Balanced Assessment Facilitated by Kristen Giuliano Professional Development Specialist Monroe 2 BOCES August 11, 2010

What are you already doing? How do you currently assess your students in reading? How do you monitor their progress throughout the school year? How do you involve your students in the assessment process? Discuss at your tables and be ready to share with the group

Literacy Profile A way to keep track of data List student strengths and needs based on data Choose instructional focus based on the needs of the student Set a specific goal that you can assess in 3-4 weeks

Sample Literacy Profile Review and discuss the sample What assessments were used? What do you notice? How could you use literacy profiles in your classroom?

How do I choose an appropriate teaching emphasis? Look at the assessment (running record) What is stopping the student from progressing? Comprehension (Meaning) Accuracy (Visual) Fluency Refer to The Continuum of Literacy Learning (Fountas and Pinnell) for appropriate goals

The Continuum of Literacy Learning (A Guide to Teaching) For each grade level: Interactive Read-Aloud & Literature Discussion Shared & Performance Reading Writing About Reading Writing Oral, Visual, & Technological Communication Phonics, Spelling, & Word Study

The Continuum of Literacy Learning (A Guide to Teaching) For Guided Reading: Thinking Within the Text Getting the literal meaning by processing words and stated ideas. Thinking Beyond the Text Getting the implied meaning and synthesizing information. Thinking About the Text Responding to the author's craft, Level J and above. Behaviors & Understandings to Notice, Teach, & Support Literacy goals related to all guided reading levels Goal descriptions will inform lesson planning, grouping decisions, & selections of text. Identifies specific abilities related to the student’s use of oral & written language.

Instructional Implications Planning for Instruction Reading behaviors Comprehension Fluency What does the child know? Analyze the student’s errors & self-corrections. Determine what kinds of information the reader is using. Determine what kinds of information the reader is neglecting. What does the child need to know? The Continuum of Literacy Learning [A Guide To Teaching] How/Where am I going to teach it?

Sources of Information Did the child’s response: Make sense? (Meaning) Sound right? (Structure) Look right? (Visual) *Up to the point of error*

Let’s Try It! Analyze the student’s running reading record for MSV. Identify student’s reading strengths and needs on the literacy profile. 3. Begin to develop a plan for instruction using the Continuum for Literacy Learning as a resource. 4. Be ready to share.

What did you learn from the activity? "We do not learn from experience. We learn from reflecting on experience.” -John Dewey

How can I involve my students in the assessment process? During independent reading conferences During guided reading Listen to students read Take running reading records Ask them to reflect on their reading What do you do well as you read? What do you need to work on?

Watch video (Jake) What does Jake think he does really well? What does Jake think that he still needs to work on? How does Joan reinforce his strengths? How does Joan explicitly teach Jake about what he’ll be working on? What else did you notice?

Watch video (Kylie) What does Kylie think she does really well? What does Kylie think that she still needs to work on? How does Gail reinforce his strengths? How does Gail explicitly teach Kylie about what he’ll be working on? What else did you notice?

Turn and Talk Share your observations with a partner Create a poster that demonstrates: How the students were involved in goal setting and progress monitoring How the teacher led the student to choosing an appropriate goal Something else you liked about the process Any other observations

Gallery Walk Let’s take a look at what we’ve learned from the videos

Bringing it all together Questions? Complete the 3-2-1 sheet E-mail me: kgiulian@monroe2boces.org