Assessment and Conferring
within the Balanced Literacy
Block
Franklin Schools District
Tuesday 29th June 2010
Presenters: Mr. Chris Lowrey AUSSIE Literacy Consultant
chris.lowrey@aussiepd.editure.com
Icebreaker
‘Guided Reading Millionaire’
Assessments
• What assessments are we required to
do?
• Which are the best at informing our
instruction?
• Discuss and compare with a partner
• List the most valuable.
What are Running
Records?
• A running record allows you to assess a student's reading
performance as she/he reads from a benchmark book.
Benchmark books are books selected for running record
assessment purposes.
• A running record form, with text from the book printed on the
form, accompanies each of the benchmark books. Only the
first 100 -150 words of the longer benchmark books are used
for the upper level running records.
• A blank running record form is supplied for teachers who wish
to perform running records on books other than the
benchmark books or for additional text from the upper level
benchmark books.
Processing Strategies
•
•
•
•
•
•
attending and searching
anticipating
monitoring
checking (cross checking)
confirming
self correcting
All assist in the meaning making process and when used effectively are interwoven.
Early Reading Strategies
• Attend
• Search
• Predict
• Check
• Reread
• Self-correct
Meaning
Structure
Visual
Strategies are networks of actions, which
efficient readers “call up” automatically
Which Strategy?
The argle zurped the bordiddy. The bordiddy
zapped the argle in the ershot.
•What did the bordiddy do to the argle?
•Why?
Which Strategy?
• ho
ho
•
•
•
•
•
•
hot
hook
hope
house
horizon
hoot
•
•
•
•
•
•
hoist
horse
horizon
honey
honesty
hour
Which Strategy?
√ √ √
√
Off came the shoes
√ √ √
√
Off came the socks
√ √ √ √ sea/str/str
She paddled in the stream
Running records will only be
a useful source for goal
setting if:
• They have sufficient errors to show how the students
tackles challenging text -90-95% accuracy
• The running record shows what the child did
• The student’s errors and self corrections are
analyzed.
Questions to ask when a child make an error
• Does it make sense?
M
• Is it structurally correct?
S
• Does it look right?
V
When a child self corrects was it
because…..
• It didn’t make sense?
M
• It wasn’t structurally correct?
• It didn’t look right?
V
S
Edwin and Hazel
• Both read at the same level with the same accuracy
level but they have very different learning needs
• Hazel can… and needs to ….next
• Edwin can….and needs to… next
Hazel
Edwin
Strategies are networks of actions,
which efficient readers “call up”
automatically
Rory: Wibble Wobble
• What does a running record of a student
who uses a range of early strategies look
like?
• Look at Rory’s running record and
subsequent analysis.
What information can be gathered
from this Running Record of a
student’s reading of a text?
4-8
Page
26
4-8
Page 27
What Did This Reader Do?
Did the reader:
• Use and monitor meaning?
M
• Use syntax or structure cues?
S
• Use grapho-phonic cues?
V
• How can we use this information to plan and
form our groups?
Look at the student’s DRA continuum.
How can this information , combined with
the oral reading, and the written assessment
information be used to plan and form
guided reading groups?
Student Continuum from DRA2
1
9
Wide Reading
Where are
the
instructional
needs?
4-8
What are Rubrics?
• Rubrics are performance-based assessments that
evaluate student performance on any given task or
set of tasks that ultimately leads to a final product, or
learning outcome. Rubrics use specific criteria as a
basis for evaluating or assessing student
performances as indicated in narrative descriptions
that are separated into levels of possible
performance related to a given task.
• Rating scales can be either holistic or analytical.
Holistic scales offer several dimensions together
while analytical scales offer a separate scale for
various dimensions.
Rubric Creation
• Look at the birthday party rubric
example in your packet
• In groups of four create your own fun
rubric (last page in packet)
• Student Friendly checklist sample
Aussie Assessment
Database
• K-2 Comprehension rubric
• 3-8 Comprehension rubric
• Writing rubric
Anchor/Mentor Texts
• Here are some of my favorite anchor
texts……
• List favorite read alouds that could be
used as anchor texts to accentuate your
mini lessons
Why Confer?
• What do we already know about conferring?
What questions do you have?
Activity:
• In pairs write down what you know about
conferring
• Share with another pair
• Report out to group
Appreciating the student
• Fletcher/Portalupi DVD
• Watch video excerpt
• Discuss
Conferencing in Action
Watch DVD – Inside Writing –
Donald Graves
• Dexter’s Conferences
• Sue Ann’s Fishbowl
• Video Reflection Sheets in packet
Classroom Management
when conferencing or taking
running records
• What are the other kids doing?
• Literacy Centers
• Aussie 360 degree view of classroom
set up and ‘hot spots’
Keeping track of it all!
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•
•
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Instructions
The two components of a good conference
Possible Questions to Ask Students
Writing Conferences with my class
Individual Assessment sheets
Sample Comments to write down
• Make up your own conference folder!
Reflection on learning
• List five adaptions you are going to
make to your classroom assessment
following this professional
development!
And finally,
• Questions
• Evaluations
• Professional Development Certificates
• Attendance / Sign in sheets
Thank you for participating in today’s workshop