Assessment and Concepts About
Print
January 25, 2012
Announcements
• Tutoring Kit questions or
great finds?
• 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
Book Walk
A strategy to familiarize a reader with new
reading material. This process helps with
comprehension of the text and to
formatively assess a students understanding
about different types of texts and how they
are used.
• In groups of 4, discuss the “Textbook Walk
questions.
• We will discuss as a whole group.
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, 1997, 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? What counts?
• 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
National Reading Panel
• NRP was formed in 1997 to research and
assess effective literacy instructional practices
• Research was conducted over a period of 2
years
• In 2000, the NRP published a report outlining
the findings
What are we supposed to teach?
NRP Findings
Concluded that there are five key components
to an effective reading instruction program:
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
Development of Common Core
Standards
Supported by:
• Achieve
• ACT/SAT
• College Board
11
Readin
g
Language
ELA
CCSS Website
http://www.corestandards.org/
ISBE
http://isbe.net/common_core/default.htm
Illinois Interactive Report Card
(IIRC)
http://iirc.niu.edu/
Speaking
&
Listening
Writing
What to assess?
What might you want to know about your
students?
How can you find out?
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
Understanding how texts and printed language
work.
• Shout Out
– What do people need to know and be able to do in
order to access printed texts?
• Think About it: Insect Soup
Concepts About Print
• What are concepts about print? (From Marie
Clay’s Observation Survey)
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Print orientation (Directionality)
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?
Let’s Try It- CAP
Harrison’s VoiceThread
http://youtu.be/AAPB_g3ZAyo (Advertisements)
http://youtu.be/yzIZ1415nuM (It’s Not Easy Being a Bunny)
http://youtu.be/RuYzOby2_CY (Dalmations)
Make a “checklist” of a few things you might expect
to observe regarding print orientation.
What do these children know about
print and texts?
Ideas for teaching CAP
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Class books
Environmental Print
Charts
Shared Reading and Read-alouds (Use Big
Books with the whole class)
• Use available technology as well
Other ideas from the reading or other classes
that you may want to try?
CAP and New Literacies
What understandings of how texts work do you
need for the following?
• Technological Literacy
• Visual Literacy
• Media Literacy
• Information Literacy
How might you assess it?
• Divide into groups of 4
• Share ideas from Digital Storytelling
– Make connections
– Ask questions
• Discuss your Key Ideas from the 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?
Assessment Chart
• What assessments did we discuss today? Add
them to your chart.
Next Time
 Read Choice Words, Ch. 3, 4 & 5
 Add a thought to the Big Ideas chart
 Think about you Tutoring Kit