Académique Documents
Professionnel Documents
Culture Documents
Who is involved? Year level, specialist, whole school Year Prep Year One Year Two Reading Recovery Teacher
What does this assessment tell you about student learning? Oral Language development Grammar Working Memory Progress Memory - what a child hears Language structure Letters and sounds known Gives clear indication of student knowledge. What letter /sound relationships children use. Alphabet knowledge Phonemic awareness Phoneme / Grapheme match
Where is this data stored / recorded? Student file in classroom On computer Record on student profile sheets Assessment Sheet Entry for CEO Student file in classroom On computer Record on student profile sheets Assessment Sheet Focus group folder Entry for CEO
When do you analyse and interpret this? Beginning of year to inform teaching and end of year to show growth. Analyse throughout the year. I dont Beginning of year and end of year. Analyse throughout the year. Depends on the student for some use it once a term. Immediately after testing
How does interpretation of assessment data inform learning and teaching? Drives your program Shows growth Responding to instructions Text structure Need for oral language focus differs from group to group Simple / Complex sentences Drives your program To inform focus for guided reading groups. To group students for learning centres. Teaching points for individuals and groups Also used for summary sheet to pass on to parents of at risk kids Teach unknown letters
Letter ID
What sounds they can hear Indicates ability to hear and differentiate sounds in words and match letters to sounds. What letter /sound relationships children actively use to write. Auditory processing Can children hear sounds Phoneme / grapheme correlation Ability to isolate sounds Words they know High frequency / sight word knowledge Decoding strategies Recall words
Student file in classroom On computer Record on student profile sheets Assessment Sheet Entry for CEO
Beginning of year and end Drives your program of year. Shows growth Analyse throughout the year Groups for writing focus Teach unknown sounds, initial, middle, ending Helps direct focus cvc, digraphs etc
Student file in classroom On computer Record on student profile sheets Assessment Sheet Entry for CEO
Beginning of year and end of year. Analyse throughout the year. I dont
Drives your program It doesnt, just monitors progress Increase childrens decoding strategies High frequency words under control - where to next
Burt
What does this assessment tell you about student learning? Words they know Word attack skills ? Decoding strategies Recall words If they know full stops, capital letters, upside down text Story and book knowledge If children know and understand how books work. Knowledge of books. Understanding of text and conventions Indicates confidence levels in writing. Ability to generate new words using onset and rime. High frequency / sight words they can spell. How many words chn know Word generation Rhyming Ability to keep thinking Spelling Blends known Identify spelling strategies used by children
Where is this data stored / recorded? Student file in classroom On computer Record on student profile sheets Assessment Sheet Entry for CEO Student file in classroom On computer Record on student profile sheets Assessment Sheet Entry for CEO
When do you analyse and interpret this? Beginning of year and end of year. Analyse throughout the year. I dont Beginning of year to inform teaching and end of year to show growth. Analyse throughout the year.
How does interpretation of assessment data inform learning and teaching? Drives your program Monitors progress Increase decoding strategies ? Drives your program Beginning of year informs focus for Big Book teaching time Teaching foci Teach / model to children how books work
Student file in classroom On computer Record on student profile sheets Assessment Sheet Entry for CEO
Beginning of year and end of year. All year - given more than once Analyse throughout the year.
Drives your program Monitors progress Embeddedness Understand chns knowledge of vocab - extend it Spelling knowledge - strategies needed to move on Reading linking to writing
Peters Dictation
Spelling Groups Target teaching What spelling strategies are not being used - teach Spelling knowledge - strategies needed to move on
Who is involved? Year level, specialist, whole school PM Prep - Two F&P - Years 3 - 6
What does this assessment tell you about student learning? Reading Levels Reading strategies What they can read sounding words, word attack decoding skills What they can comprehend How they are reading What mistakes they are making Strategies used when problem solving on word progress Identifies instruction level Strengths in reading and challenges
Where is this data stored / recorded? Student file in classroom. My computer In my working teacher focus group folder Record Sheets Record on student profile sheets
When do you analyse and interpret this? Feb / March Oct / Nov Weekly - Ongoing Regularly throughout the year Immediately
How does interpretation of assessment data inform learning and teaching? Reading Groups To inform focus for learning centre activities and guided reading Where to go next What teacher needs to do Skills to be taught Clearly directs teaching - Once analysed you can clearly see what to teach to whom Instructional level for teaching
SPAT
Informs you of what they are On computer at risk of Student file Phonemic awareness pinpoints needs Overview of phonological awareness skills for early literacy development Comprehension strategies that they know and apply Inferring Understanding - types of comprehension School Database Record on student profile sheets
End of year Prep (ideal) to inform focus in year 1. Review end of 6 months
Aids in your planning Clearly directs teaching - Once analysed you can clearly see what to teach to whom Identifies what needs to be focused on, Directs teaching - Where to start with what they know and what to do next Student Progress See a specific need or skill not known - teach eg reading a table Clearly directs teaching - Once analysed you can clearly see what to teach to whom
PAT R Comprehension
What does this assessment Where is this data tell you about student stored / recorded? learning? Spelling Skills - phonemes School Database known etc Record on student profile Using decoding and other sheets strategies to spell
How does interpretation of assessment data inform learning and teaching? Directs teaching - Where to start with what they know and what to do next Student Progress Identify specific skill missing eg knowledge of vowels - teach Clearly directs teaching - Once analysed you can clearly see what to teach to whom Focus for guided reading, literacy centres and homework
Preps
Embeddedness of high frequency words in reading and writing Basic level of Readig and riting skills in speaking, know of I/S in oral reading, awareness of structure of language; ability to derive meaning; make inferences Language ability
Weekly
Trish, Jo Year 2 up
CELF 4
Trish / Special Ed
K-Bit 2
Trish / Special Ed
Memory Screener
Overview of students general ability, measuring two areas : verbal (v knowledge and riddles) & non verbal (problem solving) Assists with identifying children who need in depth assessment of language abilities
Strengths and challenges for student Used for referral to CEO Strengths and challenges for student Used for referral to CEO