Unit 3 Components of Reading and Assessment For Learning

Components of Reading and
Assessment for Learning

Unit 3
06/12/2024 unit 3 Teaching Literacy for 2.5 year by Dr.S 1

haista Naz
• Assessment is the systematic process of gathering
information on student learning.
• Reading, in particular, is one of those skills that students
are incredibly eager to possess. Our elementary
teachers carry the enormous responsibility of
harnessing the enthusiasm of this unique medley of
students.
• Their assignment: funnel the excitement into valuable
learning experiences. With this mission, effective
reading assessment is essential in developing successful
young readers.
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• Assessment provides teachers with information
on what skills students have and have not
mastered.
• It is needed to help teachers know the skill levels
of their students, since students have varying
experiences and knowledge.
• Teachers can test students, analyze student work
samples, observe students performing literacy
tasks, or interview students on their reading skills

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• Assessment for learning
• This assessment purpose is intended to support and promote
student learning, in this case, the improvement of reading abilities.
• Performance evaluation or a record of outcomes is not the goal;
instead,the goal is to provide immediate feedback on tasks and to
teach students to engage in more effective learning.
• In many respects, this approach appears to overlap with the
assessment of classroom learning, but this is true only with respect
to many of the reading tasks performed, not to the follow-up
feedback and interaction between the teacher and the
• students.

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• Assessment for learning engages students in their
own learning and responds to indicators of non
understanding or weak performances with ongoing
remediation and fine-tuning of instruction
• There are two general types of “assessment for
learning” practices: One involves the use of
recognizable classroom assessment activities to
provide helpful feedback for learning; the second
involves specific assessment for learning practices to
support students directly in their day-to-day learning.

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• Representative Audiences and Purposes for
Reading Assessment
Assessment Audience Assessment Purpose
Students To report on learning and
communicate progress
To motivate and encourage
To learn about assessment

and how to self-assess
To build independence in
reading

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Reading Assessment
Teachers To determine the nature of
student learning
To inform instruction
To evaluate students and

construct grades
To diagnose students'
strengths and weaknesses in
reading

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Reading Assessment
School administrators To determine reading program

effectiveness
To prove school and teacher

accountability
To determine resource
allocation
To support teachers'
professional development

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Reading Assessment
Parents To be informed about

children's achievements
To help connect home efforts

with school efforts to support
children's reading
development

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• Different types of assessment that can be used for
measuring development in reading skills in the
hopes that teachers will better understand how
single skills can be assessed by multiple measures.
• This description of the various assessment
techniques may also help teachers to design their
own classroom assessments, and may help
teachers to better understand the district or
campus assessments that are already being used
with their students.
haista Naz
• The importance of a valid and effective reading
assessment including:
• Screening: Using passages written for the student’s actual
grade level, these assessments screen for potential risks
or reading difficulties.
• Diagnostic: These assessments use reading passages at
the child’s “instructional level.” Whether or not the
reader meets grade level expectations, the passages offer
text difficulty that is challenging, but manageable. These
assessments dig deeper into the child’s skills to diagnose
the causes of any reading difficulties.
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• Formative: Often called “Assessments FOR
Learning,” formative assessments exist to
monitor progress and generate feedback. This
feedback is beneficial to the student, teacher,
and parent.
• Summative: Known as “Assessments OF
Learning,” summative assessments evaluate a
student’s mastery of the learning. These often
occur at the end of a unit of study
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• An assessment of the child’s reading ability
using an appropriately selected piece of text
• A Running Record gives you evidence of what
the child is able to do, ready to learn and
learning over a period of time

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Errors -V- Behaviours
• Errors • Behaviours
• Substitution
• Insertion • Appeal
• Omission • Try that again
• Told • Repetition
• Self Correction

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• While the student is reading, the teacher is making
notes about how s/he is reading. The teacher
should:
• Code each response by the student as s/he reads.
• Note and count each error and self-correction by
totaling the correct number in the total errors and
self-correction columns.
• Analyze each error and self-correction to note the
cues used. For every error and self-correction, ask
yourself these three questions:
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• M Did the meaning or the messages of the
text influence the error? Perhaps the reader
brought a different meaning to the author’s
text.
• S Did the structure (syntax) of the sentence
up to the error influence the response?
• V Did visual information from the print
influence any part of the error?

