Competency 4: Knowledge of Reading Methods and Assessment
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42 terms
Terms | Definitions |
|---|---|
 Assessment | the process for gathering data about students to identify areas of strength and weakness in order to guide future instruction |
| Formal Assessment | includes intelligence tests, achievement tests, and diagnostic tests |
| Achievement test | Norm-referenced and criterion-referenced are examples of this type of test. |
| Informal Assessment | includes reading inventories, running records, cloze tests, anecdotal notes, checklists, rubrics, portfolios, and surveys |
| Norm-referenced tests | These tests are administered to students of various socioeconomic backgrounds and in a variety of geographic locations in order to develop norms. |
| Criterion-referenced tests | These tests assess the point at which the student has achieved mastery; enable teachers to determine whether student has met a predetermined goal. |
| Diagnostic assessment | These tests are standardized, carefully constructed and field-tested, and aim to determine a student's strengths and weaknesses. |
| Performance-based assessment | These tests are also known as "authentic assessments" and they incorporate real-life applications of what has been taught and enable teachers to assess meaningful and complex educational products and performances. |
| Fluency checks | Quick assessments that focus on accuracy, rate, and prosody |
| Informal Reading Inventories | Individual tests that generally include lists of words or sentences and leveled reading passages with accompanying questions |
| independent, instructional, and frustration | Informal Reading Inventories provide information on these 3 reading levels: |
| Rubric | A set of scoring guidelines or criteria for evaluating student work; often provide specific guidelines regarding teacher expectations: |
| Running records | Informal assessments that enable the teacher to observe, score and interpret a student's reading behaviors: |
| Errors, Self-corrections, Meaning, Structure, Visual | Observations of Running Records include: |
| Errors | These are tallied during the reading whenever a child substitutes another word for a word in the text, omits a word, inserts a word, or has to be told a word. |
| Self-correction | This occurs when a child realizes his error and corrects it. |
| Meaning | This is part of the semantic cueing system in which student takes her cue to make sense of text by thinking about the story background, info from pictures, or meaning of a sentence |
| Structure | syntactic cueing system |
| Visual | graphophonemic cueing system |
| Error Rate | Total Words/Total Errors |
| Self-correction Rate | Errors + Self-correction/ Self-correction |
| Words Per Minute | Number of Words x 60/ Number of Seconds |
| Words Correct Per Minute | Number of Words - Errors x 60/ Number of Seconds |
| 95-100% | Independent Reading Level |
| 90-94% | Instructional Reading Level |
| 89% and below | Frustration Reading Level |
| Screening | This is used to assess students at the beginning of the year to identify the students' reading level and capabilities |
| Progress Monitoring | This is used throughout the year to show gains in reading achievement and to provide info to the teacher that will help guide instruction |
| Anecdotal Notes | These are used to observe and record info that will be useful in guiding reading instruction and sharing students capabilities with parents; they are short, concise, written observations made by teacher while students work |
| semantic, syntactic, graphophonemic | Cueing Systems: |
| Syntactic Cueing System | This system focuses on the structure of the sentence and how the language works; helps students identify sentences that sound correct |
| Semantic Cueing System | This system focuses on any meaning a student derives from a sentence that is primarily based on prior knowledge; helps students identify sentences that make sense and those that do not |
| Graphophonemic Cueing System | This system focuses on a various visual cues and knowledge about the relationship between sounds and symbols; helps students determine if something looks right |
| Miscue Analysis | This technique is used to record and analyze students' oral reading errors in order to gain an insight into the reading process they employ |
| Cloze Test | This assessment has students fill-in words that were deliberately omitted from a passage of text |
| Response Logs | This is an informal assessment that documents students' reading, viewing, and listening |
| Retelling | This technique involves reading (silently or aloud) and restating what has been read |
| Literature Circles | Small, temporary, and heterogeneous groups of students that gather together to discuss a book or their choice with the goal of enhancing comprehension |
| Workshop Approach | This is a framework for teachers and students to learn together in a meaningful way |
| Format for Workshop Approach | Teacher demonstrates and models, creates opportunity for guided practice of skills and content, allows independent practice, and ends with opportunities for sharing |
| Emergent Literacy | The skills, knowledge, and attitudes that are developmental precursors to conventional forms of reading and writing |
| Oral Language Development Activities | open-ended discussions, read alouds, echo reading, songs, nursery rhymes, storytelling, readers' theater, cloze activities, poetry, role play and drama, fingerplays, etc |
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