Title: Becoming confident in reading assessment
1Becoming confident in reading assessment
- Hilary Horton
- Literacy consultant
2By 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
3The 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
4The reading curriculum
- reading whole texts
- making close links between reading and writing
- reading in other subject areas
- reading in the community.
5Good 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
6The Searchlight Model
7Purposes 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
8Running 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
9Running record recording system
10Guided 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
111. 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.
122. 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.
133. 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.
144. 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.
155. 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.
166. Responding to the text
- Allow time for the children to respond to the
text, develop and justify opinions, and explore
personal preferences.
17Other assessment reading tools
- Focused observation
- Formal and informal
- Conversations
- Products
- Tests
- Cloze procedure
- Retells
- Surveys/questionnaires
- Work samples
18The goal of reading instruction is to help
children to learn to love books and develop into
lifelong readers