Assessment Presented by Jill HamiltonBunch Point Loma Nazarene

Assessment Presented by Jill Hamilton-Bunch Point Loma Nazarene University

Ready for RICA Book Pages 1 -23

Take Note… n What I Learned…. n Further Study…. .

A Brief Overview of Assessment (Comp 1 and 2) n Remember the Teaching and Learning cycle: – Assess, Diagnose, Plan, Teach n Find out what they already know (Control) n Use all three kinds of assessment – Formative, On-going, Summative

The Cueing Systems l Meaning (M) l Semantic-Does it make sense? l Context clues, pictures, etc. l Structure/Syntax (S) l Does it sound right? l Subject-verb agreement l Not helpful for EL l Visual (V) l Graphophonic-Does it look right? l Words that begin with the same letter

Miscue Examples Graphophonic (Visual) Semantic (Meaning) Syntax (Structure) She walked of to the house. No No No She has a white cat. white kitty. No Yes There is a bought. boat. Yes No No Miscue Text

Checking for Understanding Identify the main types of cues each of the following readers is using. The word in the parenthesis indicates the correct word in the text. 1. The family was getting larger so they bought a new horse (house). 2. The child seat (sat) down. 3. The snake climbed (slithered) up the tree. 4. She planted (planned) the garden.

Running Records n Measures oral decoding (Fluency) – Let’s remember what this tells us and what it doesn’t. n Determines the three levels of reading – Independent 95 -100% (Independent) – Instructional 92 -95% (Shared) – Frustration 88 -92% (Guided)

Graded Word Lists n Provide a rough grade level n Use before graded reading passage n Start at their grade level n Let’s us know the child’s sight vocabulary n Let’s us know where they are in phonics

Pause and Reflect