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 ReadingReading Records & Comprehension Assessment

AGENDA1. Welcome & Introductions2. Brief Overview of Guided Reading3. Using Reading (Running) Records

Brief intro – samples of NLSD RR formsVideoQuiz (Just for fun!)

4. Break5. Working through page 1 of a Reading Record6. Doing some practice of your own7. What Does it all Mean??? – Reading

ComprehensionUsing the information from page 1Overview of page 2 of a Reading RecordGeneral 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:

• 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) • 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 formSide 1 (Fiction Text) Side 1 (Non-Fiction)

NLSD Reading Record sample formSide 2 (Fiction Text) Side 2 (Non-Fiction)

Reading (Running) Records“The single most effective tool for assessing reading is

the oral reading record.” (Rog)

• Brief, in-class individual assessment• Separate from rest of group• Capturing the process as it happens• Enables the teacher/tutor to see:

– 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-- house home

Sounding out

h-- ho--

home

Self-Correction

where when SC were

Self-Correction

Here is the home R SC Here is the house

Break time

Come back in _______ minutes.

Have your calculator ready!

Let’s take a look at aCompleted 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

• 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

Level Marie Clay

- Lori Rog

Richard Allington

- Linda Nosbush

Independent/

Easy

95-100%

98-100%

Instructional 90-94% 93-97%

Frustration/

Hard

Below 90%

Below 93%

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!

M S V

• 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 1of the Reading Record

• 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:– 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

“I get it!”

Reading Assessment “side 2”

NLSD Reading Record sample formSide 2 (Fiction Text) Side 2 (Non-Fiction)

Part A – Levels 1-8 pts. 1-3 only

Fiction Non-Fiction

All Levels U P All Levels U P

1. CharactersNames the main character = 1

Names other characters = 1

1. Key IdeasIdentifies main idea or topic = 1

States most key points = 1

2. Action: Recalls major events

Complete = 2 or Partial = 1

2. Sequence: States key ideas in order of presentation.

Correct = 2 or Partial = 1

3. Sequence of events in order

Correct = 2 or Partial = 1

3. Vocabulary: Uses key vocabulary appropriately = 2

Or Partially = 1

TOTAL TOTAL

Part A con’t. Levels 9 & up pts. # 1-6

Fiction Non-fiction

Levels 9 & up U P Levels 9 & up U P

4. SettingGives place = 1

Gives time or other detail = 1

4. DetailsStates details to explain all key ideas = 2 points

Some key ideas = 1 point

5. ProblemIdentifies main problem

Complete= 2, partial = 1

5. Interprets text Features.

Correct = 2 or Partial = 1

6. OutcomeGives problem solution= 1

Gives story ending = 1

6. Overall: retell in own words. Complete = 2,

Partially = 1

TOTAL TOTAL

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...)

• Organizers for Retelling: – shape-go map– story map, info web– group retelling game

beginning

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...)

MetacognitionProvide strategy instruction in:

• 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

NLSD#113

Leveled Book List

June 2007

Grade(approximate)

Level

1 1, 2, 3, 4, 5,

6, 7, 8, 9, 10

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...???

• The End • Good Bye & Good Luck!

Sources• 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