Transcript Introduction to Guided Reading

Assessment
in
Guided Reading
Reading Records &
Comprehension Assessment
Welcome!
• Let’s take this opportunity
to work together to better understand Oral Reading
Assessment
-- an important part of Balanced Literacy instruction in
NLSD#113 !
NLSD#113 Guided Reading P.D. Module 3
Assessment in Guided Reading
Reading Records & Comprehension Assessment
AGENDA
1. Welcome & Introductions
2. Brief Overview of Guided Reading
3. Using Reading (Running) Records
Brief intro – samples of NLSD RR forms
Video
Quiz (Just for fun!)
4. Break
5. Working through page 1 of a Reading Record
6. Doing some practice of your own
7. What Does it all Mean??? – Reading Comprehension
Using the information from page 1
Overview of page 2 of a Reading Record
General discussion of Comprehension Assessment
8. Wrap-up
Overview of Guided Reading
What we know about teaching reading (Rog):
• Grouping must be flexible and constantly change to suit
the learning needs of our students.
• Texts used for teaching should offer just the right
balance of support and challenge for each student.
• The more kids read, the better readers they become.
• There is no single method of teaching that works for
every child.
• Children have different needs, strengths, & interests.
• A guided reading program is one way to meet the
varied needs of all our students.
Guided reading is:
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A teaching approach designed to help
individual students learn how to process a
variety of increasingly challenging texts with
understanding and fluency (Fountas &
Pinnell, 2001)
Working with groups of 4-6 students able to
read similar levels of text with support
Using text carefully matched to needs:
- Too easy = independent (nothing to learn)
- Too hard = frustration (get discouraged)
- Their level = instructional (success and
learning can take place)
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Each child doing an initial reading BY
THEMSELVES, with the teacher/tutor
available to monitor progress and provide
support
Building reading strategies and
independence
Included as instructional approach in ELA
curriculum
Different from traditional reading instruction
in many ways
Ultimate Goal
• To develop independent readers who question,
consider alternatives, and make informed
choices as they seek meaning. Margaret Mooney
(To develop
strategic,
independent
readers.)
Reaching this goal requires regular
Assessment
Two key assessment tools:
• Reading (Running) Record
(the dreaded!! – but really no need to fear!)
• Comprehension Assessment
NLSD Reading Record sample form
Side 1 (Fiction Text)
Side 1 (Non-Fiction)
NLSD Reading Record sample form
Side 2 (Fiction Text)
Side 2 (Non-Fiction)
Reading (Running) Records
“The single most effective tool for assessing reading is
the oral reading record.” (Rog)
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Brief, in-class individual assessment
Separate from rest of group
Capturing the process as it happens
Enables the teacher/tutor to see:
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Strategies, use of cueing systems
Errors and self-correcting behavior
Reading process in action
Application of skills
Fluency
Strengths and needs
Video
• Running Records (Ginn Publishing 22 min)
• Not to alarm you, but there’s a quiz at the
end!
• However, there may be prizes!
Comments/Questions about the Video?
Conventions Quiz time!
• What do these symbols mean???
• Good Luck!!!
Accurate Reading

house
Substitution
home
house
Insertion
a
-
Omission
house
Error
here h-home
house
Sounding out
h-ho-home

