1 / 15

Engaging Mentors in Student Reading Assessment and Instruction Planning

Welcome, Mentors! Join us to introduce yourself and share your "holiday highlight." We'll discuss the "First Steps" in implementing effective assessment strategies in Halton classrooms. Understanding student reading behavior is key to enhancing learning. We’ll explore necessary data collection methods, including the Reading Continuum and various assessment techniques to gauge student knowledge, strategies, and attitudes towards reading. Collaborate with peers to develop a robust teaching program that fosters student engagement through shared and guided reading, while also planning activities that inform parents and teachers of student progress.

quanda
Download Presentation

Engaging Mentors in Student Reading Assessment and Instruction Planning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Welcome Mentors! • Please sit at tables according to your teaching assignment Introduce yourself to others at the table by sharing a “holiday highlight”!

  2. First Steps Implementation in Halton Why? What? When? How?

  3. Why data collection? To provide a clear picture of student learning and achievement in Halton classroom school system

  4. focus on students

  5. common language

  6. link to classroom instruction

  7. What needs to be done? • plot student reading behaviour on First Steps reading continuum • highlight indicators the student demonstrates in an on-going fashion • date indicator when highlighted

  8. When does this need to be done? • Starting now, to be passed on to the next teacherannually beginning in June 2003

  9. PLANNING FOR ASSESSMENT

  10. Finding Balance the Product Process Conversation PLANNING FOR ASSESSMENT • WHAT DO I NEED TO KNOW? • I need to know: • What knowledge and understanding children have about reading • What strategies they are using to read • What attitudes they have about reading

  11. Finding Balance the Product Process Conversation PLANNING FOR ASSESSMENT • WHAT DO I NEED TO KNOW? • I need to know: • What knowledge and understanding children have about reading • What strategies they are using to read • What attitudes they have about reading • What Questions will I Ask? • What questions do I need to ask my students? • What questions do I need to keep in mind when I observe my students?

  12. What Questions will I Ask? • What questions do I need to ask my students? • What questions do I need to keep in mind when I observe my students? Finding Balance the Product Process Conversation • HOW CAN I FIND OUT? • I can find out by: • Using First Steps Reading Continuum • Talking to students • Using students’ self assessment • Analyzing: • Cloze • Conference/interview • Dated samples • Focused observations • Gentry Grade-Level • Learning Log/Journal • Miscue Analysis • Performance Task • Portfolio • Quizzes, tests, exams • Reading responses (written, oral, visual) • Word identification strategies • Written and oral retells PLANNING FOR ASSESSMENT • WHAT DO I NEED TO KNOW? • I need to know: • What knowledge and understanding children have about reading • What strategies they are using to read • What attitudes they have about reading

  13. What Questions will I Ask? • What questions do I need to ask my students? • What questions do I need to keep in mind when I observe my students? Finding Balance the Product Process Conversation PLANNING FOR ASSESSMENT • WHAT DO I NEED TO KNOW? • I need to know: • What knowledge and understanding children have about reading • What strategies they are using to read • What attitudes they have about reading • WHAT WILL I DO WITH THE INFORMATION? • I will: • Plan a teaching program to include: • Strategies for reading • Organization of class • Resources • Activities • Content objectives • Report to children, parents and teachers. • HOW CAN I FIND OUT? • I can find out by: • Using First Steps Reading Continuum • Talking to students • Using students’ self assessment • Analysing: • Cloze • Conference/interview • Dated samples • Focused observations • Gentry Grade-Level • Learning Log/Journal • Miscue Analysis • Performance Task • Portfolio • Quizzes, tests, exams • Reading responses (written, oral, visual) • Word identification strategies • Written and oral retells

  14. What Questions will I Ask? • What questions do I need to ask my students? • What questions do I need to keep in mind when I observe my students? Finding Balance the Product Process Conversation PLANNING FOR ASSESSMENT • WHAT DO I NEED TO KNOW? • I need to know: • What knowledge and understanding children have about reading • What strategies they are using to read • What attitudes they have about reading • HOW WILL I IMPLEMENT THE PROGRAM? • My program will include: • Reading to children • Shared reading • Guided reading • Independent reading • Language experience • Reading and writing • Collaborative learning • Talking • HOW CAN I FIND OUT? • I can find out by: • Using First Steps Reading Continuum • Talking to students • Using students’ self assessment • Analysing: • Cloze • Conference/interview • Dated samples • Focused observations • Gentry Grade-Level • Learning Log/Journal • Miscue Analysis • Performance Task • Portfolio • Quizzes, tests, exams • Reading responses (written, oral, visual) • Word identification strategies • Written and oral retells • WHAT WILL I DO WITH THE INFORMATION? • I will: • Plan a teaching program to include: • Strategies for reading • Organization of class • Resources • Activities • Content objectives • Report to children, parents and teachers.

  15. What Questions will I Ask? • What questions do I need to ask my students? • What questions do I need to keep in mind when I observe my students? Finding Balance the Product Process Conversation PLANNING FOR ASSESSMENT • WHAT DO I NEED TO KNOW? • I need to know: • What knowledge and understanding children have about reading • What strategies they are using to read • What attitudes they have about reading • HOW WILL I IMPLEMENT THE PROGRAM? • My program will include: • Reading to children • Shared reading • Guided reading • Independent reading • Language experience • Reading and writing • Collaborative learning • Talking • HOW CAN I FIND OUT? • I can find out by: • Using First Steps Reading Continuum • Talking to students • Using students’ self assessment • Analysing: • Cloze • Conference/interview • Dated samples • Focused observations • Gentry Grade-Level • Learning Log/Journal • Miscue Analysis • Performance Task • Portfolio • Quizzes, tests, exams • Reading responses (written, oral, visual) • Word identification strategies • Written and oral retells • WHAT WILL I DO WITH THE INFORMATION? • I will: • Plan a teaching program to include: • Strategies for reading • Organization of class • Resources • Activities • Content objectives • Report to children, parents and teachers.

More Related