Welcome to the
Cognitive Model of
Assessment
Begin
Adapted from Michael McKenna and Steven Stahl’s
Cognitive Model of Assessment
Resources
References
Resources
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Three Week Lesson Plan and Resources
Phonemic Awareness Resources
Sight Word Resources
Decoding Resources
Fluency Resources
Vocabulary Resources
Comprehension Strategies Resources
Text Structure Resources
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If the Student has
comprehension problems…
Check Oral
Reading
Fluency
1
Assessments
Check
Language
Comp.
2
Background
Knowledge
Problems?
No Problems?
Vocabulary
Back to Welcome
Knowledge of
Structure
Check
Strategic
Knowledge
3
Assessments
Strategies
Specific
Purpose
General
Purpose
Assessment of Strategic
Knowledge
• Burke Reading Interview
• Reading Survey
• Textbook Interview
• Index of Reading Awareness
• Awareness of Purposes of Reading Interview
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Teaching Comprehension
Strategies
• Instructional Strategies (scroll down)
• The core addresses comprehension strategies
• HM/Harcourt Leveled readers include
comprehension strategies
• eMINTS
• FCRR Website 2-3
• FCRR Website K-1
• Comprehension Strategies from Help for
Struggling Readers
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Specific Purposes
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Checklist for Reading Purposes
DRTA
KWL
Listen-Read-Discuss
PLAN
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General Purposes
• Use the interviews found under the
assessment of strategic knowledge tab to
start a discussion about the general
purposes of reading.
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Concepts of Print
• Information and instructional suggestions for
Concepts of Print
• Concepts of Print Checklist
• Concepts of Print Assessment
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Background Knowledge
• General background knowledge can not really be
assessed, but background knowledge about a certain
topic can.
– Anticipation Guide
– Create a background knowledge questionnaire
• Background knowledge can be built through …
– specific activities and discussion before reading a story
– read alouds
– focused field trips
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Vocabulary
Because general vocabulary is such a large body, it is not typically
assessed, but the Peabody Picture Vocabulary Test (PPVT) can be
used. A better idea is to assess certain vocabulary before reading a
selection.
Pre-reading vocabulary assessment
Vocabulary is a major piece in the comprehension puzzle and must be
strengthened!!
Which Words Do I Teach?
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Vocabulary Instruction Resources
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Vocabulary Instruction Resources
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Four Square Vocabulary Map
Word Knowledge Rating Checklist
Stop and Think About It
Vocabulary Instruction Activities
Concept Circles
Semantic Feature Analysis
The Frayer Model
Verbal and Visual Word Association
Vocabulary Games and Activities
More Activities for Vocabulary
FCRR Website 2-3
FCRR Website K-1
Houghton Mifflin Leveled Readers (have some vocabulary work)
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Which Words to Teach?
Think about…
• Would the students be able to explain these words using
words that are already familiar to them?
• These words are not simply synonyms of familiar words, they
are representing more precise or more complex forms of
familiar words.
Also Think about…
• Importance and utility: Words that are characteristic of
mature language users and appear frequently across a variety
of domains.
• Instructional potential: Students can build rich
representations of them and their connections to other words
and concepts.
• Conceptual understanding: Words for which students can
understand the general concept but provide precision and
specificity when describing the concept.
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Knowledge of Structure
• Assessment
• Resources
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Resources for Text Structure
• Houghton Mifflin Leveled Readers
• Materials from the core
– Core instruction involves text structures
– Re-teaching materials
– Extra Support Handbook
• FCRR Website 2-3
• FCRR Website K-1
• Graphic Organizers
• Text Structures and Graphic Organizers
• More Text Structures and Graphic Organizers
• Text Structures Info
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Assessment of Text Structure
• Assessment of text structure is typically
done through a retelling. Students who
lack knowledge of text structures will recall
information randomly and haphazardly. A
student who has knowledge of text
structures will recall facts and information
in a more organized fashion.
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If the assessment data suggests
the student has no problems in
Oral Reading Fluency…
Decoding text is not an issue for the student.
Look at the
Language and Comprehension skills
Home
If there are deficits in ORF…
Check
Decoding
Skills
Assessments
Problems?
Home
No Problems?
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Sight-Word
Knowledge
Assessments
Problems?
No Problems?
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Assessments for Sight Words
• http://gemini.es.brevard.k12.fl.us/sheppard
/reading/dolch.html - Has a list of Dolch
words per grade
• San Diego Quick Assessment
• http://www.usu.edu/teachall/text/reading/Fr
ylist.pdf - Lists the Fry 1st 300 words
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If the assessment data suggests
problems in Sight Vocabulary…
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Make flashcards to practice the words
– Fry words 1-300
– Dolch lists 1-11 (On Cards)
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Use phrase and sentence cards to practice them in context
– Fry
• 1-100 Words
• 101-200 Words
• 201-300 Words
– Dolch
• Dolch phrases 1-11
• Dolch sentences 1-11
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Various web activities…
http://www.mrsperkins.com/dolch.htm
http://www.teachers.net/lessons/posts/1224.html
http://www.edhelper.com/dolch_sight_words.htm?gclid=CK7A6eaClYgCFQovOAod7GUnFw
http://www.free-reading.net/index.php?title=Main_Page
http://www.netrover.com/~crose/dolch/dolch.htm
Or just do a web search and you’ll probably
find plenty of activities
Make sure to continue by checking out Decoding Skills!
