Elementary Reading Assessment Framework and Guide April 2008

Transcription

1 Hastings and Prince Edward District School Board Elementary Reading Framework and Guide April 2008 Students, parents, and teachers can build a community where learning is supported by assessment only when mistakes, giving and receiving feedback, and taking time to self-assess and to learn are viewed as essential parts of the learning process. Only when we work together can the foundation for classroom assessment and learning be established. Davies EQAO Reporting DRA CASI Reading Readiness Running Records Diagnostic / Formative Summative

2 Elementary Reading Framework and Guide The primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students strengths and needs in their achievement of the curriculum expectations in reading in each grade. This information also serves to guide teachers in determining instructional approaches and in assessing the overall effectiveness of program and classroom practice in the implementation of the Ontario curriculum. is the process of gathering information from a variety of sources (including assignments, day-to-day observations, conversations or conferences, demonstrations, projects, performances, and tests) that accurately reflects how well a student is achieving the curriculum expectations in reading. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. Evaluation / Summative assessments refer to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality (Ontario curriculum documents - revised). The recognition that improved student learning is the primary purpose of assessment and evaluation practice is one of the most important changes in policy over the past fifteen years. and evaluation are no longer used solely to assign final grades and to rank and sort students. While assessment, evaluation, and reporting will always serve the purpose of identifying levels of student performance, the major purpose is to inform instruction and contribute to student growth. This is a core belief that must live in each and every classroom if we are to meet our stated goals of success for all and closing the gap. In the classroom student growth is fostered by clearly defining learning goals, scaffolding learning experiences, providing varied opportunities for practice and giving meaningful feedback. and evaluation are terms that have often been used interchangeably. Policy differentiates them in order to ensure that diagnostic and formative assessment are given as much of a profile as summative assessment or evaluation. Too often, evaluation the assigning of a value or grade has been the focus of assessment, evaluation and reporting discourse (Growing Success: assessment, evaluation and reporting: improving student learning, 2008). One action step in Hastings Prince Edward District School Board s AiM goal of Success for All Students is that students demonstrate improved skills in the reading component of literacy. To support this goal a common reading assessment framework for grades K to 8 has been developed. The framework, along with this guide, provides an overview of the required and recommended reading assessments and their implications for the planning, instruction and assessment cycle. The aim of assessment is primarily to educate and improve performance, not merely audit it. Wiggins

3 Guiding Principles for and Evaluation (HPEDSB and Evaluation Handbook Grade K Version) 1. The primary purpose of assessment and evaluation is to improve student learning. Ongoing classroom assessment must be a part of daily instruction and provide evidence of achievement in relation to overall expectations as outlined in the Ontario Curriculum. 2. A variety of assessment methods/ strategies, including pencil and paper (write), performance (do), and personal communication tasks (say) should be used to assess student performance. There are a wide variety of assessment methods/strategies available to teachers. Teachers should exercise their professional judgment to determine the assessment purpose and, select appropriate assessment methods/or strategies for the learning expectations being assessed. 3. The nature of teaching and learning requires the application of confident and professional judgment on decisions about student performance. Based on their understanding of the program and of the descriptors of the Achievement Chart levels, teachers use assessment data along with their knowledge of their students to apply professional judgment in determining the achievement level that best describes the overall performance of the student. 4. should be continuous and involve students in the process. Students must know and understand the criteria and the methods that will be used for assessing and evaluating student achievement. There should be no surprises for students. 5. Communication about assessment is continuous, clear and meaningful. 6. practices should be regularly reviewed and refined. Ongoing parent and student communication regarding classroom assessment practices is crucial. The information on student achievement, gathered through assessment and evaluation, should be communicated to students and parents at regular intervals and in a variety of informal and formal ways. The accuracy, efficiency, and effectiveness of assessment practices should be reviewed and refined when necessary in order to improve student achievement.

