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F&P Chingón

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by

Berenice Pernalete

on 26 August 2014

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Transcript of F&P Chingón

F&P 101
Before
we get
started...

Then what? - Analyze & Plan
for Instruction
How WELL do you
Know
us?
What are my resources?
What? - Logistics
So what? - Record Away
Levels A-N books (1 & 2) / Levels A-F (Kinder)
Binder with printed assessments
Word Lists and Tracker
Concepts of Print Assessments and Tracker
Access to Excel Tracker per class/language
each teacher gets...
What does it look like?
one-on-one
quiet setting
calm paced
teacher
records
student
reads
What do you record?
Oral reading behaviors
Accuracy scores
Self-correction ratios
Fluency scores
Comprehension
Reading rate (levels J - on...)
Where do I begin?
Observation of reading: Level "A"

No hint of reading: Concepts of Print assessment
two different routes
Once again, it's not magic. It's just Photoshop.
Using the Polygonal Lasso Tool, cut out the object you want to select and paste it into a new file.
Go into Filter > Blur > Field Blur and blur the image.
Go into Image > Adjustments > Desaturate and remove the colour.
Go back to the second file (with the cut-out part).
Go to Image > Adjustments > Hue/Saturation and remove the saturation from all but one colour. (Here, I left Reds and Magentas, but reduced their Saturation to -50.)
Copy the coloured object and paste it back into the original (now-blurred) image.
Voila!
Compare... coding with a partner
Was that Satisfactory to You?
So What?
Lets give it a try at recording this child's reading behavior
Then What?
Let's ANALYZE data trends to PLAN for instruction!
Find the PATTERN!
Coaching Comprehension
F&P Assessment
Periods

Thank you!
Once upon a time two
assessment gurus...

Remember to
zig
zag
through
the
genres
of
fiction
and
non-fiction
take the WHIZ QUIZ...
How did that feel...?

So you
want to be a F&P chingón?

What does this tell us about formal assessments?
Informs our reading instruction
Official PCS Report - Twice a year
What?
Let's self assess
1st and 2nd
Word List Shortcut
Main St.
Kinder
Let's watch a video...
Notice what student is NOT using
Teach what student is NOT using
Meaning
Syntax
or
Structure
95% and Up Accuracy:
90-94% Accuracy:
Independent
Instructional
Below 90% Accuracy:
Hard
STOP READING
Levels A - K
Levels L-Z:
100-98% Accuracy:
Independent
97-95% Accuracy:
Instructional
94%-Lower Accuracy:
Hard
STOP READING
Is the message of the story. Partially carried by pictures. Does the reading make sense?
When the student
USED
Meaning when making the error, you circle
M
The lady was wearing a white dress
woman
M S V
Is the syntax of the language used in the text. You
can ask yourself: Is the reading syntactically
correct? Do we talk like that?
When the student
USED
Syntax when making the error, you circle
S
The lady was wearing a white dress
Visual
said
M S V
Is how the print looks on the page. Letters, clusters, words, spaces and punctuation. Does the printed text have visual similarity to the word the reader used?
When the student
USED
Visual when making the error, you circle
V
The lady was wearing a white dress
lad
M S V
In combination...
When the student
USED
more than one source when making the error, you circle all that apply
The lady was wearing a white dress
M S V
went
Share... notices and wonders
Listen to
reading
In Coaching Accuracy...
F&P Prompting Guide
Comprehension Prompts for independent conferences with readers
Pull common-need students into Guided Reading
sessions
QUIZ RULES
No talking or collaborating
No going to the bathroom or getting breaks
No web searching the answers
Choose carefully, there
is a lot at stake
about our perception of how much you know about
fabulous
US.
Time Limit: 5 minutes
Watch
discussion
Discuss grading
using Rubric
Sept. 9th - Sept. 20th
May 28th - June 18th
When the Numbers Don't Add Up
Indepen.
Instruct.
Hard
4
0-4
5-7
5-7
0-7
Accuracy
95-100%
90-94%
Below 90%
Levels A - K
98-100%
95-97%
Below 95%
Levels L - Z
Be careful of being content with a simple retell of the story...

Open-Ended
Higher-Thinking
Prompts
to Consider
Synthesizing
What is the story really about?
How did your thinking change?
Analyzing
How did the writer make the information/story interesting?
How did the writer organize the information?
Critiquing
What is the author's point of view?
Notice and think about the quality of the writing
What have you experienced that helps you understand this topic?
Levels "J" Up - Dig In!
0-3
7-10
5-6
0-4
7-10
0-6
0-10
Full transcript