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If the assessment data suggest the
student has no problems in Sight
Vocabulary…
This area may be OK. Practice words in context
and continue to look at decoding (NWF) skills
Check Decoding Skills
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Oral Reading Fluency
Assessments
• DIBELS ORF Progress Monitoring
Measures (http://dibels.uoregon.edu/)
• Leveled Reader Assessment
• Informal Reading Inventories
• 3 Minute Reading Assessment
• Observations
• Reading a-z (scroll down)
• easyCBM.com
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Assessments for Decoding Skills
• DIBELS Nonsense Word Fluency
(http://dibels.uoregon.edu/)
• McKenna and Stahl’s Informal Phonics Inventory
– Informal Phonics Inventory/PA Assessment Score Recording Sheet
• Reading a-z
• Alphabet Recognition
– DIBELS Letter Naming Fluency
– Kindergarten Reading survey (letter names and
sounds)
– Reading a-z
• easyCBM.com
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If the assessment data suggests
problems in Decoding skills…
Check
Phonemic
Awareness
Assessments
Problems?
Home
Check
Print
Concepts
Assessments
and Suggestions
No Problems?
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If the assessment data suggests
problems in Phonemic
Awareness…
If students demonstrate difficulty in phonemic
awareness, then they must focus on this skill.
Phonemic awareness is usually taught orally
and through pictures, but older students
should focus on phonemic awareness
through the use of letters as soon as
possible. Students who are weak in PA
should still focus on phonics instruction as
well.
Phonemic Awareness Resources
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Phonics Resources
Phonemic Awareness Resources
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FCRR website 2-3
FCRR Website K-1
FreeReading.net
DIBELS Interventions
Patti’s Activities
ProTeacher!
Phonemic Awareness Games
K-3 Learning Pages
Literature for Literature
Sound Boxes
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If the assessment data suggest the
student has no problems in
Phonemic Awareness…
If the student has no problems in any
aspects of phonemic awareness (blending,
segmenting, substituting, omitting) then
provide decoding instruction and
necessary sight-word instruction. See
links below for resources.
Sight-Word Resources
Phonics Resources
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Decoding Resources
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Making Sense of Phonics (Isabel Beck)
Onset and Rime cards
FCRR Website 2-3
FCRR Website K-1
FreeReading.net
DIBELS Interventions
Carl’s Corner
Internet 4 Classrooms
Alphabet Arc (Capital letters, Lowercase letters)
Phonograms ranked by frequency
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Phonological
Awareness Assessments
• DIBELS Initial Sound Fluency (ISF), and
Phoneme Segmentation Fluency (PSF)
(http://dibels.uoregon.edu/)
• Yopp-Singer Phoneme Segmentation Test
http://teams.lacoe.edu/reading/assessments/yop
p.html
• Informal Phonological Awareness Assessment
• Rosner (segmentation) and Roswell-Chall
(blending)
• Informal Assessment of Phonological
Awareness
• easyCBM.com
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If the assessment data suggest the
student has no problems in
Decoding skills…
If the student has no problems in
Letter/sound identification as well as
sound blending, and has no problems with
Sight-Word knowledge, the student needs
work on fluency. See the list of resources
below.
Check Sight-Word Knowledge
Fluency Resources
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Fluency Resources
• Five day leveled reader lesson plan
• Reader’s Theater
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Aaron Shepard
Teaching Heart
Timeless Teacher Stuff (scroll down)
Carl’s Corner (Look at topics on left)
FCRR Website 2-3
FCRR Website K-1
Suggestions from Rasinski
Intervention Central (scroll down)
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References
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Bear, D. R., Invernizzi, M., Templeton, S. & Johnston, F. (2004). Words Their
Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (Third). New
Jersey: Pearson.
Beck, I. L. (2006). Making Sense of Phonics: The Hows and Whys. New York:
The Guilford Press.
Beck, Isabel L., Margaret G. McKeown, and Linda Kucan. (2002). Bringing
Words to Life: Robust Vocabulary Instruction. New York: The Guilford Press.
Duffy, G. G. (2003). Explaining Reading: A Resource for Teaching Concepts,
Skills, and Strategies. New York: Guilford Press.
Fox, B. J. (2004). Word Identification Strategies: Phonics from a New
Perspective. New Jersey: Pearson.
McGee, L. M. & Morrow, L. M. (2005). Teaching Literacy in Kindergarten. New
York: The Guilford Press.
McKenna, M. C. (2002). Help for Struggling Readers: Strategies for Grades 3-8.
New York: Guilford Press.
McKenna, Michael C., and Steven A. Stahl. (2003) Assessment for Reading
Instruction. New York: The Guilford Press.
Rasinski, T. V. (2003). The Fluent Reader: Oral Reading Strategies for Building
Word Recognition, Fluency, and Comprehension. New York: Scholastic
Professional Books.
Tyner, B. (2004). Small-Group Reading Instruction: A Differentiated Teaching
Model for Beginning and Struggling Readers. New York: International Reading
Association.
Walpole, Sharon, and Michael C. McKenna. (2007) Differentiated Reading
Instruction: Strategies for the Primary Grades. New York: Guilford Press.
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