Writing effectiveness is determined by how well the writer mantains purpose, organizes the information, provides details, and uses voice and tone.
Holistic Scoring Rubrics
These types of rubrics are often used when scoring a large number of writing samples with the goal of determining where the writing falls within the identified numerical score. These rating are often done on a 4 or 6 point scale, such as the ISTEP. There are a wide sampling of rubrics to be found on the Internet, and also sites available where you can create your own rubric.
Analytic Scoring Rubrics
These types of rubrics supply more information about a child's progress, and are therefore used more often by schools or districts. These are most often designed around the six-trait model for writing that include the areas of: ideas and content, organization, voice, word choice, sentence fluency, and conventions. You can find more information about each trait at http://www.nwrel.org/assessment/pdfRubrics/6plus1traits.PDF
Student Portfolios
This is an informal, but popular way of keeping records of student writing. This authentic form of assessment allows students to take an active role in their growth as writers. These portfolios hold a collection of student's work over time. These pieces should also be a combination of student chosen and teacher chosen work. For student chosen selections the student should also provide some insight as to why they chose this piece for their portfolio as well as some strengths and goals for future writings.
Instructional Approaches for Writing Development
Shared writing demonstrations are beneficial if the teacher shows an enthusiasm and passion for the subject. It also works best if the pace is quick and lively. Shared writings can be used to practice a new genre of writing as well as managing new forms of writing or trying out new writing styles. These shared writing demonstrations can also be used to turn some of your classroom mini-lesson topics into crafted, finished writing pieces.
Sunday, April 26, 2009
Literary Response
As children begin to read more independently,it is important to begin having more in depth discussions about the books they are reading. The ability to respond to a text shows the true depth of comprehension and use of reading skills and strategies.
Student Conferences
This is a very informal and easy way for a teacher to give students the opportunity to discuss a text. In a student conference the teacher can gather valuable information such as connections the student has made during the reading, questions that the reading has raised, personal responses to the reading, and so on. A simple rubric can be created to evaluate a student's responses during the conference.
Reading Response Journal
This is another informal/classroom based approach to assess student responses to reading. There is also a lot of leeway in this type of assessment. It can be something simple like having the students keep a written journal where they write questions, responses, thoughts, connections, etc. as they are reading. It can also be a weekly letter that the students write to the teacher where they discuss the book. These responses can also be teacher-led or student-led. This is a great monitoring tool for students, teachers, and parents to look back on throughout the year.
Instructional Approaches for Teaching Literary Response
Scaffolding is important for strengthening reader response. As children progress from grade to grade we expect them to respond to literature in a more careful and concise manner. Through scaffolding we can help students to build up to to that expectation. For example, early reading responses might simply be drawing a picture of an important event from the book, the students may begin doing book talks and keeping book logs. Finally by the time they reach fifth grade they should be able to keep note in a Reader's Notebook or become part of a 'book club" with other students.
Student Conferences
This is a very informal and easy way for a teacher to give students the opportunity to discuss a text. In a student conference the teacher can gather valuable information such as connections the student has made during the reading, questions that the reading has raised, personal responses to the reading, and so on. A simple rubric can be created to evaluate a student's responses during the conference.
Reading Response Journal
This is another informal/classroom based approach to assess student responses to reading. There is also a lot of leeway in this type of assessment. It can be something simple like having the students keep a written journal where they write questions, responses, thoughts, connections, etc. as they are reading. It can also be a weekly letter that the students write to the teacher where they discuss the book. These responses can also be teacher-led or student-led. This is a great monitoring tool for students, teachers, and parents to look back on throughout the year.
Instructional Approaches for Teaching Literary Response
Scaffolding is important for strengthening reader response. As children progress from grade to grade we expect them to respond to literature in a more careful and concise manner. Through scaffolding we can help students to build up to to that expectation. For example, early reading responses might simply be drawing a picture of an important event from the book, the students may begin doing book talks and keeping book logs. Finally by the time they reach fifth grade they should be able to keep note in a Reader's Notebook or become part of a 'book club" with other students.
Comprehension
When we think of reading, comprehension is usually the first thing that comes to mind. There are a lot of different types of assessments available to help you determine how well a child is comprehending their reading. Here are a few examples.