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• When an error or self-correction is made,
write the letters M, S, or V in the appropriate
column.
• Circle the letters if the student’s error showed
that s/he could have used meaning, structure,
or visual information.
• Consider the sentence only up to the point of
error (not the unread text)

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• Tools, Tasks, and Strategies to Assess Readers
• When considering classroom reading
assessment, tools, tasks and strategies (some of
which may be completed digitally) include, but
are not limited to, the following:
• anecdotal records
• conferences
• formal and informal observations
• readers’ notebooks
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• reading attitude surveys
• readers’ responses
• reading logs
• portfolios
• running/reading records

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Fluency instruction and assessment
• Fluency is the ability to read most words in
context quickly and accurately.
• Fluent readers recognize words automatically
when reading silently and aloud.
• Fluent readers read with expression when
reading aloud.

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• Elements of fluency
• Automatic
• Accurate
• Quick
• Expressive
• Meaningful

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• Why Assess Fluency?
• Bridge between recognition and
comprehension
• Highly correlated with comprehension
• More focus on meaning when fluent
• Is a reflection of decoding, strategies,
comprehension and self monitoring

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• Things to Note
• Intonation, phrasing, inflection, expression
• What strategies are missing that are influencing fluency
• Is inattention to punctuation a factor
• Is the type of literature a factor
• Is the child reading with meaning
• Does he/she know they should be reading for meaning
• Are miscues affecting meaning
• How quickly self-correction occurs

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• What to Use
• Qualitative Analysis—BRI, Running Record
• Accuracy and automaticity
• CBM/ORF Oral Reading Fluency assessment
• 1 minute timing
• Instructional level text
• Repeat with other texts
• Mean score
• Accuracy score %= wcr / wr
• Rate = wcpm
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• Assessing Expressive Reading
• Appropriate expression and phrasing
• Stress, pitch variations, intonation, rate, phrasing,
pausing
• Shows that the reader is making sense of the text
• Qualitative Rubric
• Reads grade level passage/ as little as 60 seconds
• Scores with rubric
• Multidimensional Fluency Scale
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• Oral Fluency Rubric
• 4.Reads primarily in larger, meaningful phrase
groups
• 3. Reads primarily in three- and four-word
phrase groups
• 2 Reads primarily in two-word phrase groups
with some three- and four-word groupings.
• 1. Reads primarily word-by-word

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• How to Develop Expressiveness
• Modeling
• Coaching and formative feedback
• Involvement in Readers Theater or Choral reading
• Practice, practice, practice in contexts that are:
• Meaningful
• Purposeful
• Engaging

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• Multidimensional Fluency Scale
• Expression and Volume
• Phrasing
• Smoothness
• Pace

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• How Does Fluency Assessment Fit?
Quick and Easy to administer
• Easy to understand
• Reflect the components of Fluency
• Automaticity
• Accuracy
• Quick- Rate
• Expression
• Makes Meaning
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• Fluency is the ability to read most words in
context quickly and accurately.
• Fluent readers recognize words automatically
when reading silently.
• Fluent readers read with expression when
reading aloud.

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• How is Fluency developed?
• Fluency is best developed through modeling during
teacher read alouds and students reading and re-reading
of instructional level and independent level materials.
• How to Increase Rate and Accuracy
• Repeated Readings
• Instruction for accuracy
• Sight vocabulary
• Phonics
• Word Analysis
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• Warning: Don’t give students the idea that
being fast is being a good reader
• Rate must be coupled with comprehension

