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Knowing Where Our Students Are:

Knowing Where Our Students Are:. The Role Collecting Evidence Plays In Our Classrooms Amy Pregulman Stanley British Primary School 2014. Our Time Together. Guiding Questions: *How are we meeting each child’s needs in reading? * How do we know we are meeting their needs?

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Knowing Where Our Students Are:

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  1. Knowing Where Our Students Are: The Role Collecting Evidence Plays In Our Classrooms Amy Pregulman Stanley British Primary School 2014

  2. Our Time Together Guiding Questions: *How are we meeting each child’s needs in reading? * How do we know we are meeting their needs? Learning Objectives * I can articulate the difference between Diagnostic, Formative and Summative Assessment *I can articulate the purpose of Running Records and Dibels *I can reflect and discuss assessment to inform instructional next steps

  3. Data and Assessment • Gathering or collecting points of information over a period of time to inform instruction and learn about individual students, classrooms, schools etc. • Formal and informal

  4. Assessment • Diagnostic: pre-assessment • Formative: on-going assessment for learning. • Summative: assessment of learning

  5. Purpose of Assessment • To assist student learning • To identify students’ strengths and weaknesses • To assess and improve the effectiveness of curriculum programs • To assess and improve teaching • To communicate with and involve parents.

  6. Diagnostic Assessment • Pre-assessment • Designed to determine a students’ entry point into learning objectives. • What do they know now? • Photo on driver’s license How does where they are effect my instruction? • Essential for planning for student needs and differentiation to meaningfully support student learning • Builds off students’ readiness, interests, learning profile

  7. Running Records • Collect data in an efficient manner • Consistent • Based on Marie Clay’s work in Reading Recovery

  8. Running Records

  9. You Tube Videos • Videos 1-4 • https://www.youtube.com/watch?v=votEntroeLQ • https://www.youtube.com/watch?v=s_E24XZ50u8 • https://www.youtube.com/watch?v=TBD6o8x9bH0 • https://www.youtube.com/watch?v=pkx7s7Wg3iQ

  10. Just Right Books • Current Research: Independent Level Text • High Interest: self-selected • 95% accuracy rate (levels A-K) • 98% accuracy rate (levels L-Z) • High level of fluency and comprehension • Readers need lots and lots of JR texts to get to be better readers • Solve words easily • Read fluently • Comprehend easily

  11. Formative Assessment • Conferences • Note taking • Observations • Rubrics • Gives immediate feedback to student

  12. Conferring • Conferring is in addition to the mini-lessons you are doing with the whole group. It will not be as productive or as useful if this is the only kind of teaching going in the class.

  13. Using Assessment To Pull Small Groups • Reading level • Fluency • Comprehension strategies

  14. Assessment: Now What Do We Know? Diagnostic: pre-assessment • Fountas and Pinnell Benchmark Assessment • Dibels • WIST • WADE • QRI • DRA Formative: on-going assessment for learning, helps identify teaching points, next steps -rubrics, conferring, observations… Summative: assessment of learning- tests (GRE, SAT…etc)

  15. Reflection • What is the purpose of running reading assessments? • What is diagnostic, formative and summative assessment? • Questions?

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