Quick Text Level Check-In
This is an informal type of assessment that can easily be used in the classroom as a useful way to monitor a child's comprehension of a particular text he or she is reading. The teacher can ask the child to silently read a portion of a text, and when the child is done the teacher asks he or she to tell about the part they just read. The teacher writes down the gist of what the child says and then judges the quality of the student's retelling as "limited", "some", "acceptable" or "strong". This assessment does not cover all areas of comprehension, so it is important to supplement with other types of assessments.
Retelling and Summary
These are oldies but goodies when it comes to comprehension assessment. I like them so well because they can be done on a minute's notice with little or no pre-planning. Retelling can really be tough for students. It is hard for them to not include every little piece of information from a story, but rather just focus on the key elements. However, this is a crucial part of becoming a fluent and successful reader, so the more you practice retellings and summaries in the classroom the better.
Instructional Approaches to Teaching Comprehension
QAR (Question Answer Relationships) is one tool that can be useful for teaching comprehension in the classroom. QAR is a method that students can use to categorize relationships between questions and where they can find the answers. Using QAR can help teachers monitor student's thinking and questioning as well as help the student consider the type of thinking they need to use for various questions.
K-W/E-L charts are an adaption of the often used K-W-L charts. In this chart the teacher has students generate what they already know about a topic along with what they want and expect to learn from the reading based on a teacher-led preview of the text. This is a great way to build background knowledge which is so important in reading. Finally, the children fill in what they have learned after reading the text.
Quick Text Level Check-In
This is an informal type of assessment that can easily be used in the classroom as a useful way to monitor a child's comprehension of a particular text he or she is reading. The teacher can ask the child to silently read a portion of a text, and when the child is done the teacher asks he or she to tell about the part they just read. The teacher writes down the gist of what the child says and then judges the quality of the student's retelling as "limited", "some", "acceptable" or "strong". This assessment does not cover all areas of comprehension, so it is important to supplement with other types of assessments.
Retelling and Summary
These are oldies but goodies when it comes to comprehension assessment. I like them so well because they can be done on a minute's notice with little or no pre-planning. Retelling can really be tough for students. It is hard for them to not include every little piece of information from a story, but rather just focus on the key elements. However, this is a crucial part of becoming a fluent and successful reader, so the more you practice retellings and summaries in the classroom the better.
Instructional Approaches to Teaching Comprehension
QAR (Question Answer Relationships) is one tool that can be useful for teaching comprehension in the classroom. QAR is a method that students can use to categorize relationships between questions and where they can find the answers. Using QAR can help teachers monitor student's thinking and questioning as well as help the student consider the type of thinking they need to use for various questions.
K-W/E-L charts are an adaption of the often used K-W-L charts. In this chart the teacher has students generate what they already know about a topic along with what they want and expect to learn from the reading based on a teacher-led preview of the text. This is a great way to build background knowledge which is so important in reading. Finally, the children fill in what they have learned after reading the text.
Wednesday, April 22, 2009
Vocabulary Development
Although children begin school with years of listening and speaking experience, the quality of that experience differs greatly. By using a few different assessments, the teacher can determine a student's strengths and needs in the area of vocabulary.
CREVT
The Comprehensive Receptive and Expressive Vocabulary Test is a formal assessment that can determine if a child needs more specialized instruction in the area of vocabulary development or word retrieval. This test is individually administered and has student's point to and use language to describe a picture or a written prompt. This assessment is useful in monitoring yearly progress.
Quick Oral Check-Ins
This is a more informal type of assessment that a teacher can use to monitor children's vocabulary growth. To use this assessment you would use a word that the child has been studying in a sentence or maybe to ask the child a question. For example, the child had been studying the word "contrast" the teacher may ask, "How would you compare and contrast summer and winter?" This will help the teacher to determine if the child has an understanding of the word and can use it in context.
Instructional Approaches for Teaching Vocabulary Development
Expose children to rich language every day. Start by filling your classroom library with a variety of books. If you as a teacher demonstrate an interest in learning new words, your students likely will as well. Sometimes, especially for older students, it is not always easy to unlock the meaning of a word simply by using context. Therefore, when you come across a new word pause and identify the meaning as you are reading aloud. Students also need repeated practice saying new words so that they not only feel comfortable with the meaning, but with using the word in language and writing. Personal dictionaries can be very useful for students as they are learning new words.
