1. Diagnostic & Corrective Reading

2.  Review of Formal/Informal Assessments  Interest Inventories  Attitude Surveys  Efficacy and Awareness Surveys  Observing Readers  Running Records & Miscue Analysis

3.  Running records  FCAT  Cloze/Maze  Inventory  DIBELS  Stanford Achievement Test  Attitude Survey  Woodcock Reading Mastery Test  Rubrics  Portfolios

4.  They indicate whether a student needs further screening.  They are designed for validity and reliability.  Assesses student achievement compared to norms (by age/grade) or criteria (standards/benchmarks).

5.  Diagnose reading problems  Check student reading level  Document reading behaviors (and analyze)  Identify interests and attitudes-motivation  Monitor growth  Track student thinking

6.  1. Get to know the reader Interest Inventories Attitude Surveys Interviews  2. Help the reader feel comfortable Small Talk Briefly explain what you will be doing Remain neutral  3. Instructions for the reader Let them know what you will be asking them about, the purpose If the student gets stuck, tell them to do what they would normally do if you were not there

7.  Determines the interests of child.  Determines literacy likes and dislikes of child. Appendix C.13Personal Interest Survey p. 427 or C.37 Informational Texts p. 465; Pages 5 & 6 of HO

8.  Determine if child’s attitude improves after a particular type of instruction  Determine child’s particular likes and dislikes of reading and writing Is reading or writing hard for them? Do they enjoy reading stories, but dislike informational books? Do they enjoy writing information material, but dislike writing stories? Appendix C.14 Primary: Reading (p.428-9) Writing (p. 430-31) Scoring Sheet (p. 432) Intermediate: Reading (p. 433) Writing (p.434)

9.  Students’ beliefs of efficacy as a reader and writer C.19 Reader p. 435-436; Writer p. 437-439

10.  See page 7&8 of Handout.  General interests  Reading interests and preferences  Attitude towards reading approaches  Fix-up strategies  Awareness of strategy use

11. Designed for early readers. Review C.2 p. 415 with an elbow partner- How would you determine whether the student understand the concept of print? Look at pp. 9-12 (HO).

12. Review pp. 466 (Appendix C.38) for expository text. Read through with elbow partner- discussing how you would determine whether a student exhibited that behavior. Could you do it all in one observation?

13.  5 Potential Problems that Miscue Analysis (with retelling) can alert us to pp. 52-57: 1. Developmental Lag 2. Overuse of Phonics 3. Underuse of Phonics 4. Problems with Comprehension 5. Self-Doubt as a Reader

14.  Look through handout p. 13. Discuss miscues with an elbow partner.  Which miscues count as an error?  Omission  Insertion  Substitution  Teacher Told

15. Get out handout p. 14. Take running record. Show my coding. Discuss M-S-V error; Miscue Analysis

16.  Look at pp. 15-16 in HO.  Discuss use.

17.  Read Chapter 4.  Participation Assignment- Complete page 18 of Handout Phonemic Awareness Anticipation Guide, bring to the next class