Make Assessment Instruction’s Working Partner

As a current teacher in the classroom sometimes it feels like all we do is assess our students.  In my classroom we currently use our reading series placement assessment, the DIBEL’s Assessment, and MAPs.  It’s a wonder we even have time for instruction.  However, if we do not use the assessments to change instruction it is no good to us.  In the previous blogs I have written about the benefits of independent reading to both proficient and struggling readers, but it is the way an independent reading program is set up with an excellent classroom library and assessments by teachers of the reading program that define its success.

As you analyze your classroom assessments ask yourself the following questions about the assessments:

·         Is this a valid and useful assessment for this student, for the curriculum and standards, to inform my teaching and to share with students?

·         How am I using this assessment to note and celebrate the student’s strengths, to build on those strengths, to note weakness, to inform and determine instruction?

·         What goals am I setting for myself, the student and with the student?

·         Who else do I need to inform, the principal, parents, support personnel?

Make assessment and evaluations part of the daily routine.  This can be done through conferences, shared writing, shared reading or word work.  In this way lessons can be adjusted to meet the interests and needs of the students.  Regularly evaluate students regarding the texts they are reading during independent reading time.  Do this in an informal manner and with all students.  During the conference make sure the student has his or her book with them at the conference.  Questions to ask during the conference are:

With fiction:

·         What’s the problem in the story so far?

·         What’s the main character like?

·         Tell me about the setting, where the story is taking place.

·         What’s your favorite part so far?

·         What’s happening in the story right now?

With nonfiction:

·         What’s the most interesting thing you’ve learned so far?

·         What’s your favorite part?

·         What else are you hoping to learn?

·         How is this book organized?

Answer to these questions will help you figure out whether or not the student understands the book.

Child-Friendly Read Goals

·         Reread when meaning is unclear, when something doesn’t make sense.

·         Think about what you are reading and what’s happening.

·         Make sure you can decode and understand the words in the books you select.

·         Think about why characters act and behave the way they do.

·         Make connections to your life and what you already know to help you understand the story.

·         Read in your mind. Don’t move your lips.

·         Make a picture in your mind to help you understand.

·         Try reading in another genre.

·         Read more, at least thirty minutes a day at home, plus thirty minutes in school.

·         When you don’t know what a word means, use surrounding words or read the next sentence or two to help you figure it out.

·         Use the pictures (graphs, charts, visual aids) to help you get meaning.

·         Other goals may include, read in a specific genre, become familiar with specific authors, or increase vocabulary.

·         For younger students add goals related to handling books, understanding concepts of print and use phonics strategies and other cueing systems.

Teach intentionally to the state standards.  For example, if part of the state standard for student to be able to use and understand the main idea or essential message of a story ask them “What is the main idea or essential message of the story?”