CREVT
The Comprehensive Receptive and Expressive Vocabulary Test is a formal assessment that can determine if a child needs more specialized instruction in the area of vocabulary development or word retrieval. This test is individually administered and has student's point to and use language to describe a picture or a written prompt. This assessment is useful in monitoring yearly progress.
Quick Oral Check-Ins
This is a more informal type of assessment that a teacher can use to monitor children's vocabulary growth. To use this assessment you would use a word that the child has been studying in a sentence or maybe to ask the child a question. For example, the child had been studying the word "contrast" the teacher may ask, "How would you compare and contrast summer and winter?" This will help the teacher to determine if the child has an understanding of the word and can use it in context.
Instructional Approaches for Teaching Vocabulary Development
Expose children to rich language every day. Start by filling your classroom library with a variety of books. If you as a teacher demonstrate an interest in learning new words, your students likely will as well. Sometimes, especially for older students, it is not always easy to unlock the meaning of a word simply by using context. Therefore, when you come across a new word pause and identify the meaning as you are reading aloud. Students also need repeated practice saying new words so that they not only feel comfortable with the meaning, but with using the word in language and writing. Personal dictionaries can be very useful for students as they are learning new words.
Fluency
Reading fluency strongly contributes to a child's overall reading success. Fluency is often thought of as a person's speed during reading, however there are several components to fluency including: automaticity, phrasing and expression, and rate.
DIBELS Oral Reading Fluency Subtest
This test is useful at any age level to indicate whether a child is at low, moderate, or high risk in reading fluency. The test consists of a student reading aloud a passage for one minute while the teacher records the number of words read accurately. The teacher can compare the student's performance to a target score. This test can be downloaded free of charge at http://www.dibels.uoregon.edu
Running Records and Benchmarks Books
These are both informal assessments that the teacher can easily use in the classroom to assess fluency. A running record involves recording and analyzing a child's reading behaviors and strategies during oral reading. The teacher does not correct the child, however if the child struggles with a word for more than four seconds the teacher can tell the child what the word is. Benchmark books are a variety of books at varying difficulty levels that the teacher has the student read to determine their current reading level. As the child's accuracy improves, the texts become more difficult.
Instructional Approaches for Building Fluency
The best way to improve a child's fluency is to give them ample amount of time to read! It sounds simple, but it's true. However, much of this time spent reading needs to be done in small-teacher led groups where active learning and teaching can take place. Teachers also need to provide explicit teaching in oral reading fluency. Research has shown that teacher-guided oral reading is directly linked with increased fluency in children (National Reading Panel, 2000).
DIBELS Oral Reading Fluency Subtest
This test is useful at any age level to indicate whether a child is at low, moderate, or high risk in reading fluency. The test consists of a student reading aloud a passage for one minute while the teacher records the number of words read accurately. The teacher can compare the student's performance to a target score. This test can be downloaded free of charge at http://www.dibels.uoregon.edu
Running Records and Benchmarks Books
These are both informal assessments that the teacher can easily use in the classroom to assess fluency. A running record involves recording and analyzing a child's reading behaviors and strategies during oral reading. The teacher does not correct the child, however if the child struggles with a word for more than four seconds the teacher can tell the child what the word is. Benchmark books are a variety of books at varying difficulty levels that the teacher has the student read to determine their current reading level. As the child's accuracy improves, the texts become more difficult.
Instructional Approaches for Building Fluency
The best way to improve a child's fluency is to give them ample amount of time to read! It sounds simple, but it's true. However, much of this time spent reading needs to be done in small-teacher led groups where active learning and teaching can take place. Teachers also need to provide explicit teaching in oral reading fluency. Research has shown that teacher-guided oral reading is directly linked with increased fluency in children (National Reading Panel, 2000).
Phonics and Word Attack Skills
The phrase "word attack" can be used interchangeably with the word "decoding" to describe the process of figuring out how to pronounce a word. The term "phonics" refers to the sound-symbol correspondences and patterns found in words.
DIBELS Nonsense-Word Fluency Subtest
This is a test that includes only non-words and takes one minute to administer. The scores from this test let the teacher know whether the student demonstrates low risk, moderate risk, or high risk. It can also determine if a student is above average in the skill. Because some students struggle with nonsense words it is recommended that you follow up with a supplemental test.
