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LIST 4378: Literacy Assessment
Transcript of LIST 4378: Literacy Assessment
Phonics/Word Study Fluency Vocabulary Comprehension photo-synthesis rate
phrasing for fluency
say no to"round robin"
Continuum of knowing
incidental vs. direct teaching
Multiple meaning words (polysemy)
T-W Assessment terminology informal
validity Getting to Know Students as People Families Communication How students are storied
and positioned First day/first week writing
activities observations reading preferences reading and writing
affective Getting to know students as learners read aloud and
demo independent reading
and observation dialogue journals high interest
low readability Discuss:
case on p. 34
need to frontload
choose instructional level
text Reader Text Context Readability Formulas matching readers to texts Demo: thinking aloud about choosing
a "just right" text
Practice: thinking aloud Analyzing students' reading anecdotal notes
informal reading inventories
--three reading levels (Ind, Instr, Fr)
supporting students with content
area texts (p. AGENDA Team discussion of journals
Logistics: assignments in depth
Lecture and demonstrations
Practice--try it out
For next time
*Be sure to sign up for a book club
Guiding Questions for ch. 2 1. Evaluate the different ways to engage students in this
chapter. Which method might work best and why do you think so?
2. This chapter gives many instances of "balance" in the
classroom library collection. What does this term mean?
How might you apply this in your own future classroom?
3. What challenges do you see in the ideas of this chapter
and your ability to implement them? How might you overcome
these challenges? Pathways to Independence (Worthy, Broaddus, & Ivey, 2001) 1) How might these types of informal literacy assessments (any or all) inform a classroom teacher's instruction?
2) Given that many of us are future content-area teachers, how might you modify or adapt these types of assessments for your future classroom? Also, how might you draw on this informal data (if another teacher did the actual assessing) to adapt your own instruction that is related to literacy learning? [That is, even though you didn't give the test, the information it yields is still insightful into how you can support students].
Quickwrite—make connections from course readings to your placement.
Discuss chapter 1 in small groups
Writing: The Six Traits Model
made up of 6+1 key qualities that define strong writing. These are:
•Ideas, the main message;
•Organization, the internal structure of the piece;
•Voice, the personal tone and flavor of the author's message;
•Word Choice, the vocabulary a writer chooses to convey meaning;
•Sentence Fluency, the rhythm and flow of the language;
•Conventions, the mechanical correctness;
•and Presentation, how the writing actually looks on the page