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• 9 Steps to Building Fluency
1. Develop orthographic/phonological
foundations (phonemic awareness, letter
knowledge, phonics).
2. Increase vocabulary and oral language skills.
3. Effectively teach high-frequency vocabulary
and provide adequate practice.
4. Teach common word-parts and spelling
patterns.
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• 5. Effectively teach decoding skills and provide
adequate practice.
• 6.Provide students with appropriate texts to
assist in building fluent reading.
• 7.Use guided oral repeated reading strategies
for struggling readers.
• 8.Support, guide and encourage wide-reading.
• 9. Implement appropriate screening and
progress monitoring assessments.
haista Naz
Vocabulary instruction and assessment
• Vocabulary knowledge is inextricably linked to reading
comprehension and conceptual knowledge.
• Often vocabulary is assessed at the end of a unit using a
multiple-choice task, a fill-in-the-blank task or matching task.
• These modes of vocabulary assessment are shallow metrics of
possible word knowledge.
• Further, more general measures such as the Peabody Picture
Vocabulary Test (PPVT-III) or large-scale standardized tests
that are used to compare students' vocabulary scores with a
psychometrically derived norm are not helpful in informing
instruction or sensitive to students' knowledge of lexical
nuances.
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• Words and grammar are often thought of as
the building blocks of language proficiency. A
• learner with a large vocabulary is well
equipped to develop skills in reading, writing,
listening and speaking.

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• In the language production, it is frustrating
• when one needs to find the right words to fit
the intended meaning when the store of
words is limited.

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• Definition of vocabulary
• Vocabulary refers to words we use to
• communicate in oral and print language
• (Hanson & Padua, 2011)
• Vocabulary as the entire stock of words
• belonging to a branch of knowledge or known
by an individual (Mukoroli, 2011).

haista Naz
• John Read (2000) developed three different
• dimensions for the evaluation of vocabulary assessments
(Dougherty Stahl and Bravo,2010).
• The three different dimensions are Discrete-Embedded,
Selective Comprehensive, and Context-Independent-Context-
Dependent.
• Discrete-Embedded assessment occurs when words are tested
in isolation. This can be compared to an
• anecdotal record keeping method.
• In Selective-Comprehensive, words are tested from a story or
unit reader. A basal unit test would be an example of the
Selective Comprehensive forms of assessment.
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• The last type of test, the Context-Independent
Context-Dependent, assesses words in
isolation as well.
• When teachers reflect on vocabulary, they
think about what words to teach,how to teach
them, and in what ways to assess them

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• Vocabulary assessment will help the teachers
to get information on how much vocabulary
learning has taken place in the class, and
whether the teaching has been effective or
not.
• It is important to determine the reasons of
assessing vocabulary to make the assessment
precise.

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The dimensions of vocabulary assessment

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Types of vocabulary assessment
• Discrete Vocabulary • Embedded Vocabulary

• Multiple-Choice • Assessing Vocabulary in
Question Format Reading
• Matching Formats Comprehension
• Sentence Completion • Assessing Vocabulary in
or Gap Fill Items Writing
• Translation • Assessing Vocabulary
in Speaking

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• Example of Matching Formats

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Assessing Vocabulary in Reading Comprehension

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Vocabulary test validity and reliability

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Comprehension instruction and assessment
• Effective comprehension instruction is

instruction that helps students to become
independent, strategic, and metacognitive
readers who are able to develop, control, and
use a variety of comprehension strategies to
ensure that they understand what they read

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• Modeling is followed by practice, guided by
the teacher, who works with students to help
them figure out how and when to use the
strategy themselves.
• As students read, the teacher provides
feedback and engages them in discussion.

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• The only way to effectively assess student
comprehension is to allow students to
respond to the text.
• These are 2 types of strategies to assess
comprehension before students read.
• KWL and PreP

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• What is KWL?
• This strategy helps activate background
knowledge by asking 'what do you know?',
'what would you like to know?' and 'what have
you learned?'

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• What is PreP?
• This strategy is a structured discussion where
students make associations, reflect on
associations and then organize their
associations with a topic.

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• Basic principles relevant to reading
comprehension assessment
• Teachers should be able to differentiate
between well-constructed and poorly
constructed reading comprehension tests.
Assessments need to be evaluated for their
technical adequacy, which includes validity,
reliability, appropriateness, freedom from
bias, and utility
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• here are also entry-level, progress-monitoring, and
summative assessments. Entry-level, progress-
monitoring, and summative assessments are
assessments that the teacher will administer when
needed to check progress along the way.
• If the student is below grade level the teacher will
need to figure out why.
• The teacher may have to go back to kindergarten
levels to recheck the students skill level and move on
from there to see where the problem is.
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• Text-to-Text Connections
• “Teachers remain the most important decision-makers in terms of critically
evaluating and decide what is appropriate invaluable for their students to read.”
(RLTR, p. 376)
•
• “Before reading is a time to motivate students and build background knowledge.
This aspect of the lesson involves getting ready to read. It is sometimes referred to
as the pre-reading phase of instruction. The teacher attempts to build interest in
reading, set purposes, and introduce new concepts and vocabulary.” (RLTR, p. 377)
• TPE Connections
• TPE 2: Monitoring Student Learning During Instruction
• TPE 3: Interpretation and Use of Assessments
• TPE 4: Making Content Accessible
• TPE 5: Student Engagement