Names Test
This is an example of a test that can supplement the Nonsense-Words Fluency Test. This test gives valuable information about a child's decoding skills in a unique format. This test is very simple to administer. You simply give the child a list of names and have them read the list. If they are not sure about the pronunciation they should make their best guess. To obtain a copy of the Names test you can go to www.reading.org and search for articles that contain this assessment tool.
Checklists and Anecdotal Notes
Checklists are a valuable, informal type of assessment that a teacher can easily use in the classroom. In order for the checklist to be most beneficial, keep it simple and geared to the child's stage of development. Anecdotal notes are also useful and easy to use. Any time you observe the child taking part in reading orally you can jot down notes on a Post-It or in a journal. Know in advance exactly what you are looking for so that you can investigate as to whether or not the student is applying the skill.
DIBELS Nonsense-Word Fluency Subtest
This is a test that includes only non-words and takes one minute to administer. The scores from this test let the teacher know whether the student demonstrates low risk, moderate risk, or high risk. It can also determine if a student is above average in the skill. Because some students struggle with nonsense words it is recommended that you follow up with a supplemental test.
Names Test
This is an example of a test that can supplement the Nonsense-Words Fluency Test. This test gives valuable information about a child's decoding skills in a unique format. This test is very simple to administer. You simply give the child a list of names and have them read the list. If they are not sure about the pronunciation they should make their best guess. To obtain a copy of the Names test you can go to www.reading.org and search for articles that contain this assessment tool.
Checklists and Anecdotal Notes
Checklists are a valuable, informal type of assessment that a teacher can easily use in the classroom. In order for the checklist to be most beneficial, keep it simple and geared to the child's stage of development. Anecdotal notes are also useful and easy to use. Any time you observe the child taking part in reading orally you can jot down notes on a Post-It or in a journal. Know in advance exactly what you are looking for so that you can investigate as to whether or not the student is applying the skill.
Tuesday, April 21, 2009
Concepts About Print
Students come to school with varying knowledge about literature and text features. Some students have had extensive exposure to a variety of texts while other students have had little. By assessing students' knowledge of text features and literacy the teacher can determine what students can already do well, what they need extra support in, and what they may be completely unfamiliar with.
DIBELS
This series of tests known as the Dynamic Indicators of Basic Early Literacy is designed to help identify and monitor a child's growing literacy skills. It is comprised of five subtests: initial sounds fluency, nonsense words fluency, letter naming fluency, phoneme segmentation fluency, and oral reading fluency. The subtests are administered at different points in the child's literacy development. You can find more information about DIBELS at www.dibels.uoregon.edu
Observation Survey of Early Literacy Achievement
This standardized assessement tool can be used to determine the range of skills and concepts that a child has acquired from early reading and writing experiences. This contains six subtests: letter identification, concepts about print, hearing and recording sounds in words, word reading, writing vocabulary, and text reading. This assessment tool is especially useful as it can be used from grade Kindergarten on to monitor student growth. It is also useful for fifth grade because the teacher can pick and choose which subtests to give based on student need.
Text Features Checklist
Teachers can also create an informal, simple checklist to use in the classroom to assess students' ability to utilize and identify text features. To create a checklist look around your classroom and identify what types of text features are important to student learning. Then create your checklist based on that information. As students master a particular area you can check it off.
Classroom Practices to Support Print Concepts
Post the daily schedule around the classroom for students to see and use. Use charts and lists in your daily teaching, and when you come across charts, diagrams, or lists in a text make sure you discuss them. Fill your classroom library with a variety of print materials. Organize books in a way that students can easily find books of different genres and text types.
DIBELS
This series of tests known as the Dynamic Indicators of Basic Early Literacy is designed to help identify and monitor a child's growing literacy skills. It is comprised of five subtests: initial sounds fluency, nonsense words fluency, letter naming fluency, phoneme segmentation fluency, and oral reading fluency. The subtests are administered at different points in the child's literacy development. You can find more information about DIBELS at www.dibels.uoregon.edu
Observation Survey of Early Literacy Achievement
This standardized assessement tool can be used to determine the range of skills and concepts that a child has acquired from early reading and writing experiences. This contains six subtests: letter identification, concepts about print, hearing and recording sounds in words, word reading, writing vocabulary, and text reading. This assessment tool is especially useful as it can be used from grade Kindergarten on to monitor student growth. It is also useful for fifth grade because the teacher can pick and choose which subtests to give based on student need.
