Title: Exploring the IL Assessment Framework for Reading
1Exploring the IL Assessment Framework for Reading
- National Board Resource Center at Illinois State
University 2006
2Pre-Session Reflection
- What are the key categories of knowledge and
skills for teaching reading at my grade level?
3Outline of Agenda
- Architecture of Teaching to Set Goals
- Format of Illinois Assessment Framework
- of Content Categories for ISAT Reading
- Using IAF to Set Priority Objectives
- Using IAF to Identify Instruction and Assessment
Resources
4Session Goal
- To explore the Illinois Assessment Framework for
Reading to improve student achievement by
identifying - Goals and Objectives
- Instructional Strategies and
- Assessment Resources
5Architecture of Teaching
- Knowledge of Students
- Set Worthwhile Goals.
- Select and Use Appropriate Instructional
Strategies. - Select and Use Appropriate Assessment Strategies.
- Evaluate Effectiveness.
- Set New Worthwhile Goals.
6Format of ReadingIllinois Assessment Framework
- Illinois Learning Standards
- Goal
- Grade Level
- Objectives
7State Goal 1 Read with understanding and fluency
- Why This Goal Is Important Reading is essential.
It is the process by which people gain
information and ideas from books, newspapers,
manuals, letters, contracts, advertisements and a
host of other materials. Using strategies for
constructing meaning before, during and after
reading will help students connect what they read
now with what they have learned in the past.
Students who read well and widely build a strong
foundation for learning in all areas of life.
8STATE GOAL 2 Read and understand literature
representative of various societies, eras and
ideas.
- Why This Goal Is Important Literature transmits
ideas, reflects societies and eras and expresses
the human imagination. It brings understanding,
enrichment and joy. Appreciating literature and
recognizing its many forms enable students to
learn and respond to ideas, issues, perspectives
and actions of others. Literature study includes
understanding the structure and intent of a short
poem or a long, complex book. By exploring the
techniques that authors use to convey messages
and evoke responses, students connect literature
to their own lives and daily experiences.
9Reading Content Categories
- Skim p. 8 or the handout Reading Content Category
Table to see the outline of the IAF by skimming
the list of content. - The IAF is an outline by grade level of
performance indicators objectives for each of the
categories listed in this chart.
10Illinois Assessment Framework and Illinois
Learning Standards
- Compare the list on the Reading Content Category
Table to the Illinois Assessment Framework on
pages 9-17. - Note how the format of the standards and
sub-categories are arranged.
11 of Content Categories in the ISAT
- In small groups, review page 8 and note which
categories have the highest of items in the
ISAT and which categories have the least items in
the ISAT. - In groups report out to share findings.
12Self-Check of Priority Categories
- Individually, identify categories of skills for
which you spend the most time and the least
amount of time. - Identify categories you never or rarely spend
time teaching in class or less of time than the
chart shows. - Check those categories on the Self-check of
Reading Content Categories Handout.
13Common Priorities of Categories
- In grade level groups, identify categories that
are common and discuss how you may begin to
include these categories in your plans. - If time, share with grade level teachers who
teach below and above your own grade level.
14Setting Objectives Through the Illinois
Assessment Framework
- Skim the IAF for Reading to find objectives in
your grade level that will support you to set
goals and objectives for your students within the
categories you identified in the Self-check
chart. - For example, you checked that you rarely teach
literal or simple inference on the self-check,
you can skim to Reading comprehension on page 13
under Literal or Simple Inference.
15Priority Knowledge and Skills
- In groups list objectives on the Priority
Knowledge/Skills chart Handout. - Each person should write the objectives that
apply to both the grade level and uniquely to
their context in their classroom.
16Planning Instruction and Assessment
- In groups, skim through textbook and materials
you brought to identify lessons, activities,
materials, etc. to use to plan how to teach
students the knowledge/skills identified as
priorities on the Priority Knowledge and Skills
Handout. - Write notes on the Handout to list specific pages
in textbooks/materials for both instruction and
assessment. - Put post its on the pages of the
textbooks/materials and write the objective.
17Post-session Reflection
- What categories of content of reading should I
prioritize in my teaching to most significantly
impact my students learning? On what categories
should I immediately focus?
18To Do List
- Plan lessons that address the categories of ISAT
for which your students struggle and you
identified as priorities. - Begin to plan when you will address the other
priority objectives over the next few months. - Observe and assess your students to identify what
they know and do not know and what they can and
cannot do within the categories and objectives.
19Evaluation
- Please complete the evaluation form for this
session.
20 For More Information
- Visit the ISBE Website
- http//www.isbe.net/assessment/reading.htm