4 Hastings and Prince Edward District School Board - Elementary Reading Framework Grade Level Informs Required Instruments EQAO Education Quality and Accountability Office - Page 1- Provincial Report Cards -Page 2- DRA Developmental Reading -Page 3- Based on the Reading expectations of the Ontario Curriculum (2006). Assesses explicit, implicit and making connections in fiction and non-fiction. Grades / Marks reflect most recent and most consistent student achievement, aligned with the achievement chart and demonstrated in summative assessments. One-on-one reading conferences that evaluates accuracy of oral reading and comprehension through reading and retelling of fiction and nonfiction texts. JK SK June March and June Once per year for each student Fall term for at risk (below the range for the term tested) All students new to the system without a recent DRA Class Division School System Training May May U U U U Teachers new to Grade 3 & 6 November, March & June On-going U U U U New Teachers On-going U U U U On-going Board provided template CASI Comprehension Attitude Strategies Interests -Page 4 to 6- Reading response and multiple choice group assessment which reports levels across achievement chart categories. Includes reading interview, attitude survey, interest inventory and passages. September/February Sept: used for diagnostic and formative purposes Feb: may be used for formative and summative purposes U U U U Initial training Spring / Fall 08 Gr. 4-8 Board provided template On-going Reading Readiness -Page 7 & 8- Nelson Letter - Sound recognition Oral language Checklist SK Woodcock Letter ID / Yopp Singer At Risk SK - Phonological Awareness Test (PAT) Based on student readiness and needs U U U On-going Board provided template

5 Hastings and Prince Edward District School Board - Elementary Reading Framework -Continued- Grade Level Informs Instruments JK SK Class Division School System Training Running Record -Page 9 & 10- Assesses a student s reading performance by examining accuracy and the types of MSV errors made (meaning, structure, visual). Based on student readiness and needs To inform instruction for improving student reading achievement U Increased emphasis 08/09 for Gr. 1 to 8 On-going Recommended Diagnostic and Formative -Page 11 & 12- Diagnostic: what students know and are able to do prior to instruction. Formative: what students know and are able to do as they progress through learning. Informs instructional planning and specific interventions for individual and /or groups of students. Possible Examples Include: Teacher designed and teacher determined classroom assessments Dolch / Fry Words retell reading response conferences observations portfolios U On-going Summative -Page 11 & 12- Assesses what students know and are able to do at the end of a unit or term. Provides a fair and accurate reflection of what has been taught. Common assessments are encouraged. Portfolio (required Term 1 SK, Term 2&3 for JK/SK) At least three per term (Part of information for Provincial Report card) (HPEDSB & Evaluation Handbook, p23) U U if common On-going

6 Purpose of What does it measure? EQAO (Education Quality and Accountability Office) EQAO is used to: Provide information on the academic achievement of students related to the curriculum expectations Include additional information for the improvement of student learning and school improvement plans Assist in the adaptation of curriculum and instruction for students to address their strengths and needs The Primary and Junior Division EQAO for reading is based on the expectations in The Ontario Curriculum, Grades 1-8, 2006 Language. The assessment covers knowledge and skills that students begin working with early in their schooling and build upon throughout the primary and junior grades. The assessment requires students to read and respond to fiction and non-fiction passages. The assessment focuses on three reading skills: Understanding explicitly stated information and ideas Understanding implicitly stated information and ideas (making inferences) Responding to reading by making connections between information and ideas in a reading selection and the reader s personal knowledge and experience (e.g. interpreting a reading selection by integrating its information and ideas with personal knowledge and experience). Elements of the Instrument For more detailed information and descriptions for both the Primary Division (Grades 1 3) and Junior Division (Grades 4 6) please refer to the Framework Documents (available at eqao.com). In the reading assessment, there are two types of questions: open response; multiple choice. Skills Involved Students demonstrate skills in the following four categories: knowledge and understanding of content, thinking, communication, and application. Reporting of EQAO reports achievement results using a four-level scale in the Fall of the next school year. This scale is based on The Ontario Curriculum, Results Grades 1-8, 2006 Language and identifies level three as the expected provincial standard of achievement. Participation All Ontario Grade 3 and 6 students in publicly funded schools are expected to participate in the assessments. According to Guide for Accommodations, a Special Provision and Exemptions, some students (e.g., on IEPs / ELL) may be permitted accommodations or exemptions. When to The EQAO assessments are administered annually, as determined by the Ministry of Education, in late May, to all students in grades 3 and 6. administer (See Administering the s of Reading, Writing and Mathematics found on eqao.com). Interpretation EQAO provides individual students, schools, board-wide, and provincial results. EQAO generates an ISR (individual student report) for every of Results and student who participates in the assessments. An ISR provides students, parents, teachers, and administrators with detailed information Connections to about each student s achievements in reading. This information is useful for planning for improved student learning. The assessments the Program provide a snapshot based on student achievement during the assessment period. EQAO results provide information for class, division, school and system planning. Schools also receive Item Information Reports (I.I.R.) that provides detailed analysis of individual questions and the percentage of students in the cohort who achieved a specific level of achievement. The IIR can be used to identify areas of strengths and weaknesses based on skills or strands, types of questions, and curriculum expectations and inform teacher practice. - Page 1-

