior Content Knowledge
• Knowledge about reading
• Attitudes and motivation
• Correlates of skilled performance
• Social and emotional development

Videos on Reading
www.learner.org/resources/series162.html