Transcript Assessment in Reader`s Workshop
Assessment in Reader’s Workshop
S T U D E N T A C C O U N T A B I L I T Y A S S E S S M E N T
Student Accountability
R E S P O N D I N G T O L I T E R A T U R E I N T H E R E A D E R ’ S N O T E B O O K
I ask students to use task sheets when I just want them to do a quick task during Reading Workshop time. I want my students reading for the majority of the Workshop time and am careful not to always give them tasks that take up the entire time that should be spent reading self-selected texts from their book box.
http://www.scholastic.com/teachers/top_teaching/2009/11/readers-notebook
Other Ideas for Responding to Reading make suggestions to other readers talk about text reflect in writing question the text sketch ideas about texts write to the author book clubs inquiry projects book reviews reader’s theater blog about it 25% retell what happened 75% react to what happened book talks letter to teacher make a story board make a CLOZE activity make the book into a play re-read the book with cool voices practice reading like a teacher rewrite an ending
We need to remember that what we do AFTER reading is not more important than READING itself.
Assessment
A S S E S S I N G T H E N O T E B O O K P E R F O R M A N C E A S S E S S M E N T S D R A
Reader’s Notebook Rubric
Reader’s Name: __________________Date: ___________
Outstanding Satisfactory Unsatisfactory Student records all books read on his/her reading log.
Student’s reading log reflects an appropriate amount of books completed based on the student’s reading level.
Student accurately identifies the genre for each book recorded.
Student is reading a variety of genres.
Student sets reading goals that will help him/her become a better reader.
Student accurately records all handout titles on his/her Mini-Lesson Handout Table of Contents Student’s IDR tasks are thoughtfully written and reflect good comprehension of the text.
Student’s notebook is organized and in good condition.
http://www.scholastic.com/teachers/top_teaching/2009/11/readers-notebook
Performance Assessment Kindergarten – Dana Reasner First Grade – Tammy Swanson Second Grade – Pam Matthews Third Grade – Deanna Lawrence Fourth Grade – Stacy Gildner Teacher’s College Performance Assessment http://readingandwritingproject.com/resources/assessments/performance-assessments.html
Link to New York Performance Assessment http://schools.nyc.gov/Academics/CommonCoreLibrary/TasksUnitsStudentWork/default.htm
DRA 2012-13 to be used by K-1 Overview Look through kits Discussion
Pros and Cons of Leveling Books for DRA
Pros
Provides support for teachers’ decision Provides support for readers making appropriate selections Encourages teachers to attend to the supports and challenges in texts Provides novice teachers with a place to start
Cons
Problems with criteria used in leveling text Readers see themselves as a level rather than a reader Overemphasis on decoding in leveling Limits access to reading material Takes ownership and responsibility away from readers
Some Final Considerations Grading = Placing Numeric Value on Products and Processes It is all Subjective.
Grade portfolios of work, not single pieces where possible.
Involve Students!
Every minute spent assessing may be better spent teaching if we don’t
USE