7 Purpose of What does it measure? Elements of the Instrument Reporting of Results Provincial Report Cards Provincial Report Cards are used to: provide information on the academic achievement of students related to the curriculum expectations provide information for the improvement of student learning strengths, needs, next steps, learning skills communicate most recent, most consistent student achievement data to students, parents, and educators inform teachers in adapting curriculum and instructional approaches to students needs and in assessing the overall effectiveness of programs and classroom practice using a variety of sources involve students in assessing their own progress and setting goals The Provincial Report Card measures student achievement in respect to the overall reading expectations outlined in The Ontario Curriculum, Grades 1-8, 2006 Language. All curriculum expectations must be addressed, but evaluation focuses on students achievement of the overall expectations. Specific expectations define the particular content or scope of the knowledge and skills referred to in the overall expectations. Some specific expectations will be covered in instruction and assessment (e.g., through direct observation) but not necessarily evaluated. (Ontario curriculum Language (revised) and Guide to the Provincial Report Card, Grades 1 8, 1998) Next steps and rating scale for JK-SK. There are two versions of the Provincial Report Card: one for Grades 1 to 6 and one for Grades 7 to 8. The Report card is formatted to provide achievement results based overall expectations outlined in The Ontario Curriculum, Grades 1-8, 2006 Language, and space for students and parents to respond. Grades / marks on the Provincial Report Card should reflect the student s most consistent level of achievement of the expectations when this evidence accurately reflects the student s progress. (HPEDSB, and Evaluation Handbook, 2005, p. 26) For all students in Grades 1 to 6, student achievement should be reported as a letter grade (A, B, C, etc.) with a plus or minus sign as required. For all students in Grades 7 and 8, student achievement should be reported as a percentage mark (85, 72, etc.). Level 4 represents the highest range of achievement of the curriculum expectations for the grade, not beyond the grade. There should be no mark below 40% on grade 7 and 8 report cards. The use of an I on a report card can be used in specific situations where there is insufficient data to support a final mark. (Consultation with the school superintendent must occur prior to the designation of an I) R / Below 50 is used to flag the need for remediation and parent involvement. R signals that additional learning is required before the student will begin to achieve success with this grade s expectations. Participation May include: Classroom teacher(s), ISRT, Principal, Literacy Partner, Parent/Student (page 3) When to Three reporting periods per school year Gr administer Two written reports per school year for SK (March and June) and one written report for JK (June). Interpretation Teachers must use assessment and evaluation strategies that ensure that each student is given clear directions for improvement. of Results and (Growing Success, 4-i) Connections to Strengths/Weaknesses/Next Steps guide instructional focus in terms of student growth and achievement the Program Next steps must refer to the specific skills or strategies directly related to the needs statement. The information will encourage students to set goals for learning, informs teachers to establish plans for teaching, and assist parents in supporting learning at home. ( HPEDSB, and Evaluation Handbook, p.32) - Page 2 -

8 Purpose of What does it measure? Elements of the Instrument Research When to Administer the Reading DRA Developmental Reading (Kindergarten to Grade 3) DRA is used to: Monitor student growth on a variety of crucial skills and strategies that effective readers use Help teachers diagnose student needs and plan instruction (interventions) Determine student independent reading levels Gather data about individual student reading achievements for teachers, parents, and schools DRA data is collected to determine student progress. Students are determined to be near, at, or above grade level, below grade level, or significantly below grade level based on their performance on the assessment relative to their grade level status. It measures a student s accuracy, fluency and level of comprehension when reading fiction and non-fiction texts. One-on-One Student Reading Conference: Used to assess oral reading fluency based on expression, phrasing, rate, and accuracy Prior to assessment the teacher selects an appropriate level of text for the student s level of fluency Student selects a book from a leveled set, previews and reads designated passage aloud. Teacher takes a running record of oral reading. Teacher determines comprehension level through a student oral retell Field tests indicate that DRA is effective in assessing student reading engagement, oral reading fluency and comprehension skills and strategies. DRA provides important information about student strengths and needs to inform instruction. Required administration with results submitted at the system level: Once per year for each student Fall term for at-risk (below the range for the term tested) All students new to the system without a recent DRA Further use of this assessment for in class data gathering is at the discretion of the teacher. Interpretation of Results and Connections to the Program Tools provided to assess, track, and record responses are: DRA Observation Guide (record text level, score for accuracy, comprehension, phrasing and fluency ) DRA Continuum (identify student strengths and needs) yellow folders Focus for Instruction Form (select five possible interventions based on the behaviours observed) DRA Reporting Form DRA records online (archive results, manage DRA data, show student progress over time, to plan for instruction, to create flexible groupings) This assessment provides teachers, parents and administrators with information regarding a student s level of engagement, reading interests, level of oral fluency and ability to comprehend written materials at a particular point in time. It also provides teachers with the opportunity to observe which reading strategies a student uses effectively and determine areas of need. Teachers are able to plan for instruction in areas of weakness, determine appropriate reading levels and create flexible groupings. - Page 3 -

9 Purpose of What does it measure? Elements of the Instrument (Each of these elements are explained below on page 5 and 6) When to Administer the Reading Interpretation of Results and Connections to the Program CASI Comprehension Attitude Strategies Interests (Grades 4 to 8) CASI is used: to diagnose student strengths and learning needs related to the Ontario reading expectations and achievement chart categories (September) to inform planning and instruction for the individual student, small group and whole class (ongoing) as a summative assessment tool when linked to instructional focus (February) to help students become more aware of themselves as readers to support collaborative marking and division / school discussions. The tools in CASI measure a student s: approach to reading, values, attitudes toward reading, reading interests level of comprehension knowledge and understanding, inferring, creative/critical thinking, conventions of written text, ability to explain, support and apply what has been read and making connections among texts, personal experiences and life situations. elements include: Reading Interviews Reading Attitude Survey Reading Interests Inventory Reading Passages and Questions Student Self- Elements to support marking: CASI Reading Rubric Sample of student responses at four levels of performance and rationale about the student responses September /early October: Administer Reading Interview (one on one is recommended); Reading Attitude Survey (can be whole class); Reading Interests Inventory (whole class); Student Self- (whole class); Passages and Questions (whole class, for diagnostic purposes) February / early March: Reading Interests Inventory (whole class); Student Self- (whole class); Passages and Questions (whole class; results may be used for diagnostic, formative and/or summative purposes) In the CASI Reading a level of performance is assigned as the teacher assesses the quality of student responses and rates the student s work according to a set of predetermined criteria. Tools provided to identify and prioritize planning and instruction for individual student, class, division and school are: Class Tracking Sheet Instructional Follow-up Plan Student self assessment Follow up strategies (pg of the CASI Teacher s Guide) are identified to target specific skills and to meet programming needs. - Page 4 -

10 CASI Elements Element What Does it Measure? Administering the Instrument Implications for Programming Reading Interviews Page 43 CASI Teacher s Guide Strategies students use when reading including strengths and weaknesses Student interests and attitudes about reading Conduct individual Reading Interviews during Independent Reading block Record student responses to questions on Reading Interview sheet Help the teacher design appropriate reading experiences for each student Helps the teacher to select materials Helps the teacher and students determine next steps Reading Attitude Survey Page 44 CASI Teacher s Guide Attitude towards reading Can be implemented whole class or one-to-one during reading conference Teacher may choose to read questions aloud to ensure understanding of survey questions Awareness of students attitudes towards reading is important because their attitudes influence motivation and affect achievement Knowledge of attitudes can be addressed through a follow-up conference and steps taken to promote success in reading Follow-up strategies are provided to encourage positive attitudes towards reading (pg 19-20) Reading Interests Inventory Pg 45, 46 CASI Teacher s Guide Reading Passages and Questions Reading interests of students Student ability to respond independently to unfamiliar text Student comprehension as measured by the Achievement Chart categories; knowledge / understanding, inferring, creative/critical thinking, conventions of written text, ability to explain, Can be completed whole class, individually or one-to-one during reading conference Teacher may choose to read Inventory questions aloud to ensure understanding of all genres listed and/or provide a sample of each genre Summarize reading interests of the class using the Reading Interest Inventory: Class Tally Form (pg 46) Select an alternative assessment for students who will not be able to complete the grade level assessment independently (See pg 8: CASI and the Struggling Reader) Administer as a whole class (each student must read and respond individually) Let students refer to the reading passage when answering questions, but not a dictionary or thesaurus during the assessment - Page 5- Aids teacher in selecting books for classroom instruction and classroom libraries based on student interest Helps the teacher in making programming decisions (i.e., grouping students, developing themes and focusing lessons) Follow-up strategies are provided to maximize students interest in reading (pg 21) Information gathered is used to determine next steps and instructional strategies related to the categories of the reading rubric Use the Instructional Follow-up Plan (pg 55-56) to identify, prioritize and record student needs determined from data on Class Tracking Sheet Supports collaborative marking and division / school discussions Supports communication with parents about student s reading achievement

11 CASI Elements - Continued Element What Does it Measure? Administering the Instrument Implications for Programming Reading Passages and Questions (continued) support and apply what has been read and make connections among texts, personal experiences and life situations Assess responses using: - CASI Reading Rubric (pg in the CASI Teacher s Guide) - Student samples and rationales about student responses found in the CASI Scoring Guide. - Detailed instructions for scoring student responses (page 16 of the CASI Teacher s Guide) Record individual student s score for each question on the Class Tracking Sheet (pages in the CASI Teacher s Guide) CASI Elements to Support Marking Element What Does it Measure? How To Use Implications for Programming CASI Reading Rubric The student s achievement levels (1-4) in each of the four categories Passage questions are matched to specific categories with explicitly stated criteria and descriptors Passage questions are aligned with a specific category regardless of grade level (e.g., questions 1,4,5 knowledge and understanding) Rubric can be used by teachers to assess students responses either independently or collaboratively Can be used within the structure of a reading lesson The rubric gives both students and teachers criteria for each level of performance The level of performance enables the teacher to focus planning and instruction in all components of their reading program The level of performance enables students to set goals and/or improve learning Sample Student Responses and Rationale Models student responses at every achievement level for all passage questions and categories Rationales are presented to support teachers in determining student achievement levels Sample student responses support understanding of success criteria for each passage question - Page 6- Helps establish rationale in assigning a particular level, based on the criteria within the category, as related to the specific passage question After the assessment the samples responses and rationale can be shared with students

12 Purpose of What does it measure? When to Administer Reading Readiness Kindergarten Reading readiness assessments are used to: inform instruction and determine a student s next steps in phonological awareness, phonics, and decoding skills. Reading readiness tools are: Nelson Letter-Sound measures student s ability to recognize the letter name and sound (p. 85 Nelson Kindergarten Resource Book). Oral Language and Observation Checklist measures speaking and listening behaviours, knowledge of the content of language, the structure of language, and sounds (p. 221, 223 Nelson Kindergarten Resource Book). Woodcock Letter ID measures a student s ability to recognize letters in various fonts and sizes. Yopp-Singer Test of Phoneme Segmentation measures student s ability to segment sounds within a word (p. 165 Nelson Kindergarten Resource Book) The Phonological Awareness Test (PAT) is designed to diagnose deficits in phonological processing and phoneme-grapheme correspondence. Reading readiness assessments should: Be administered based on student readiness and needs Be considered for students in primary grades beyond JK/SK that are not reading continuous texts. Research Nelson Letter-Sound, A student s ability to recognize and name letters is the single best predictor of first-year reading achievement. Oral Language and Observation Checklist Fountas and Pinnell state that oral language is the foundation of literacy learning. Reading and writing are meaningful because they represent and extend the oral language system. Yopp-Singer Test of Phoneme Segmentation The second best predictor of reading success is the student s ability to discriminate between phonemes or individual letter sounds. Phonemic awareness is the awareness that oral language is composed of individual sounds and the ability to play with these sounds. * Adams, Marilyn Jager. Beginning to Read: Thinking and learning About Print Cambridge, MA: MIT Press, 1990 Segmenting and blending individual sounds within words is the most difficult level of phonological awareness and has a strong correlation to learning to read. (Adams et al., Snow et al.). Interpretation of Results and Connections to the Program The Reading Readiness assessments support daily assessments done during read alouds, shared reading, writing, guided reading, interactive writing, and independent reading and writing. With this additional information teachers can plan mini-lessons for individuals, small flexible groups, and the whole class which address precise next steps for students. Data gathered from the Nelson Letter Sound assessment will help teachers to determine which students need further teaching of letters and sounds. By the end of Kindergarten students must demonstrate knowledge of most letters of the alphabet in different contexts. Results of The Oral Language and Observation Checklist informs instruction to: a) develop language for social interaction, b) develop students background knowledge, c) develop the language for thinking and problem solving, d) develop emergent reading and writing skills by connecting students oral language knowledge to the reading and writing process. -Page 7-

13 Interpretation of Results and Connections to the Program (continued) Reading Readiness (Continued) The Woodcock provides data about how students are able to apply their knowledge of letters when they are represented in various fonts and sizes. Knowing the letters is not enough; the speed of recognition (automaticity) is crucial. Teachers need to set up opportunities to draw students attention to environmental print often and in specific ways. Labels or charts must be revisited often not just for the message but also in order to focus on specific letters (upper and lower case), length of word(s), beginning letters, and directionality. The familiarity will allow students to develop fluent letter recognition, which is important in beginning to read. The Yopp-Singer Test of Phoneme Segmentation provides a comparison of a student s phonemic awareness skills to those of other students in the same age group. By the end of January students who have had specific practice in phoneme segmentation will normally be able to answer approximately 12 items correctly. Students who correctly segment some items are displaying emergent phonemic awareness. Students who are able to segment only a few items or none at all lack appropriate levels of phonemic awareness and will likely need further support. Phonological Awareness Test subtasks have been correlated with success in early reading and spelling. Rhyming, segmentation, isolation, deletion, substitution, blending, graphemes, and decoding are the skills tested. Phonological awareness tasks can be classified into four developmental levels: a) Word level includes rhyming and sentence segmentation as well as the isolation, segmentation, deletion, and blending of compound words b) Syllable level includes isolation, segmentation, deletion, and blending. c) Phoneme level includes isolation, segmentation, deletion, blending, and substitution d) Grapheme level includes sound/symbol correspondence for consonants, short and long vowels, vowel and consonant digraphs, blends, and diphthongs. It also includes blending sounds to form words. In general, it is important for a student to be successful at activities from one level before moving to the next level. However, this is not always the case (e.g., many students are introduced to letters at the grapheme level prior to mastery of all the activities from the phoneme level). Begin instruction where the earliest level in which the student has demonstrated difficulty. -Page 8-

14 Purpose of What does it measure? Elements of the instrument Running Records A Running Record is an assessment of continuous text reading used to: Gather information about what a student does and says when reading Inform instruction Determine the instructional/independent level of text for the student Build a cumulative record of the student s progress Evaluate the student s growth in reading This measure provides an indicator of the student s ability to read continuous text. From a running record, taken on familiar or unfamiliar material, a teacher can obtain information about the skills, cueing systems and strategies a student can use to decode and comprehend seen and unseen text. The student reads continuous text that has been leveled in order to determine the student s independent, instructional or frustration level. A detailed running record includes coding, scoring, and analyzing the reading behaviours. Comprehension is determined by responses to explicit, implicit, and making connections questions. When the student s instructional level is found, the Record sheet may be filled out to document the student s accuracy, error rate, self correction rate, and miscues and cueing systems used. Skills involved Semantic, syntactic, and graphophonic skills are referred to as the three cueing systems. The three cueing systems are used to assess fluency. Semantic (Meaning) is the student s ability to apply vocabulary, prior knowledge, and meaning-making while reading. (Does it make sense?) Syntactic (Structure) is the student s ability to apply knowledge and understanding of the grammatical structure, letter sounds, high frequency words, and decoding skills while reading. (Does it sound right?) Graphophonic (Visual) is the student s ability to apply knowledge and recognition of letter-sound relationships, high frequency words, and decoding skills while reading. (Does it look right?) Research Running records are a reliable assessment tool. When running records are administered at regular intervals, they document what a student growth during that time period. A number of studies indicate that: Students need to read materials within an appropriate range to continue to develop reading skills and strategies. Students who regularly read materials that are too difficult or too easy do not make the same gains. Thus accurate and regular assessment linked to effective programming at the right level is very closely connected to student growth. Students reading under 95% accuracy may have difficulties comprehending a text and tend to rely upon less efficient strategies to decode and comprehend these texts. Between 90% and 95% accuracy is the right level for guided reading levels which assist students to acquire and practice more efficient strategies. Students learning to read often use a variety of efficient and inefficient strategies to decode and comprehend text. Close observation of reading behaviours allows teachers to observe efficient and inefficient strategies and to program effectively so that more efficient strategies are developed. Most students require ongoing modeling of and explicit instruction in reading strategies during both shared and guided reading in order to make reading gains. Some students, who are able to decode text accurately, are unable to understand the text. Therefore, comprehension questions are an important check on reading behaviours. Instruction in comprehension strategies needs to occur regularly. -Page 9-

15 Expectations Running Records (Continued) A running record is recommended for students in grades 1 to 8, and JK/ SK students who are reading continuous text at varying levels. If a student in grades 1-8 is not reading continuous text a running record should still be taken in order to document what the student does or does not know about reading. Listed below are exit expectations for each grade (Fountas and Pinnell). These expectations represent a student s independent reading level, when 95% accuracy or above are achieved with considerable comprehension. Primary: By the end of SK most students should be able to read Level C text. By the end of Grade 1 most students should be able to read Level I text. By the end of Grade 2 most students should be able to read Level M text. By the end of Grade 3 most students should be able to read Level P text. Junior: By the end of Grade 4 most students should be able to read Level T text. By the end of Grade 5 most students should be able to read Level W text. By the end of Grade 6 most students should be able to read Level Y text. Intermediate: By the end of Grade 7 most students should be able to read Level Z text. By the end of Grade 8 most students should be able to read Level Z text. When to administer Interpretations of Results and Connections to the Program Note: Frustration Level = below 90% accuracy / Instructional Level = 90-94% accuracy / Independent Level = 95% and above accuracy JK/SK: based on student readiness and needs Grade 1 8: as determined by the classroom teacher to inform instruction for improving student reading achievement Results, in the form of levels, can be used to select appropriate reading materials for the tasks in which students will be involved. Independent level would include materials for home book bag programs, buddy reading and self-selected/independent reading baskets. Instructional level would include materials for shared and guided reading. Frustration level could include teacher read alouds, listening centre tapes, and books, shared reading materials. Classroom teachers can also use Running Records: For grouping students for instructional needs (e.g., cueing systems meaning, structure, visual; comprehension-explicit, implicit, making connections; and reading levels) To ensure student s instruction is within their zone of proximal development To allow students to move through different books at varying speeds while monitoring progress To observe student s strengths and needs and determine next steps When completed, the Running Record provides an indication of which reading strategies and cueing systems need to be modeled and taught through shared and guided reading. It identifies students requiring additional teaching in and practice with decoding, fluency and comprehension. This profile will assist teachers in planning for and implementing differentiated reading instruction. -Page 10-

16 Diagnostic Formative Summative FOR Learning provides continuous feedback to students during modelling and practice interactive, with teachers providing assistance as part of the assessment teachers use the information to inform planning, instruction, scaffolding and assessment OF Learning determines how much students have learned at a particular point in time after modeling and practice Definition assesses what students know and are able to demonstrate prior to instruction determines gaps in learning provides information about the learning students have acquired in the past ongoing assessment of what students know and are able to do as they progress through the learning and practice opportunities provides opportunities for students to learn and for teachers to adjust their instruction provides a comprehensive assessment of what students know and are able to do at the end of a unit or term provides a fair and accurate reflection of what has been taught common assessments provide opportunities for teachers to dialogue about instruction, assessment, differentiation, and next steps is not included in the determination of the final grade. may be used to support professional judgment when determining the final grade. used to determine a final grade or level of student s performance of overall expectations At least three per term (HPEDSB & Evaluation Handbook, p23) Connections to the Elementary Reading Framework DRA CASI Reading Readiness Running Records Additional examples may include: Teacher designed and teacher determined classroom assessments, Dolch/Fry Words, retell, reading response, conferences, observations, portfolio -Page 11- EQAO Provincial Report Card After related teaching, the following may be used to provide further evidence for the most recent / most consistent level of achievement: DRA CASI Reading Readiness Running Records Portfolio (Term 1 SK, Term 2&3 for JK/SK)

17 Diagnostic Formative Summative Teachers ask: What prior knowledge do my students have before I begin the teaching and learning processes? What will be my starting point for instruction? How will the diagnostic information inform my programming decisions? How will I monitor my students progress as they work through a lesson/unit? How will I know they are learning? How will I provide ongoing meaningful feedback to help students improve their learning? How will I use the information to form the basis for communication among students and parents to increase learning? How does this assessment inform my planning and specific interventions for individual and /or groups of students? What strategies will I use to address the needs of all students? What task(s) could I use at the end of this unit to have students demonstrate their learning? How will I identify next steps for my students? What feedback does the summative assessment provide about the effectiveness of the unit of study and how to improve instruction? AS Learning occurs when students personally monitor what they are learning and use the feedback from this monitoring to make adjustments, adaptations, and even major changes in what they understand students are empowered to ask reflective questions and consider a range of strategies for learning Students ask: What are my strengths and needs? What do I know about the skill / topic / unit of study? How can I demonstrate my learning? What do I need to learn and practice? Am I progressing in my learning? How do I know I m learning what I am supposed to be learning? How can I build on my strengths and improve my areas of weakness? How will I use the teacher s feedback to improve my learning? How does this help me to make meaning? What are my next steps? How will my achievement be assessed? How will I demonstrate my learning? What is my level of achievement? What are my future learning goals? -Page 12-

18 References: eqao.com Beaver, J. (2001) Developmental Reading K-3 Teacher Resource Guide. Parsippany, NJ: Pearson Learning. Gibson, A. (2007) CASI Grades 4 to 8 Reading Teacher s Guide Second Edition. Toronto: Thomson Nelson. Hastings and Prince Edward District School Board (2005) & Evaluation Handbook Grades K-8. Ontario Ministry of Education (2006) A Guide to Effective Literacy Instruction, Grades 4 to 6, Volume Two. Ontario Ministry of Education (2005) Education for All: the Report of the Expert Panel on Literacy and Numeracy Instruction for Students With Special Education Needs, Kindergarten to Grade 6. Ontario Ministry of Education (January 2008) Growing Success assessment, evaluation and reporting: improving student learning. Ontario Ministry of Education (1998) Guide to the Provincial Report Card Guide, Grade 1-8. Ontario Ministry of Education (2006) The Ontario Curriculum Grades 1-8 Language Revised. Robertson, C. & Salter, W. (1997) Phonological Awareness Test. East Moline, IL: LinguiSystems, Inc. Trehearne, M. (2004) Language Arts: Grades 1-2 Teacher s Resource Book. Toronto. Nelson. Trehearne, M. (2000) Kindergarten Teacher s Resource Book. Toronto. Nelson. Waterloo Catholic District School Board (September 2007) Junior Balanced Literacy Measures: Grades 4 to 6. Woodcock Reading Mastery Tests- Revised (1998): Psycan. Yopp-Singer Test of Phoneme Segmentation ACKNOWLEDGMENTS: The Hastings and Prince Edward District School Board acknowledges the contributions of the following educators in the development of the elementary reading assessment guide: Maureen Baraniecki, Curriculum Services Cassandra Bellwood, Kente P.S. Jennifer Birt, Stirling Sr. P.S. Suzanne Cholasta, Curriculum Services Lynn Crawford Beare, Curriculum Services Dave Henderson, 1 st Vice President ETFO Pearl Hucul, Curriculum Services Sally Landry, Frankford P.S. Steve McFadden, Madoc P.S.