Assessment

*This blog is for last week, and last week's blog is for this week!*

STANDARDIZED TESTS ARE NOT THE ONLY FORM OF ASSESSMENT!
These standardized tests only give a glimpse of a child's ability. There are many other ways to assess a child's ability! A variety of tests is a great way to give teachers a more "comprehensive portrait"(Rubin).

Rubin talks specifically about measuring reading ability beyond standardized testing.
It is important for students to have a level of text that will challenge them, but not enough to cause frustration. This means a level that is a step below a level that students can read independently.

Using multiple assessments is a great and effective way to pinpoint student's strengths and weaknesses in reading.

Here is a short list of optional assessments that each focus on a different element of reading
        -Cloze test
                -Helps with comprehension and vocabulary
        -Informal Reading Inventories
                -Reports reading growth over a school year
        -Running Records
                -Measures reading progress

Using multiple assessments that focus on different elements of learning can help a teacher pinpoint what exact element of reading that a student is struggling with. This makes it easier for the teacher to provide extra help to students.

After giving these assessments, it is important to organize this assessment data. Rubin suggests organizing scores in three reading levels: independent, instructional, and frustration.

Here are two examples of running records that teachers can use to assess reading

This assessment specifically focuses on fluency and comprehension

This assessment focuses on reading behaviors

Things to think about:

1. What are the different ways I can assess reading in my classroom?
2. How can I ensure to look at results from different assessments both individually and as a whole to get a complete picture of student's achievement?

Classroom Structures: Organizing for Literacy

The chapter, 'Inside Classrooms That Work', in the book, "Classrooms That Work: They Can All Read and Write" by Allington and Cunningham gives detailed schedules using all essential components of effective instruction.

Here is a sample schedule that I found on

This chart is cute, and colorful, and a great way for students to know what is coming next during the day. This schedule may be limited just because it is easy to write only one or two words for something like this, or it actually may be leaving out important aspects to a classroom schedule.

The book talks about doing choice centers and assigned centers. This chart only lists centers once. Beginning their day with a center of their choice can their day off to a good start. 

This chart also leaves out an opening to the day. Unless that is what 'assembly' stand for. It is important to open the class with the calendar, and any possible messages. 

This chart only mentions reading once. The book has illustrated that it is best to break up reading and split it up throughout the day. It is also good to have different kinds of reading- independent, teacher read-aloud, guided reading, etc. The chart leaves out writing as well. Writing is super important and it can be as simple as abc's for kindergarteners, or complex as journal writing for any upper grades. 

It is so interesting to see how just a few things can affect how a classroom works, and how effective that classroom for student learning!

Things to think about:

1. Why is opening the day with a calendar and messages important?

2. What are important things to do as a teacher during the dismissal part of the day?

Guided Reading and Book Clubs!

Guided Reading is a great comprehension strategy for students!

It's not always the most fun activity for kids, especially if they are just handed out a chart that looks like this:

It may be more exciting for students to see something that they can use other skills such as drawing or coloring such as this:

This worksheet is more about character and character development, but you can use worksheets similar to this for any kind of guided reading!

Book clubs are great ways for students to read something that interests them and share what they have learned! A great way for students to be involved in choosing what they want to do is for the teacher to have a few books picked out, and for the students to vote on which book they want to read. 

Switching jobs each week: discussion director, illustrator, word finder, connector, etc., keeps students from doing the same thing every week while still providing them with examples from each job from classmates in their book club!

Building Vocabulary

Vocabulary is so important to learning and reading comprehension. Whether you're in the Logographic stage, or the Orthographic stage, vocabulary is just as important! BUT, it is important to remember that when words are taught directly, they must be kept to a small amount- words need to be  taught thoroughly and there needs to be time for students to meet them in many different contexts in order for them to understand and remember the vocabulary! 

"When you see or hear words, your brain makes connections to those words. Your brain does not think of definition"(Allington & Cunningham 95). 

It is important to bring real things into the classroom and give them meaning!

This simple activity is such a great way for children in any stage- but ideally in the beginning stages. All you need is a cup, or bowl, and items that you can you put in it that serve as "vocabulary words". 

This activity is for children in the orthographic stage of literacy. This is a great resource for students to understand words that may not be tangible or just simply new vocabulary words that are foreign to students! Understanding all of these different aspects of the key word is such a great way to fully understand and remember the vocabulary word!

Things to think about: 

1. How many vocab words do you remember having to learn in your language arts classes in your early education? 

2. Do you remember all of or any of the vocab you were taught in language arts?