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Week 2, Lesson 1 - Assessments and Attitude

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Megan Brown

on 7 June 2018

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Transcript of Week 2, Lesson 1 - Assessments and Attitude

Assessment Notebook
So many tests, so little time!
Student needs MUST drive instruction!
Formative
Formative Assessment is practice
The more we know about an individual student as they engage in the learning process, the better we can adjust instruction to ensure that all students continue to achieve by moving forward in their learning.
Instructional Strategies for Formative Assessment
Criteria and goal setting
- engages students in instruction by creating clear expectations
Observation
- goes beyond just walking around the room
Self and peer assessment
- helps to create a learning community
Student record keeping
- gives student an understanding of their own progress
Each age group and student has a different set of assessments
That means that your Case Study will be unique.
Make sure you pick up your index card at the door!
Take the attitude assessment for reading (forms on your table)

You do not have to circle the Garfields, just use the number code at the top of the form.
What are the positives and negatives of this form of testing?
Notebook MUST include:
List of APA citations for each assessment
Hard copies of the assessment materials
Primary (5-7)
DSA (from Word Journeys)
KIDS
Hearing and Recording Sounds
Concepts of Print
Letter ID
3 running records
Ohio Word Test
Writing Vocabulary
Yopp-Singer
Cunningham's Name Test
Attitude Survey
2 writing samples
Intermediate (8-12)
DSA (from Word Journeys)
3 running records
3 running records (mix of fiction and non)
3 writing samples
Attitude survey
Any of the above assessments appropriate
7 Elements of Phonics Instruction
Case Study Assessments
We are in this together!
Summative
Given
periodically
to determine at a particular time what students know do not know
Examples:
State assessments
District Benchmarks
End-of-unit chapter tests
End-of-term/semester exams
Tests used for school accountability
AYP or report card grades
Provides information needed to adjust teaching and learning while they are happening
Can be standardized, norm referenced, or informal
Informs both teachers and students about student understanding and a point when adjustments can be made
Students must be involved
Cycle of Instruction
1.
Phonics knowledge is developmental and characterized by individual differences.
2.
Phonics instruction is
assessment-driven
.
3.
Phonics instruction involves teacher decision-making.
4.
Phonics knowledge is important not for itself but for application.
5.
Phonics instruction is
explicit and systematic
.
6.
Strategic knowledge is required to use phonics concepts and skills.
7.
Phonics instruction takes many forms.
Next Class:
Read
Work on finding a student
Assessment
& Attitude

(example: if you have the grumpiest Garfield for getting a book as a gift, put a 1 on the score sheet)
"Everyone is a genius. But if you
judge a fish on its ability to climb a tree, it will live its whole life believing that it is stupid."
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