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Copy of Assessment & Diagnostic Teaching of Reading

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by

Stacy Johnson

on 7 February 2014

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Transcript of Copy of Assessment & Diagnostic Teaching of Reading

"Knows how diagnostic reading data are used to differentiate instruction to accelerate the development of students' reading skills."
"Is familiar with the RTI process."
Assessment &
Diagnostic
Teaching of
Reading

"Knows how different types of assessment data are used to diagnose the reading needs and monitor the progress of individual students."
"Knows how diagnostic reading data are used to differentiate instruction to address the needs students with reading difficulties."
"Knows a range of formal & informal reading assessments."
Diagnostic Assessment:
Administered to students identified through the screening process as potential struggling readers or students not making adequate progress
Provide detailed information about a student's reading development
Help us understand why a student's reading is not progressing as expected & helps pinpoint potential causes of difficulty
Provides specific student information necessary to develop an individual intervention plan
Differentiate Instruction
Use running records data to differentiate instruction
Teach cueing systems targeting areas of need (meaning or semanatic cues, structure or syntax cues)
Retellings
If student is consistently unable to recall certain story elements, form a flexible group with mini-lessons focused on comprehension strategies
Formal Reading Assessments:
Standardized Measures
Data Supports Test Conclusions
Administered to groups of students to generate a set of statistics for comparison (e.g. above, below, or average for age)
Data are mathematically computer & summarized
Scores such as percentiles, stanines, or standard scores are mostly commonly given from this type of assessment
Formal Reading Assessments:
CLASS: DIBELS Next
DIBELS Next
iReady Diagnostic
Performance Series Reading
MAP for Primary Grades
Woodcock Reading Mastery Tests
AIMSWB
Developmental Reading Assessment
Group Reading Assessment & Diagnostic Evaluation (GRADE)
STAR Early Literacy Enterprise
STAR Reading Enterprise
Scholastic Reading Inventory
ODE Diagnostic Tests
KRA-L (Kindergarten Diagnostic)
Informal Assessments:
Not data driven but rather content and performance driven
Scores such as 7 or 10 correct, number of words read correctly per minute, percent of words read correctly, and rubric scores are given from this type of assessment
Informal Reading Assessments
Observational Records
Observational Checklists
Oral Reading Analyses
Think Aloud Protocols
Reading Interviews and Conferences
Reading Response Notebooks
Retellings
Reflection Logs
Informal Reading Inventories
Concepts of Print
Letter/Sound Recognition
Running Record/Fluency
Word Dictation
Phonics and Word Attack
Phonemic Awareness
Dialogue Journals
Admit and Exit Slips
KWL Charts
Progress Monitoring Assessments:
Administered throughout the school year to determine a student's progress toward the instructional goal(s)
Used to plan differentiated instruction
Administered regularly, a minimum of three times per year, especially at critical decision-making points such as regrouping students
For at-risk students, progress monitoring occurs as frequently as needed, based on student growth
Use Diagnostic Data to Differentiate through Flexible Grouping:
Grouping pattern examples: Large group, small group, teams, partners, individuals, small cooperative, teacher led
Groups are formed based on student needs or interests and are dissolved as needs change
Members of reading groups change frequently
Students are involved in a number of different groups for a variety of reading experiences
Differentiation to Accelerate Learning
Use running record data to identify students who are accelerated:
Provide instruction on reading with expression and expanding vocabulay
Flexible Grouping:
Reduces negative stigma
Allows accelerated instruction
Ensures all students meet the standards
RTI
integrates assessment and intervention with a school-wide system
schools identify students at risk
provide evidence-based interventions
adjust the intensity and nature of those interventions based ona student's responsiveness
Screening
Progress Monitoring
School Wide Levels: Primary Level (Regular Ed); Secondary Level (Regular ed) and Tertiary (Regular and Pull Out)
Data-Based Decision Making for:
Instruction
Evaluating Effectiveness
Movement with the Multi-Level System
RTI Levels
Primary Prevention Level:
All Students
Regular Ed Classroom
Aligned with standards
Differentiated instruction
Screening, progress monitoring, summative assessments
Secondary Prevention Level:
Students identified through screening as at risk for poor learning outcomes
Targeted, supplemental instruction delivered to small groups
Regular ed classroom or pull out
Progress monitoring, diagnostic
Tertiary Prevention Level:
Students who have no responded to primary or secondary level prevention
Intensive, supplemental instruction delivered to small groups or individually
Regular ed classroom or pull out
Progress monitoring, diagnostic
Praxis 5203
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