Learning and Support Teacher Induction May 2012
The LAST will through the school’s learning and support team, provide direct and timely
assistance to students in regular classes with additional learning and support needs and their
teachers.
Session One
• Classroom assessment – identifying needs• Matching students to text – running records• Johnson Sight Words• Dagmar Neal Educheck• SPAT
Fairness
Fairness does not mean that
everyone gets the same, it means
that everyone gets what they need
Richard Lavoie
ASSESSMENT FOR
LEARNING
Assessment is:
Process of collecting, analysing and recording information about student progress towards achievement of syllabus outcomes.
Central purpose of assessment is to provide information on students achievement and progress and SET the direction FOR ONGOING TEACHING and LEARNING
Teaching and Learning cycle
Outcomes
achieved
Outcomes to be
achieved
Work samplesTeaching and learning
experiencesClassroompractice
ReportingWhere are my
students’ now?
Where are my
students’ going?
How do I know when my
students’ get there?
How will my students’ get
there
Ongoingevaluation
Accessing and
recording
Planning and
programming
Types of Assessment• Criterion referenced - State / National -
NAPLAN criterion referenced - what students can demonstrate based on syllabus outcomes
• Standardised (norm referenced) – determines average or typical performance of different age groups, often used as eligibility criteria – NEALE, Waddington , SA Spelling, SPAT, CBMs
• Diagnostic – identifies specific needs of students - EDUCHECK, Johnson Sight Words, CELF screener
• Curriculum Based Assessment (CBA) – tasks and assessments developed in relation to the outcomes of the lessson/s.
Assessing: Where are the students now?
• For students with high support needs in literacy, as for all students, the first step is to find out what they can do.
• Students who have been identified through Naplan testing and/or curriculum based assessment and teacher observation as needing additional support, can be assessed using specific level assessment tasks (Focused Individual Assessment)
Scientific Based Research Supports Better Literacy Outcomes
Scientific based research has identified the following areas that we need to address in the reading process to achieve successful outcomes•Early language and literacy experiences•Phonemic Awareness •Phonics, (word study, and spelling)•Vocabulary and Language enrichment•Fluency•Reading Comprehension All Components require direct, explicit and systematic delivery.
National Reading Inquiry 2005
Assessment in Literacy
What do you use? What information do they provide? What do you find the most useful?
Specific level assessment tasksReading records: fluency, accuracy,
comprehensionSutherland Phonemic Awareness Test (SPAT)EducheckSight words
From Assessment to Programming
http://www.schools.nsw.edu.au/media/downloads/schoolsweb/studentsupport/programs/disabilitypgrms/assessprog.pdf
The purpose of specific level assessment tasks is to determine a student’s strengths and
weaknesses. Needs could include any of the following: Ability to work out words on the page. Sufficient fluency: reading rate of 100 wds per min with fewer than 3 errors for Yr
5 and more than 80 wds per min with less than 3 errors for Yr 3(Neal 1990) Understanding conventions of print e.g. print direction , punctuation. Ability to monitor own reading; to self correct when meaning is lost
( integrating 4 sources of information). Automatic recognition of high frequency words: reading rate of at least 30 words
per min with fewer than 3 errors is a guide for Yrs 3-4 and at least 45 per min with 3 errors for Yrs 5-6 (Neal 1990).
Phonic skills to sound out unfamiliar words that are regular and phonemic awareness skills to be able to both segment a word into all its sounds and to blend sounds to make a word.
Knowledge of vocabulary (what a word says and means) Ability to spell Ability to communicate effectively when writing a range of text types.
Reading records
Provide an accurate description of oral reading behaviour.
• Accuracy: errorless reading
• Fluency : level of phrasing, accuracy and rate (1 min read)
• Comprehension : undisputed purpose of reading
Questions to guide your observation of students’ reading
• Is the student reading for meaning?
• What strategies does the student use to self monitor?
• Does the student use the sources of information to anticipate words and phrases?
• If an error is made, does the student check one source against another eg meaning with visual?
• Does the student predominantly rely on one source of information
• Orientate all texts prior to taking reading record
• Tell the student the title, ask the student to reread the title. The title is not included in the scoring
• Introduce names ( Proper nouns are only counted as errors the first time)
• Student reads for 1 minute timing. If meets criteria then student continues reading text without being timed.
• When a student comes to an unfamiliar word, wait for a response. If the response is incorrect, tell the student the word. (T=told)
• Use ticks for each correct response and record all attempts and errors in full
Taking a reading record
• Calculate the number of errors, fluency, accuracy and the self correction rate.
Repetitions are not counted as errors
Uncorrected errors, omissions and insertions are counted as errors
Non standard pronunciations and breaking words into parts are not counted as errors
Errors that are self-corrected (without any prompting) is counted as a self correction and not an error
• Assess comprehension if text is at instructional level. • Before asking questions allow the student time to reread the text
silently ???
Reading record conventions
march (sc)
Self- Correction match
march
Substitution ma∕tch
______
Omission match
when
Insertion He decided ^ to strike the match.
___ TTold match
AAppeal match
Repetition He decided to
RW= Running words
E = Errors
SC = Self Corrections
Accuracy: RW – E x 100= __% eg 200 – 16 x 100 = 92%
RW 200
Self Correction Rate: E+SC eg 15+5 = Ratio 1:4
SC 5
Calculations
Analysing Reading Records
What cue does student use?
Meaning – trying to make sense of what is being read (M)
Structure – knowledge of language patterns being used (S)
Visual Cues - (V)
Phonological - Do the letters match the words on the page
Graphological – Do the words I say match the words on the page
ANALYSIS
Graphological and Phonological ( Visual ) Cues- what the words and letters look like. Does the substitution look like the word in the text?
here’s cues used
Text: I like to see horses at the farm. M S V
Grammatical (structure) cues – the structure of the text to point of error. Does it sound right
flyText: I like to see horses at the farm. M S V
Semantic (Meaning )cues - meaning or general context of story is reflected in the error
poniesText: I like to see horses at the farm. M S V
housesText: I like to see horses at the farm. M S V
Educheck wet
if up at on p/u/g w/i/t x
f/i/z leg b /u/b road
fez x lagx z/i/p x bud x yen x rod
wax jut
7/14
