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Becoming confident in reading assessment

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recognise key elements of early reading development. be able to observe and discuss guided ... which reading strategies need to be practised and consolidated; ... – PowerPoint PPT presentation

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Title: Becoming confident in reading assessment


1
Becoming confident in reading assessment
  • Hilary Horton
  • Literacy consultant

2
By the end of this session we should begin to
  • recognise key elements of early reading
    development
  • be able to observe and discuss guided reading and
    its place within the broader reading curriculum
  • understand how to use running records to assess
    and support reading achievement
  • be aware of a range of other assessment reading
    tools to supplement our understanding of reading
    behaviours

3
The reading curriculum includes
  • shared reading
  • guided reading
  • regular independent reading
  • individual
  • group and paired
  • home/school reading
  • hearing books read aloud on a regular basis
  • selecting their own choice of texts.

Slide 3
4
The reading curriculum
  • reading whole texts
  • making close links between reading and writing
  • reading in other subject areas
  • reading in the community.

5
Good readers in year 2 able to
  • Look carefully at the illustrations
  • Point to tricky words
  • Use letter sounds to word build
  • Look for words within words
  • Break down larger words into syllables
  • Use punctuation to get the meaning from text
  • Reread when they have not understood
  • Try reading to the end of the sentence to get to
    a tricky word
  • Listen to what they have read to hear if it makes
    sense
  • Read more slowly to give them time to think about
    a problem
  • Self-correct
  • Make sensible guesses
  • Persist when they encounter difficulties

6
The Searchlight Model
7
Purposes for taking a running record
  • A complete diagnosis of a childs reading
    behaviour
  • A National Curriculum level
  • An accurate assessment of the bookband level for
    guided reading
  • Information to inform future planning for the
    reading curriculum

8
Running records provide information about
  • Instructional reading levels
  • Childrens use of meaning, structural and visual
    cues
  • Childrens self-monitoring systems
  • Childrens knowledge of print conventions
  • Childrens levels of independence
  • Childrens ability to retell and discuss
    information from the text

9
Running record recording system
10
Guided reading sequence
  • Decide on the objectives for the group
  • Select a text
  • Introduce the book/strategy-check
  • Independent reading
  • Returning to the text
  • Responding to the text

11
1. Decide on the objectives for the group.
  • Select these objectives in the context of the
    groups targets for reading.
  • Consider
  • which reading strategies are established
  • which reading strategies need to be practised and
    consolidated
  • which reading strategies need demonstration and
    development.

12
2. Select a text
  • The teacher should select a text at the
    childrens instructional level. Children should
    be able to read the text at between 90 and 94
    accuracy and with understanding.

13
3. Introduce the book/strategy-check
  • During the introduction and strategy-check the
    teacher
  • sets a purpose for reading
  • encourages links with previous experience and
    draws attention to important ideas
  • gives opportunities for children to discuss new
    vocabulary
  • reminds children of the repertoire of strategies
    they can use.

14
4. Independent reading.
  • All guided reading sessions should include
    independent reading.
  • The teacher may intervene to deepen a childs
    understanding, ask questions or focus on a
    teaching point, giving praise for use of specific
    strategies where appropriate.

15
5. Returning to the text.
  • This is an opportunity to review the use of
    particular strategies and to revisit the
    questions discussed at the start of the session.
  • Encourage the children to identify issues
    requiring clarification or discussion.

16
6. Responding to the text
  • Allow time for the children to respond to the
    text, develop and justify opinions, and explore
    personal preferences.

17
Other assessment reading tools
  • Focused observation
  • Formal and informal
  • Conversations
  • Products
  • Tests
  • Cloze procedure
  • Retells
  • Surveys/questionnaires
  • Work samples

18
The goal of reading instruction is to help
children to learn to love books and develop into
lifelong readers
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