Reading and Writing
Another focus in my classroom is my assessment of reading and writing. This assessment aligns with phonics. Reading instruction consists of interactive read aloud, guided reading, and writing
Interactive read aloud happens nearly everyday in my classroom. I record myself reading a book above their grade level. This method helps students with fluency and I provide them with my thoughts about the text. My think aloud allows my students to hear my thoughts. In addition, I ask rigorous questions during the read aloud to assess their understanding of the text. Questioning brings up discussions which allows our students to share their own thoughts on the topic. Moreover, I use unfamiliar material to assess comprehension skills and a familiar standard after each unit.
I instruct a whole group reading lesson. During these lessons I introduce a particular skill for the week. These skills are aligned with the common core curriculum. I put great emphasis on whole group lessons to prepare my students for the PARCC assessment. The PARCC assessment is a state-wide examination that assesses knowledge on common core standards. This is the first year my students are taking this exam. I start the lesson by introducing a skill while my students take notes. After the lesson, I model how to perform the skill, then we perform the skill together. My students then perform the skill indepedently to prepare them for the summative assessment. Before the summative assessment, I have small groups to further assess my student's knowledge of the skill.
Writing is just as important as reading in my classroom. I assess my student's writing by introducing a particular skill and evaluating the execution on a certain process to achieve the writing goal. Write now, students are learning how to write their own opinion using sentence starters.
Table of Contents
Interactive Read Aloud
I gather formative assessment data during interactive read aloud with a number of methods. I use exit tickets to gauge the comprehension of a skill, discussions during the read aloud, and class participation.
Every book that I read aloud, I create a process chart that aligns with a particular skill. This allows my readers to see my thought process and see my model.
The chart on the right is a process chart that identifies the skill of determining the main idea informational text. We are reading Marcus Garvey and determining the two main ideas of that text.
From this lesson I take notes, look at exit tickets and participation to adjust my lesson the next day. I assess a particular skill all week because switching skills can confuse my scholars.
Summative Assessment: Interactive Read Aloud
This image above is an example of a formative assessment. These are text dependent questions that are scoffolded to assist students with determining the main idea. I require that the student write their answers out in order to prepare them for the PARCC assessment.
The image above is an example of a student determining the main idea. The student does this correctly because the student quotes from the text and gives two pieces of evidence. This method will prepare them for the writing portion on the PARCC assessment.
At the end of each unit, I create a summative assessment that assesses the skills taught throughout the unit. A unit can last between two to three weeks assessing two to three standards.
Below is an assessment on the standard RI 3.2 (which is to determine the main idea of an informational text), RI 3.1 (referring to the text to answer questions) and RI 3.4 (determining the meaning of academic words). The first assessment is for my students with accommodations and the second is for my students with special services.
About 72% of my class were able to show mastery (80% or better) on this assessment. The other 28% struggled with referring back to the text.
Guided Reading
Guided reading is a way to allow students to further their reading level in a small group instruction. During guided reading, I pull a small group to work on phonics, fluency and reading comprehension of various texts. I formatively assess guided reading with online running records and comprehension questions. The purpose of these lessons are to increase reading levels.
Each guided reading group is organized by needs. For instance, i will have a group that have different reading level, but they share weaknesses in reading comprehension. Above is an image that I use that helps me organize my guided reading groups. I use information from their district wide test, iReady. iReady automatically profiles students according to strengths and weaknesses. I use this data to organize groups along with behavioral observations. In addition, i-Ready provides resources that addresses phonics, phonemic awareness, vocabulary and comprehension. More details on this resource is located in the Phonics section.
Running records are formatively used to assess a students reading level. I use the running record to see exactly where my students are struggling.
I use running records once a month to assess their phonics and reading comprehension. I use them once a month because during guided reading I emphasize that instruction is preparing my students to do well on the running record to support reading growth.
Below are three samples of running records I used to assess my students. These records are recorded electronically and on paper. The student above struggles with multi-syllable words. I use this evidence to go over multi-syllable during guided reading instruction. Re-teaching and differentiation is key to reading growth.
Formative Assessment: Writing
Formative assessment during writing lessons include learning about opinions and point of view. The fist mandatory standard that we have to cover as a district is W 3.1, write opinion pieces on topics or texts, supporting a point of view with reasons. The key to having students master this skill is to first teach what an opinion is and the importance of point of view. Once students learn these steps, students must master the writing process. Students who struggle with understanding the skill, will struggle with the writing process.
Forming an Opinion
Forming one's opinion is a formative assessment itself. Some students present a statement rather their own thoughts and that is automatically incorrect. Below is an example of my students giving their opinion on a topic verbally. I assessed this discussion to see if students used the correct point of and gave a reason that supported their opinion.
Here is an example of a student choosing the correct point of view and explaining why it is correct. This version of questioning is directly aligned with opinionated writing and the common core standard.
Here is an example of a student using the correct point of view by using it in a sentence. I want students to show me they comprehend the task by writing their answer because multiple choice leaves room fro guessing.
Summative Assessment: Writing
Students are to complete a summative assessment using the steps to forming one's opinion and using the correct point of view while writing. I am able to use this assessment and grade it according to a rubric.
For this assessment student were to share their opinion on Colin Kaepernick using evidence and the correct point of view. The student should have gave their opinion with valid reasons. 74% of the class were able to write their opinions correctly. 26% struggled with sharing their opinion, instead they shared a statement.
Accomodations in Assessing Writing
This is a sample of a student getting a perfect score on the assignment. The student went ahead and organized the assignment in paragraph form which was ahead of most students.
Here the rubric I used to assess this writing assignment.
Here the rubric I used to assess this writing assignment.
This student struggled like others because he did not give his opinion, rather a statement. However, he gave reasons without an opinion.
Accommodations in writing are necessary with students with individualized education plans. In writing, I give sentence starters to students that struggle with writing. Below is an example of a differentiated summative assessment.
Here is another real aloud sample in my classroom. The students are to determine the main idea of the song "What's Goin On" by Marvin Gaye.
Using what we learned from the read aloud, students will will master the standards above using the passage to the left.
Differentiated Summative assessment. (IEP)
Using what we learned from the read aloud, students will will master the standards above using the passage to the left.
Above is an electronic running record that I use to assess my students.
Using what we learned from the read aloud, students will will master the standards above using the passage to the left.
Differentiated Summative assessment. (IEP)
Students used this passage to write their opinion on Black Panther and Stan Lee.
I provided this student with a sentence starter to form their opinion correctly.
I used this profile grouping on the i-Ready assessment to organize my small groups.
Next: Year Long Assessments
Back: Phonics