Assessment For
Today’s Classrooms™
Module 4
Making the Connection to Reading Instruction
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Assessment For Today’s Classrooms, Module 4
Assessment for Today’s Classroom, Module 4 Slides
Assessment for Today’s Classroom, Module 4 Slides
Assessment for Today’s Classroom, Module 4 Slides
Assessment for Today’s Classroom, Module 4 Slides
•
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The plan may describe specific deficiencies in oral
language, phonological awareness, phonics, fluency,
comprehension, and vocabulary.
The district may use whatever valid and reliable means
it deems appropriate for this diagnosis, but the intent is
that it not be superficial. DOE has developed a list of
reading diagnostic instruments that can be used K-12 for
this purpose.
Assessment for Today’s Classroom, Module 4 Slides
• desired performance in these areas
(at grade level with interim milestones if desired)
• instructional/support services provided
(exactly what is going to be done for the student to
remedy
diagnosed reading deficiencies)
Assessment for Today’s Classroom, Module 4 Slides
Schools need to monitor the student’s progress.
Progress monitoring should be regular and frequent, and
the results used to redesign remediation if needed.
Districts provide support and assistance to schools and
teachers in implementing research-based activities for
low-performing students in a variety of ways.
Assessment for Today’s Classroom, Module 4 Slides
Parents should be notified in writing
• If student has a substantial reading deficiency
• Description of current and proposed supplemental
remedial services
• If the deficiency is not remediated within the timeframe
dictated by state law, schools must adhere to the state
and district guidelines for student progression.
Assessment for Today’s Classroom, Module 4 Slides
TOWRE
Test of Word Reading
Efficiency
• Diagnostic
Assessment
• Ages 6-24
Assessment
Strands
• Phonics
• Vocabulary
Assessment for Today’s Classroom, Module 4 Slides
Diagnostic
Assessment of
Reading (DAR)
• Diagnostic
Assessment
• Ages 5-Adult
Assessment for Today’s Classroom, Module 4 Slides
Assessment Strands
• Oral Language
• Phonological
Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
Early Reading Diagnostic
Assessment (ERDA)
Diagnostic
• Diagnostic
• Grades K-3
Assessment Strands
• Oral Language
• Phonological
Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
Assessment for Today’s Classroom, Module 4 Slides
Oral Language
ERDA
(K-3)
Phonological
Awareness
X
TOWRE (ages
6-24)
DAR
(ages 5-adult)
X
X
Phonics
Fluency
X
X
X
X
X
X
Assessment for Today’s Classroom, Module 4 Slides
Vocabulary
Comprehension
X
X
X
X
Name of
Assessment
Oral
Language
Phonologic Phonics
al
Awareness
What data will
this give me?
What can I do
with it?
Will it provide
enough
information?
What other data
will I need?
Assessment for Today’s Classroom, Module 4 Slides
Fluency
Vocabular Comprehensio
y
n
1. Choose a slip of paper.
2. Read the definition on the paper.
3. Walk to the chart that matches the definition.
4. When others arrive at that chart, check to see if the
definitions match.
Assessment for Today’s Classroom, Module 4 Slides
Instructions for Gallery Walk
1. Using the “Put Reading First” document, brainstorm strategies to teach
or remediate students in that area of reading.
2. When the signal is given, rotate to the next chart.
3. Continue rotating to each chart, adding to the list of strategies until you
arrive
back at your original chart.
4. When you arrive back at the original chart, review the list and discuss
these
o Which strategies could be used whole group?
questions:
o Which strategies could be used with a small group?
o Which strategies could be used with a student
individually?
o What would the other students be doing if you used the
strategy with a small group or individual student?
Assessment for Today’s Classroom, Module 4 Slides
We are different from where we came,
But around the world we are all the same,
It doesn’t matter from where we come,
And we may all march to a different drum.
We are different from where we came,
But around the world we are all the same,
Talents and skills we all possess,
We like to help others achieve success.
We are different from where we came,
But around the world we are all the same,
We may differ by the color of our skin,
We care about others from within.
We are different from where we came,
But around the world we are all the same,
So never make me feel ashamed,
Because we are so different, but the same!
By Diana Brown and Kathy Giroux
Assessment for Today’s Classroom, Module 4 Slides
Assessment for Today’s Classroom, Module 4 Slides
1. Accommodations
2. Modifications
3. Alternate Assessment
4. Alternate Curriculum
1. Disability
2. Free Appropriate Public Education
(FAPE)
3. Least Restrictive Environment
4. Transition IEP
Assessment for Today’s Classroom, Module 4 Slides
Accommodations are changes to
the WAY students access instruction
and demonstrate performance.
Modifications change WHAT
students are expected to learn.
Assessment for Today’s Classroom, Module 4 Slides
Types of Modifications
• Partial Completion of Program or
Course Requirements
• Curriculum expectations below
age or grade level
• Alternate curriculum
Assessment for Today’s Classroom, Module 4 Slides
Who needs modifications?
• Students with disabilities may need
modifications to the expectations of the New
Generation Sunshine State Standards and
curriculum if they are working substantially
below grade level. The IEP team may also
use curriculum modifications to address any
other educational needs of students with
disabilities.
Assessment for Today’s Classroom, Module 4 Slides
1. As you read the article, think about the answer to this question:
a) What do I need to remember when planning instruction for the ELL
student?
2. Write each answer on a post-it note (independently).
3. Once everyone in the group is finished with reading and writing
the answers, sort the post-it notes.
a) Group like ideas together.
b) Create a “Title” for each group of post-it notes.
Assessment for Today’s Classroom, Module 4 Slides
Assessment for Today’s Classroom, Module 4 Slides
Assessment for Today’s Classroom, Module 4 Slides
Assessment for Today’s Classroom, Module 4 Slides
The Family - Teacher Conference
Preconference Checklist
•
•
•
•
•
•
•
•
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Family structure
Cultural Issues
Prepare Students
Schedule Appointments
Welcome Environment
Seating Arrangement
Reception Area
Conference Outline
Documentation
Assessment for Today’s Classroom, Module 4 Slides
Warm Up
Positive Attributes of the Student
Presentation of Student’s Growth (using documentation)
Ways Family Member(s) and Teacher Can Work
Together
Conclude on a Positive Note
(Information taken from The Family-Teacher Conference workshop, Performance Learning Systems®, 1993.)
Assessment for Today’s Classroom, Module 4 Slides
• Teacher behaviors:
o Each of the five phases
o Non-verbal body language
o Positive phrasing of comments and questions
o General tone of conversation
• Family member behaviors:
o Changes in tone (from negative to positive or vise
versa)
o Satisfaction with personal agenda being met
Assessment for Today’s Classroom, Module 4 Slides
Assessment For Today’s
Classrooms
™
PowerPoint Presentation
Module 4
Making the Contact
Connection
to Reading
information:
Instruction
Diana Brown
352-394-4411
dbrown@pls3rdlearning.com
PowerPoint Presentation By:
Lawanna Martinec
© 2013 PLS 3rd Learning.