Self-Correction
where when
were
SC
Self-Correction
Here is the home R
Here is the house
SC
Break time
Come back in _______ minutes.
Have your calculator ready!
Let’s take a look at a
Completed Reading Record
Text is...
• Very familiar ?
• Moderately familiar ?
• Unfamiliar ?
• A Reading Record is generally taken using
text that is “Moderately Familiar”
(i.e. read in Guided Reading group)
Error Rate
• Simplified ratio
(divide total # of words by # of errors)
• One error in every ___ words read
Accuracy
Level
Independent/
Easy
Instructional
Frustration/
Hard
Marie
Clay
Richard
Allington
- Lori Rog
- Linda
Nosbush
95100%
98100%
90-94% 93-97%
Below
90%
Below
93%
• Easy = Independent
– Can read every word easily
– Understands completely
• Instructional = Needs Guidance
– Reads most words easily
– General understanding
• Hard = Frustration
– Struggles with many words
– Difficulty understanding
Accuracy
• percentage
• divide the # correct by # of words x 100
• for example: word count minus errors = number correct
>> 138 words – 8 errors = 130 correct words
>> 130 divided by 138 = .942 x 100 = 94.2%
>> 94.2% => instructional level...
Self-Correction
• Simplified ratio: # errors + # SC = total
miscues
• total miscues divided by # self-corrections = SC
rate
• One SC in ___ errors
• Any SC is a good sign!
MSV
• Meaning cues (semantic)
“M”
– Does it make sense?
• Structural cues (syntax/grammar) “S”
– Is that how we talk?
• Visual cues (graphophonic) “V”
– Does what they say match what they see?
The rest of page 1
of the Reading Record
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Reading strategies observed
Fluency
Concepts of print/Text features
Strengths/Needs/Recommendations
Practice time
• In partners - take turns reading and
taking a running record.
• Challenge your partner with a variety
of things to record:
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Accurate reading
Substitutions
Insertions
Omissions
Sounding out
Repetitions
Errors
Self-corrections
Reading Comprehension
• Reading is comprehension
• Reading without comprehending is simply
word calling.
• Effective comprehenders are fluent
readers who make sense of the text and
use the information it contains
• Reading assessment must include
comprehension assessment
Reading Assessment “side 2”
NLSD Reading Record sample form
Side 2 (Fiction Text)
Side 2 (Non-Fiction)
Part A – Levels 1-8
Fiction
All Levels
pts. 1-3 only
Non-Fiction
U P
All Levels
1. Characters
1. Key Ideas
Names the main character = 1
Names other characters = 1
Identifies main idea or topic = 1
States most key points = 1
2. Action: Recalls major events
2. Sequence: States key
Complete = 2 or Partial = 1
ideas in order of presentation.
Correct = 2 or Partial = 1
3. Sequence of events in order
3. Vocabulary: Uses key
Correct = 2 or Partial = 1
vocabulary appropriately = 2
Or Partially = 1
TOTAL
TOTAL
U P
Part A con’t. Levels 9 & up pts. # 1-6
Fiction
Levels 9 & up
Non-fiction
U P
Levels 9 & up
4. Setting
4. Details
Gives place = 1
Gives time or other detail = 1
States details to explain all key
ideas = 2 points
Some key ideas = 1 point
5. Problem
5. Interprets text
Features.
Identifies main problem
Complete= 2, partial = 1
Correct = 2 or Partial = 1
6. Outcome
6. Overall: retell in own
Gives problem solution= 1
Gives story ending = 1
words. Complete = 2,
TOTAL
TOTAL
Partially = 1
U P
Assessing Comprehension Using
Retelling and Summarizing
The “other side” of the Running Record!
• PART A: Retelling/summarizing
• PART B: Questions
to check for
Understanding
– Comprehension at 3 levels:
• Literal
• Inferential
• Critical
Part B: Levels 9 & up
Questions to check for understanding
• Literal: Direct recall (who, what, when,
where, how...)
• Inferential: In your head – what is implied
(why? what if...?)
• Critical: Personal connections (to self, to
other texts, to world... opinions backed up
by evidence in the text)
Teach Retelling !!!
Students need to be taught how to retell
before they should be expected to retell for
assessment
• Practise sequential thinking, use of “order”
words (first, next, then, last...)
beginning
• Organizers for Retelling:
– shape-go map
– story map, info web
– group retelling game
middle
end
The Purpose....
To Guide Instruction !
• The data from the reading assessment
should be used to help the teacher to decide
what strategies should be taught
• A balanced approach (read-alouds, shared
reading, and guided reading...)
Metacognition
Provide strategy instruction in:
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monitoring comprehension (using “fix-up” strategies)
using text structures
visually representing text (graphic & semantic organizers)
retelling, summarizing, synthesizing, inferring
generating questions
answering questions
using prior knowledge/ predicting
using mental imagery (visualizing)
>>>>> ELA Curriculum Guide > Reading Objectives!
Northern Lights School Division#113 has adopted Saskatchewan Rivers
SD#119 Leveling System
Grade
Level
NLSD#113
(approximate)
1
1, 2, 3, 4, 5,
6, 7, 8, 9, 10
Leveled Book List
June 2007
2
11, 12, 13,
14, 15, 16
3
17, 19, 21
4
22
5
23
6
24
7
25
8
26
Essentials to note
• A strong introduction is a huge way to support the
reader.
• The purpose of reading is to make meaning – if they
can put the sounds together but can’t tell you what it
means, the purpose has been lost.
• Relate material to students’ lives and find ways to build
on prior knowledge/background/experiences. Help
them make meaningful connections.
• Want to make it fun/enjoyable – Foster a love of
books/reading/literacy in the students.
• Fluency is crucial – they may be reading 100%
accurately, but if they read word by word, they may be
losing the meaning.
Next Steps...
• goals? plans? timelines?...
• As a Professional Learning
Community what’s our plan to
continue to understand how to use
reading assessment data...???
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The End
Good Bye & Good Luck!
Sources
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Literacy Centers for the Primary Classroom, Caroline Jackson
Blakemore and Barbara Weston Ramirez, 1999
Reading Recovery: A Guidebook for Teachers in Training, Marie M.
Clay, 1993
An Observation Survey of Early Literacy Achievement, Marie M. Clay,
1993
Guided Reading: Good First Teaching for All Children, Irene C.
Fountas and Gay Su Pinnell, 1996
Guiding Readers and Writers: Grades 3-6, Irene C. Fountas and Gay
Su Pinnell, 2001
Guided Literacy: Emergent-Early, Celebration Press, 1997
Guided Reading: A Practical Approach for Teachers, The Wright
Group, 1995
Guided Reading Basics: Organizing, managing, and implanting a
balanced literacy program in K-3, Lori Jamison Rog, 2003
On Solid Ground: Strategies for Teaching Reading K-3, Sharon
Taberski, 1997
Using Guided Reading and Literacy Centers to Help Your Students
Become Better Readers: Grades 3-6, Susan Finney, 2002