Text Features Checklist
Teachers can also create an informal, simple checklist to use in the classroom to assess students' ability to utilize and identify text features. To create a checklist look around your classroom and identify what types of text features are important to student learning. Then create your checklist based on that information. As students master a particular area you can check it off.
Classroom Practices to Support Print Concepts
Post the daily schedule around the classroom for students to see and use. Use charts and lists in your daily teaching, and when you come across charts, diagrams, or lists in a text make sure you discuss them. Fill your classroom library with a variety of print materials. Organize books in a way that students can easily find books of different genres and text types.
Monday, April 20, 2009
Oral Language Development and Phonemic Awareness
Phonemic awareness is the ability to hear and manipulate individual sounds within a word. It has been suggested that a child's phonemic awareness by the end of first grade is a good predictor of their early reading success. Here are a few assessments to help identify the level of phonemic awareness in fifth graders.
Phoneme Segmentation Fluency Test (subtest of DIBELS)
This test measures how many individual sounds in a dictated word a child can segment correctly in 1 minute. Each accurate sound is given credit, and the teacher can then compare the results to students of the same age. Analysis of the results of this test can help you identify areas of instruction for whole class, small group, and individuals. This is also a useful assessment to use for progress monitoring or for screening a student.
Informal Observations and Records
Systematic record keeping and observations are one of the most important tools teachers can use to track student progress. There are many different types of checklists available to help you keep track of your data, or you can create your own based on specific standards and expectations in your classroom. One useful rating scale is the TROLL rating scale which can be accessed here: http://www.ciera.org/library/reports/inquiry-3/3-016/3-016.html
Instructional Approaches to Teaching Oral Language Development and Phonemic Awareness
Immersion and demonstration are two of the most important things a teacher can do to promote language development. Teachers should model reading for students daily as well as give students ample opportunity to practice reading in the classroom. For older students the practice of stretching out words is also helpful. Then they can hear the sounds that chunks or parts of a word make.
Phoneme Segmentation Fluency Test (subtest of DIBELS)
This test measures how many individual sounds in a dictated word a child can segment correctly in 1 minute. Each accurate sound is given credit, and the teacher can then compare the results to students of the same age. Analysis of the results of this test can help you identify areas of instruction for whole class, small group, and individuals. This is also a useful assessment to use for progress monitoring or for screening a student.
Informal Observations and Records
Systematic record keeping and observations are one of the most important tools teachers can use to track student progress. There are many different types of checklists available to help you keep track of your data, or you can create your own based on specific standards and expectations in your classroom. One useful rating scale is the TROLL rating scale which can be accessed here: http://www.ciera.org/library/reports/inquiry-3/3-016/3-016.html
Instructional Approaches to Teaching Oral Language Development and Phonemic Awareness
Immersion and demonstration are two of the most important things a teacher can do to promote language development. Teachers should model reading for students daily as well as give students ample opportunity to practice reading in the classroom. For older students the practice of stretching out words is also helpful. Then they can hear the sounds that chunks or parts of a word make.
What Fifth Graders Should Know
By the time a student enters fifth grade, their literacy development has come a long way since their early Kindergarten days. Students at this age should be reading more fluently, and should be able to read more challenging texts in a variety of genres. Students should also be able to identify and use a variety of reading strategies and skills to help with with comprehension and vocabulary. Students should also be able to have meaningful conversations about literature and be able to respond to literature both orally and in writing.
This blog will outline a variety of different assessment strategies appropriate for fifth graders, as well as some instructional strategies that can be used in the classroom to help further students' understanding of reading and writing. This list of assessments should not be viewed as a complete list, but rather a starting point. There are a variety of both formal and informal assessments out there, all with their own personal benefits and drawbacks. My hope is that this blog will at least help you find a starting point for assessing reading and writing.
This blog will outline a variety of different assessment strategies appropriate for fifth graders, as well as some instructional strategies that can be used in the classroom to help further students' understanding of reading and writing. This list of assessments should not be viewed as a complete list, but rather a starting point. There are a variety of both formal and informal assessments out there, all with their own personal benefits and drawbacks. My hope is that this blog will at least help you find a starting point for assessing reading and writing.
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