Assessment and Concepts About
Print
January 23, 2012
Announcements
• Criminal Background Check
• Go to Gateway in ICampus and print off
the page that shows you have met the
CBC requirement
• Tutoring Kit questions or great finds?
• Identify Big Ideas
• Discuss Assessment Cycle and Constructive
Assessment
• Define Concepts About Print
• Identify methods for Assessing Concepts About
Print (CAP)
• Discuss the nature of technology in classrooms
today
• Discuss Web Literacy
Something to think about…
In small groups of 4-5, discuss you’re the readings for
today. In addition to discussing the key ideas on your I
read, I thought, consider the following questions in
your discussion. We will come back as a large group to
discuss you thoughts.
What are most salient ideas/ themes?
 How do these ideas connect to teaching? To
students?
How do you see this ideas influencing your
instruction?
How is this different from what you know about
“school”/ “doing school”
“Kidwatching”
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Building an insider view of the community
Understanding how lang. & lit. develop
Organizing a rich environment for learning
Interacting with children
Observing and documenting children’s knowledge
Analyzing data
Fostering children’s self-evaluation
Engaging in self-evaluation of teaching
Using evaluation to inform instruction
Observation
• Purposes
• Importance for teachers for supporting
children’s literacy development
• Kinds
– “cold”
– “participant”
• Considerations
– Permission/Entree
– Comfort zone
“Shut up and teach!”
• Teaching as talker
(lecturing)
• Assumptions:
– Teacher is
knowledgeable one
– Learning is a process of
filling students’ minds
– Literacy is a thing to be
given to someone
• Teaching as listener/
observer
• Assumptions:
– Teacher must learn from and
about students in order to
support learning
– Learning must be based on
what children already know
– Literacy is a social practice
(not a commodity or object)
Big Ideas: Teacher Discourse
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Being a “constructive evaluator”
Assessment as “social interaction”
The “language of assessment”
Trust, power and control
Trajectory- “Where was I?” Where am I
now?” “How did I get there?”
• The Implications of teachers’ responses
Building an Insider View: Social
Imagination
“The ability to read others”
“…. The possibility of understanding our own
and others’ experiences from that many more
vantage points”
“Valuing, exploring, and appreciating multiple
perspectives in the classroom.”
(Johnston, Knowing Literacy, 199?, Owacki & Goodman,
Kidwatching, 2002)
Assessment
Assessment: What do you know about
assessment? How is it used? What
materials/tools do teachers use to assess
students?
• Ideas from Kidwatching
– What is Kidwatching?
– What can we learn from it?
– How does it differ from other types of assessment
you’ve experienced?
Assessment Cycle
Use this to list the assessments that you have learned about and how you might choose to
apply them to tutoring with your student. Consider what it is you want to know and the
purpose of the assessment.
What does this
assessment designed to
do? What information can
you get from it? How does
it fit in with other
assessments?
Why give this assessment?
(what is the purpose; which
of 6 language arts can you
gather information about? )
What changes need to be
made? (what are the
pros/cons of this
assessment?)
What do you still need to
know?
Concepts About Print
• Shout Out
– What do people need to know and be able to do
in order to access printed texts?
Concepts About Print
• What are concepts about print?
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Print orientation
Letter identification
High frequency words
Writing Spree
Dictation
• What tools do we have to help us assess a
child’s understanding of concepts about
print?
Next Time
 CW 3,4,5
 Bring CBC page
 Work on your Tutoring Kit
Day 2
• Any great finds?
• Concepts about Print- revisted
• Digital Literacies
Let’s Try It- CAP
• Video: Harrison’s VoiceThread or
or
http://www1.teachertube.com/viewVideo.php?video_id=
90244&title=Reading_with_two_children
http://www.youtube.com/watch?v=1QnXVpylxiY
Make a “checklist” of a few things you might expect
to observe regarding print orientation.
What do these children know about
print and books?
Ideas for teaching CAP
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Class books
Environmental Print
Charts
Shared Reading and Read-alouds
Other ideas from the reading or other classes
that you may want to try?
• Divide into groups of 4
• Share ideas from Digital Storytelling
– Make connections
– Ask questions
• Make a list of “Big Ideas” from each reading
and discuss how this might impact your work
with children?
Big Ideas Chart
• So what does all of this mean for us?
• What will this look like when we are working
with our students?
Something to Ponder….
http://www.youtube.com/watch?v=Fnh9q_cQcUE&feature=related
Turn and talk: What does this mean for you as
a teacher? Share which tools you are familiar
with, which ones you have actually used and
what some of your reservations are. Consider
some other perspectives. What might other
teachers, students, administrators, parents.
Illinois Professional Teaching
Standards
#4 Planning for Instruction- The teacher understands instructional planning
and designs instruction based upon knowledge of the discipline, students,
the community, and curriculum goals.
 4E. Understands how to integrate technology into classroom instruction.
 4F. Understands how to review and evaluate educational technologies to determine
instructional value.
 4G. Understands how to use various technological tools to access and manage
information.
 4H. Understands the uses of technology to address student needs.
 4N. Incorporates experiences into instructional practices that relate to the students'
current life experiences and to future career and work experiences.
 4Q. Uses teaching resources and materials which have been evaluated for accuracy and
usefulness.
 4R. Accesses and uses a wide range of information and instructional technologies to
enhance student learning.
Illinois Professional Teaching
Standards
#6 Instructional Delivery - The teacher understands and uses a variety of
instructional strategies to encourage students’ development of critical
thinking, problem solving, and performance skills.
 6C. Knows how to enhance learning through the use of a wide variety of
materials as well as human and technological resources.
 6K. Uses a wide range of instructional technologies to enhance student
learning.
 6N. Uses technology appropriately to accomplish instructional objectives.
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Classrooms and Instruction are
changing
The use of Web 2.0 tools affects both the learning and teaching
environment.
Literacy instruction is no longer limited to paper and pencil,
basals, and books. Today's student is accustomed to being a
producer of text, not just a passive consumer.
Students have to "shut down" to come to school
Web 2.0 tools provide authentic literacy learning experiences for
students
Students can have a world-wide audience
Students can collaborate with students from anywhere in the
world
Web 2.0 tools are designed to be easy to use, produce, edit,
create, and share
Web 2.0 tools are FREE!
Identity and Agency
Turn and talk-
For next time
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Read Miscue Made Easy
PKT pgs 34-49
IR 322-325
Bring a pencil 