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

2. 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

3. 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

4. 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?

5. 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

6. 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

7. 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.

8. 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?

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

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

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

12. 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?

13. 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?

14. 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?

15. 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

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

17. Bringing it all together
Questions?
Complete the sheet
me: