Edtl 4430

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Authentic Assessment

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Refers to assessment tasks that resemble reading and writing in the real world and in school (Hiebert, Valencia & Afflerbach, 1994; Wiggins, 1993).

In my fourth grade class, I would use authentic assessment to read real life stories that would lead to natural discussion about reflection and opinions of the story.

http://www.youtube.com/watch?v=9l5m66Y607U

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Intervention

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Offering additional instruction for students who experience difficulty in learning to read and write (Cooper and Keiger, 7).

In my class, I would assign different stories that are appropriate to the students reading level and work with them individually to discuss and analyze the text.

http://www.readingrockets.org/article/42401/

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Assessment

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The process of gathering information about what students can and cannot do (Cooper and Kiger, 6).

I would use formative and summative assessments to gain feedback on students understanding of a book, article, or any reading.

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Progress Monitoring

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The process of looking at each student's performance in daily learning experiences and tests, noting how he or she is progressing in relation to what has been taught and what the student is expected to learn (Cooper and Kiger, 6).

I monitor my students progress in literacy comprehension by keep detailed notes on students performance on exit slips, class discussions, and other activities. I will analyze this data throughout the year to ensure they are moving forward.
Below is a link to help explain the purpose and how to incorporate into classroom.
http://www.studentprogress.org/progresmon.asp#2

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Evaluation

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Making judgments about students literacy development based on information you have gathered and changing instruction and intervention as needed.

In order to benefit my students, I will make evaluations on how they are developing. These evaluations will determine when they are ready to move forward into deeper understanding.

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Literacy Development

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Literacy develops over time as students progress from emerging to skilled readers who can comprehend and analyze complex text. Reading for understanding requires an active thinking process that is influenced by the reader's prior knowledge and experiences (National Reading Panel, 2000).

http://www.netc.org/focus/challenges/literacy.php

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Scaffolding

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Offering a great deal of support in the beginning and then gradually withdraw support as the student becomes more proficient (Cooper and Kiger, 13).

I will use scaffolding to help teach reading comprehension strategies. I will use graphic organizers to help them practice using the strategies then over time stop giving them handouts and allow them to become independent.

http://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber

Above is a link to scaffolding strategies to use in the classroom.

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Modeling

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Guided practice and then to the achievement of student independence through practice and application (Pearson).

This will be a technique used for scaffolding effective comprehension strategies. I will show them and guide them with the strategies so they can do it on their own.
http://www.ed.psu.edu/englishpds/inquiry/projects/miska04.htm

A link to classroom modeling and scaffolding.

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Observing

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Involves close watching of a students behavior while he or she is engaged in a particular activity or task (Cooper and Kigel, 22).

I will do this to plan future instruction and help make evaluations of students progress.

Below is a link about why teachers should observe their students morehttp://www.smartclassroommanagement.com/2012/12/15/why-you-should-observe-your-students-more/

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Formative Assessment

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Formative assessments are about checking for understanding in an effective way in order to guide instruction. They are used during instruction rather than at the end of a unit or course of study. And if we use them correctly, and often, yes, there is a chance instruction will slow when we discover we need to re-teach or review material the students wholly "did not get" -- and that's okay. Because sometimes we have to slow down in order to go quickly (Alber).

I will use formative assessment in my class each and every day. This will be the key component in making evaluations on students understandings and what I need to go more in depth with or determine that they are ready to move on.

Below is an article of why formative assessment matters
http://www.edutopia.org/blog/formative-assessments-importance-of-rebecca-alber

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Summative Assessment

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Are cumulative evaluations used to measure student growth after instruction and are generally given at the end of a course in order to determine whether long term learning goals have been met (Coffey).

Summative assessments will be used in my classroom for a final report on students ability to demonstrate their understanding of the unit.

Below is a link to a detail article about summative assessment
http://www.learnnc.org/lp/pages/5233

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Work Samples

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Provide evidence of a childs actual work in the classroom (Cooper and Kiger, 32).

These sample will be used in my room to help determine evaluations of their understanding about the material. It will also help me monitor their literacy comprehension strategies.

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Self Reflection

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In literacy, good readers ask questions and reflect how they feel about what they are reading.

I will ask the students to self reflect on every material and tell me how they felt about it. This will demonstrate their comprehension skills and install an effective strategy that all readers do.

Below is a link to help instal reflection strategies in my classroom.
http://education.ohio.gov/Topics/Early-Learning/Early-Childhood-Education/Early-Language-and-Literacy-Reflection-Tool

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Performance Assessment

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Based on a particlar task performed by the student to see how well students apply what they are learning in real world situations, determine progress, and plan instruction (44)

In my 4th grade classroom, I will use this strategy to create assessments that apply to the real world. This will engage them and create personal connections.

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The Writing Process

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Prewriting, Drafting, Revising, Editing and Publishing (Common Core State Standards)

These will be the steps I teach my students to use when creating any kind of writing for a grade. This will help them understand exactly how and where to start.

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Comprehension

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The goal of reading is to understand what we read (Surefire ways of Comprehension)

I must make sure that I am teaching comprehension strategies that all good readers do. This will allow my students to become stronger readers.

Below is a helpful website to reference when teaching comprehension
http://www.teachingcomprehension.org/

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Comprehension Strategies

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All good readers are exceptional at using effective strategies that enable comprehension.

I will use these strategies with my students and slowly create an understanding that these are to always be used when reading.

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Predict/Infer

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Students are to use what they know from the reading and apply that knowledge to come up with ideas of what will happen next.

I will read aloud to my students, stopping every so often to have them discuss with a peer what they think is going to happen.

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Making Connections

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Making personal connections with the reading and our own life.

This is an effective comprehension strategy that allows students to find ways that they relate to the reading. These connections will help them decide how they feel about the reading.

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Questioning

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Another effective reading strategy that requires students to ask questions to themself. This allows them to look at the story and reflect on why they think the author is writing this.

I will use this to have my students work on building connections and personal relations. In order to figure out why the author is writing the piece, they must use what they already know.

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Summarizing

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A comprehension strategy that calls on the students to recall what they know. This requires them to think and reflect about what happened. They will have to determine what is and is not important.

After every reading, I will ask my students to make a journal entry summarizing what they believed happened. They will have to think about what things are important and not important to include in their summary.

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Evaluate

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Students will use this strategy to increase comprehension as well. They will have to use all of the effective strategies to make a real evaluation on how they feel.

I will ask my students to evaluate what they thought about the reading or what they are feeling during it. This will demand them to think and reflect about their reading.

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Close Reading

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An instructional routine in which students critically examine a text through separated reading. This invites students to examine the deep structure of the text and builds necessary habits of readers who are engaged (Close Reading, Fisher and Frey).

I will use the key features from this article to teach my students how to do close reading. This will help build them up over time and create more effective readers.

Below is a website to close reading materials that can be used in class.
http://www.readworks.org/

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Text Dependent Questions

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These are questions that can be answered with evidence from the text. They are to be literal but must also involve analysis, synthesis and evaluation (Dr. Thomas).

In my class I will use the three types of text dependent questions to help guide my students into learning how to do so on their own.

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Fluency

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The students ability to decode quickly and automatically. Fluency rate can often affect comprehension (Dr. Thomas).

I will enhance my students fluency by suggesting books and articles that they would like to read. Overtime with practice they will be come more fluent readers.
Below is a link to fluency instructional guideliens
http://www.readingrockets.org/article/3416/

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Critical Thinking

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Involves logical and reflective thinking and reasoning which helps one to decide what to believe or do (Thoughtful Literacy).

I will help by students develop question asking skills so that they can sort the important details and arguments from the false claims.

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Critical Literacy

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Requires critical thinking with a specific focus on a social issue or injustices.

This is important so that my students know how to think thoughtfully because it is the key to all learning.

Below are lesson plans that can be used for critical literacy instruction
http://www.readwritethink.org/classroom-resources/lesson-plans/seeing-multiple-perspectives-introductory-30792.html

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Metacognition

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Thinking about ones own thinking.

This is important for my students to grasp because they must know how to be self reflective. This is why reflection will be used often as a reading comprehension strategy.

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Full Circling

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Is a multilayered process using visual media as text to be critically read, interpreted, and employed as a call to action.

I will use digital media to spark interest in my social studies classes. This will engage them and inspire them to be model citizens.

Below is an article with suggestions of media to use
http://onlinelibrary.wiley.com/doi/10.1598/JAAL.51.6.6/abstract

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Visual Literacy

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The ability to find meaning in imagery using skills from full circling.

Using this technique my students will be able to find literacy in powerful visual images.

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Project Based Learning

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Comprehensive based approach learning to provide students the chance to investigate the key idea (EDTL 4490).

I will do this by allowing groups to choose how they want to approach the essential questions. Allowing them the freedom to sorting out the answers.

Here is an overview and research about project based learning
http://www.edutopia.org/project-based-learning

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Learning Logs

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A way a teacher can record which concepts the student did and did not understand. Can also be used by a parent (73).

I will use learning logs to help create organized data on each of my students so that I can identify what their strengths and weaknesses are.

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Holistic Scoring

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A widely used technique, involves assigning a single score to a piece of writing based on the overall quality of both content and mechanics using clearly stated criteria (76)

This is something I can use when grading students writings about the literature that we read.

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Portfolios

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A collection of a students work gathered over time (86).

i will use portfolios to create an overall evaluation of the students growth throughout the year. I will then show the student it and have them reflect on how they feel about how much they learned since the year began.

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Readability Formula

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used to apply to a text to determine how hard the text was (95).

I will use this to make sure that I am not suggesting books to students that are not overly challenging for them.
Below is a link to a readability calculator
http://www.readability-score.com/

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Sight Word

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A word recognized instantly without analysis or decoding or a word taught as a whole without attention to its parts (118).

I can perform sight word tests on students who are struggling with reading. This will allow me to determine what types of words they struggle with. This could help my evaluation of that students in regards to their understanding of syllables, morphemes, and sounds.

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Significant Miscues

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Are miscues that were not self corrected and that affect syntax or semantics, resulting in a loss or change of meaning (118).

This will be helpful for formative assessment of students during one on one read aloud and reading as a class.

Here is a link that gives a more in depth description about miscues.
http://www.ucs.louisiana.edu/~jsd6498/damico/miscue.html

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Percentile Rank

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Indicates a students performance on that test in relation to the comparable group on which the test was normed (138).

This is important for me to understand, because it tells me how my students are achieving on standardized test.

Here is a great link going into more detail about percentile rank.
http://www2.hoover.k12.al.us/schools/hhsfc/teachers/khart/Documents/Percentile%20Rank.pdf

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Standard Scores

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These scores differ from percentile scores in that the difference between one score and the next represents the same raw score interval at the extremes that it does in the middles, it is expressed in terms of standard units of measurements (139)

This is another important word for a teacher to understand in order to assess how well their students did on the standardized tests.
https://statistics.laerd.com/statistical-guides/standard-score.php

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Stanine Score

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Places pupils in one of nine bands from the lowest stanine of 1 to the highest of 9.

Once again another important detail for me as a teacher to understand when evaluating my students test scores.
http://alpha.fdu.edu/psychology/test_score_descriptions.htm

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NCE Scores

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Range from 1 to 99 and are equal units; the difference between the 40th and 45th NCE is the same number of raw score points as the difference between the 90th and the 95th.(141)

In order to understand that scores from standardized test this is important to know.http://www.nbcc.org/NCE/Scoring

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Grade Equivalent Score

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Often reported to the community and to families are perhaps the most commonly misunderstood scores (141)

because this score is one of the most misunderstood scores, it is important to use the link below as a reference so that I can best assess myself when looking at my students reports.
http://www.aea267.k12.ia.us/system/assets/uploads/files/1739/grade_equiv_score.pdf

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Age Equivalent Scores

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Are derived similarly. the difference lies in the way the score is reported. Rather than by grade and month, the score is reported in terms of age and a month.

Another type of scoring that is important for me to be aware of because I can't understand scores without this knowledge
http://www.ets.org/Media/Research/pdf/Angoff.Scales.Norms.Equiv.Scores.pdf

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Group Administered Tests

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Are the most common tests used in schools. These are chosen by the administration and are used to assess progress in reading to target children who may have problems and or to provide evidence reading the success of a particular program. (149)

I must be aware of this type of testing as a teacher because it is widely used and monitors specifics programs.
http://www.ets.org/Media/Research/pdf/Angoff.Scales.Norms.Equiv.Scores.pdf

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individually Administered Tests

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Are often designed to yield diagnostic information. Though some group tests claim to provide diagnostic information we believe such information is better learned through individually administered tests such.

This is important to understand as a teacher the differences between this and group administered tests.
http://www.ets.org/Media/Research/pdf/Angoff.Scales.Norms.Equiv.Scores.pdf

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Graphic Organizer

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Is a visual representation of the way a text is organized. (158).

This is a tool I will use to help guide students in their reading comprehension development.

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Discussion Group

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Students are talking in a group and or with the teacher.

This will be used in my class so that the students can use each other to better grasp the knowledge of the reading.

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Literacy Lessons

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Provides a framework for planning instruction using a piece of text for reading and writing instruction. It has three parts, introduction, reading and responding and then extending. (165)

As a language arts teacher, I will have many lessons based completely on literacy. I need to understand the structure and the best practices.
http://www.readwritethink.org/classroom-resources/lesson-plans/

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Explicit Teaching

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The process of clearly modeling for students what they are to learn. (164)

This is a vital tool to being an effective educator. i must model comprehension strategies for the students to build their abilities to do so on their own.
http://olc.spsd.sk.ca/de/pd/instr/strats/explicitteaching/

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Directionality

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Involves the understanding that print goes from left to right and top to bottom on the page. (231)

I must make sure that students who are not familiar with english language that this is how to read.
http://directionalityga.org/What_is_Directionality.html