Exploring the IL Assessment Framework for Reading

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Exploring the IL Assessment Framework for Reading

• National Board Resource Center at Illinois State
  University 2006

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Pre-Session Reflection

• What are the key categories of knowledge and
  skills for teaching reading at my grade level?

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Outline 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

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Session Goal

• To explore the Illinois Assessment Framework for
  Reading to improve student achievement by
  identifying
• Goals and Objectives
• Instructional Strategies and
• Assessment Resources

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Architecture 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.

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Format of ReadingIllinois Assessment Framework

• Illinois Learning Standards
• Goal
• Grade Level
• Objectives

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State 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.

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STATE 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.

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Reading 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.

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Illinois 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.

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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.

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Self-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.

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Common 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.

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Setting 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.

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Priority 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.

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Planning 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.

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Post-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?

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To 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.

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Evaluation

• Please complete the evaluation form for this
  session.

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For More Information

• Visit the ISBE Website
• http//www.isbe.net/assessment/reading.htm