1. Learning and Support Teacher Induction May 2012
The LAST will through the school’s learning and support team, provide direct and timely assistance to students in regular classes with additional learning and support needs and their teachers.

2. Session One Classroom assessment – identifying needs
Matching students to text – running records
Johnson Sight Words
Dagmar Neal Educheck
SPAT

3. Fairness Fairness does not mean that everyone gets the same, it means
that everyone gets what they need
Richard Lavoie

4. ASSESSMENT FOR LEARNING4

5. Assessment is:
Process of collecting, analysing and recording information about student progress towards achievement of syllabus outcomes.
Central purpose of assessment is to provide information on students achievement and progress and SET the direction FOR ONGOING TEACHING and LEARNING

6. Teaching and Learning cycle Outcomes achieved Outcomes to be achieved
Reporting
Where are my
students’ now?
Where are my
students’ going?
Accessing and recording
Planning and programming
Ongoing
evaluation
How do I know
when my students’ get there?
How will my students’ get there
Classroom
practice
Teaching and learning
experiences
Work samples

7. Types of Assessment
Criterion referenced - State / National - NAPLAN criterion referenced - what students can demonstrate based on syllabus outcomes
Standardised (norm referenced) – determines average or typical performance of different age groups, often used as eligibility criteria – NEALE, Waddington , SA Spelling, SPAT, CBMs
Diagnostic – identifies specific needs of students - EDUCHECK, Johnson Sight Words, CELF screener
Curriculum Based Assessment (CBA) – tasks and assessments developed in relation to the outcomes of the lessson/s.

8. Assessing: Where are the students now?
For students with high support needs in literacy, as for all students, the first step is to find out what they can do.
Students who have been identified through Naplan testing and/or curriculum based assessment and teacher observation as needing additional support, can be assessed using specific level assessment tasks (Focused Individual Assessment) 8

9. Scientific Based Research Supports Better Literacy Outcomes
Scientific based research has identified the following areas that we need to address in the reading process to achieve successful outcomes
Early language and literacy experiences
Phonemic Awareness
Phonics, (word study, and spelling)
Vocabulary and Language enrichment
Fluency
Reading Comprehension
All Components require direct, explicit and
systematic delivery.
National Reading Inquiry 2005

10. Assessment in Literacy
What do you use? What information do they provide? What do you find the most useful?
Specific level assessment tasks
Reading records: fluency, accuracy, comprehension
Sutherland Phonemic Awareness Test (SPAT)
Educheck
Sight words

12. From Assessment to Programming http://www. schools. nsw. edu
From Assessment to Programming support/programs/disabilitypgrms/assessprog.pdf

13. The purpose of specific level assessment tasks is to determine a student’s strengths and weaknesses.
Needs could include any of the following:
Ability to work out words on the page.
Sufficient fluency: reading rate of 100 wds per min with fewer than 3 errors for Yr 5 and more than 80 wds per min with less than 3 errors for Yr 3(Neal 1990)
Understanding conventions of print e.g. print direction , punctuation.
Ability to monitor own reading; to self correct when meaning is lost ( integrating 4 sources of information).
Automatic recognition of high frequency words: reading rate of at least 30 words per min with fewer than 3 errors is a guide for Yrs 3-4 and at least 45 per min with 3 errors for Yrs 5-6 (Neal 1990).
Phonic skills to sound out unfamiliar words that are regular and phonemic awareness skills to be able to both segment a word into all its sounds and to blend sounds to make a word.
Knowledge of vocabulary (what a word says and means)
Ability to spell
Ability to communicate effectively when writing a range of text types.

15. Reading records
Provide an accurate description of oral reading behaviour.
Accuracy: errorless reading
Fluency : level of phrasing, accuracy and rate (1 min read)
Comprehension : undisputed purpose of reading

16. Questions to guide your observation of students’ reading
Is the student reading for meaning?
What strategies does the student use to self monitor?
Does the student use the sources of information to anticipate words and phrases?
If an error is made, does the student check one source against another eg meaning with visual?
Does the student predominantly rely on one source of information

17. Taking a reading record
Orientate all texts prior to taking reading record
Tell the student the title, ask the student to reread the title. The title is not included in the scoring
Introduce names ( Proper nouns are only counted as errors the first time)
Student reads for 1 minute timing. If meets criteria then student continues reading text without being timed.
When a student comes to an unfamiliar word, wait for a response. If the response is incorrect, tell the student the word. (T=told)
Use ticks for each correct response and record all attempts and errors in full

18. Repetitions are not counted as errors
Calculate the number of errors, fluency, accuracy and the self correction rate.
Repetitions are not counted as errors
Uncorrected errors, omissions and insertions are
counted as errors
Non standard pronunciations and breaking words
into parts are not counted as errors
Errors that are self-corrected (without any
prompting) is counted as a self correction and
not an error
Assess comprehension if text is at instructional level.
Before asking questions allow the student time to reread the text silently ???

19. Reading record conventions
march (sc)
Self- Correction match
march
Substitution ma∕tch __
____
Omission match
when
Insertion He decided ^ to strike the match.
___ T
Told match A
Appeal match
Repetition He decided to

20. Calculations RW= Running words E = Errors SC = Self Corrections
Accuracy: RW – E x 100= __% eg – 16 x 100 = 92% RW
Self Correction Rate: E+SC eg = Ratio 1:4 SC

21. Analysing Reading Records
What cue does student use?
Meaning – trying to make sense of what is being read (M)
Structure – knowledge of language patterns being used (S)
Visual Cues (V)
Phonological - Do the letters match the words on the page
Graphological – Do the words I say match the words on the page

22. ANALYSIS Graphological and Phonological ( Visual ) Cues-
what the words and letters look like. Does the
substitution look like the word in the text?
here’s cues used
Text: I like to see horses at the farm. M S V
Grammatical (structure) cues – the structure of the text
to point of error. Does it sound right
fly
Text: I like to see horses at the farm. M S V
Semantic (Meaning )cues - meaning or general context
of story is reflected in the error
ponies
houses

25. Educheck wet if up at on p/u/g w/i/t x f/i/z leg b /u/b road
fez x lagx z/i/p x bud x yen x rod
wax jut
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