Assessment Week
Reading Recovery®/Early
Intervention & Classroom Small
Group Intervention
August 23 - 26, 2010
Icebreaker
Write your favorite quote or line from
the book your brought on a notecard
Be ready to find the person who has
the book to match the quote
Introduce yourself, explain why you
brought your book
Contents of folder
Agenda
Fact sheets
Forms
Syllabi
Reading Recovery® & Small
Group Intervention
Reading Recovery®/Early Intervention
Classroom Small Group Intervention
Textbook Introductions
Observation Survey - RR & SG
Literacy Lessons 1 - RR
Literacy Lessons 2 - RR & SG
Becoming Literate - RR
Observation Survey - Chapter 1
Each table will read a section of the
introduction or chapter 1
Read, highlight important parts while
reading
Create chart with table partners
identifying important ideas and theories
One group member will share out to
whole group
Observation Survey
Created by Marie Clay
6 tasks
Observation is crucial
Begin to understand child’s strengths
Informs beginning of lesson series
Stanines & Raw Scores
OS p. 121 - knowing stanines helps compare
the raw scores of a child across the survey
tasks
Raw scores - useful in comparing data over a
period of time and for teaching purposes
Stanines: 1-3 (low) 4-6 (average) 7-9 (above
average)
Children in stanines 1-2 need immediate help
Observation
Observation Survey - page 144 “Systematic observation allows
teachers to go to where the child is and
begin teaching from there.”
OS - page 144 - “It makes more sense
for the teacher to become a sensitive
observer of children in order to help
them make the transitions that have
been planned for them.”
More on Observation
OS - page 13 - “They [observation
tasks] were designed to make a
teacher attend to how children work at
learning in the classroom.”
OS - page 13 - “They tell teachers
something about how the learner
searches for information in printed texts
and how that learner works with that
information.”
Letter Identification (LI)
Observation Survey - pages 82 - 90
Use Letter ID test and form
Can accept letter name, sound or word
association
OS page 83 - “It is more efficient however to
find out which letters the child knows and
then seek a fast route to his learning of
others.”
OS page 83 - “Learning to see how the
symbols of any alphabet are different one
from another is a huge learning task.”
Word Test (WT)
Observation Survey - pages 91 - 97
Use the Ohio Word Test (others are for New
Zealand assessments)
Use Word Test and form
The score will indicate the extent to which a
child is accumulating a reading vocabulary of
the most frequently used words in the Ready
to Read (New Zealand) series during his first
year at school.”
Writing Vocabulary (WV)
Observation Survey - pages 97 - 111
Use Writing Vocabulary form
10 minutes maximum time
OS page 97 - “By observing children as they write
we can learn a great deal about what features of
print they are attending to.”
OS page 97 - “A child’s written texts are a good
source of information about his visual discrimination
of print for as the child learns to write words, the
hand and the eye will support and supplement each
other as the learner discovers how to distinguish
different letters one from another.”
Break!
TEACHER: John, how do you spell
"crocodile?"
JOHN: K-R-O-K-O-D-A-I-L
TEACHER: No, that's wrong
JOHN: Maybe it is wrong, but you asked
me how I spell it!
Hearing & Recording Sounds
in Words (HRSW)
Observation Survey - pages 111 - 120
Use HRSW form
OS page 111 - “Being able to hear the
sounds in the words you want to write is an
authentic task - a task one encounters in the
real world…”
OS page 111 - “It calls upon the writer to
listen to the sounds in words in sequence
and to find letters to represent those sounds.”
LUNCH!
See you in an hour.
Concepts About Print (CAP)
Observation Survey - pages 37 - 48
Need CAP form, Stones book, CAP cheat sheet
Instructions for CAP - OS page 42-43
OS page 37 - “With this task we can observe
what children have learned about the way we
print language…it taps into what learners have
been noticing about the written language around
them in their environment.”
OS page 37 - “It is more a matter of what
personal experiences they have had with print,
what they have noticed and what they have
ignored.”
Break!
A little girl had just finished her first week
of school. 'I'm just wasting my time,' she
said to her mother. 'I can't read, I can't
write, and they won't let me talk!'
Running Record Text Reading
Observation Survey - pages 49 - 81
Need Reading Recovery leveled test
booklets (with book introductions glued on)
Must find easy, instructional, hard levels for
each child
Refer to “Procedures for Administering
Leveled Text Reading Passages”
OBSERVE & RECORD HOW THE CHILD
SOUNDS WHILE READING
Homework
Read OS chapters 4 (CAP) & 5
(Running Records); Review chapter 6
(other OS tasks)
Glue introductions & revised text
(Dave’s Tricks - level 6) on RR leveled
test booklets (due by Wednesday
morning)
Bring a tote for materials’ distribution