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Matching Text to students
• Teach students to use their knowledge of letters and
sounds to decode words. This requires practice and
application of the skills they are learning in phonics.
(DECODABLE TEXT)
• 2. Help students develop the language, knowledge,
& literary appreciation, which makes reading
productive and rewarding.
• To this end, text needs to be engaging and
authentic.
• (PREDICTABLE TEXT & EARLY LEVELED READERS)
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• One of the most important tasks for you as a
teacher is selecting appropriate texts to use with
• your students.
• Teachers need to choose tasks and texts that will
reflect their students’ lived experiences and
support their development of literacy as they
develop the knowledge and understandings
required in the various areas of the
nationalCurriculum.
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• In order to select and use appropriate texts for
your students, you will need to draw on your
detailed
• understanding of your students’ individual
learning needs, skills, interests, and
knowledge both of texts and
• of the world. You will also take account of
each student’s identity, language, and culture.

haista Naz
• The texts you select for your students will be used for
a wide range of purposes – for example, to
• access information and ideas related to a particular
curriculum area or to foster students’ critical literacy.
• Occasionally, you might deliberately choose a text
that you know will challenge some students, in which
• case you will need to plan plenty of extra support,
such as a shared reading approach followed by
repeated
• readings of the text.
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• Types of Text
• Decodable Text
• Predictable Text
• Leveled Text

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• Premise for Decodable Text
• Students will learn to read words by using
phonics patterns.
• • Beginning readers should read words they
have been taught to decode so that they do not
develop the habit of guessing the word based
on the picture or the content.
• Beginning readers need to develop the habit of
reading accurately.
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• Characteristics of Decodable Text
• Include words with phonics patterns students
have been explicitly taught.
• Include high frequency words and story words
• students have been explicitly taught.
• Start with CVC words and move on to more
complex spelling patterns.

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• Decodable Text
• STRENGTHS
• Students can sound out every word.
• Text provides opportunity for students to
• apply their phonics and leads to
• decoding automaticity.
• Builds good habits.
• NO GUESSING!
• NO PICTURE CLUES!
• NO MEMORIZATION!
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• Predictable Text
• STRENGTHS
• 1. More authentic language patterns for
• young readers.
• 2. Constructed around the repetition of
• language.
• 3. Supported with beautiful pictures or
• illustrations.
• 4. Allow for a level of early success
• unmatched in other text.
• 5. Enjoyable and Engaging!
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• WEAKNESSES
• 1. Design too supportive, allowing
• children to memorize the words or
• to figure them out from the pictures
• in place of, rather than in support
• of, decoding from print.
• 2. Not suited for beginning reading
• instruction where the goal is
• reading words accurately
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• Leveled Text
• Premise of Leveled Readers
• Have some characteristics of
• predictable text.
• Students learn to read through exposure to repeated
words
• When students don't know a word, they are prompted
to look at the picture to “read” the word.
• All reading needs to be “content” driven (sometimes
referred to as “authentic”).
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• Characteristics of Leveled Readers
• In lower leveled books for emergent,
• beginning, or struggling reader:
• Words are familiar to student
• Pictures support the words
• Words are repeated
• A significant portion of the words are high
frequency words.
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• How Are Books Leveled?
• Books are leveled based on the
• following criteria:
• • Length of words
• • Number of different words
• • Size and font and layout
• • Difficulty of vocabulary and
• content
• • Predictability of words
• • Complexity of language and
• syntax
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• Characteristics of Texts at Earliest Levels
• Simple factual texts
• Picture books
• Text and concepts highly supported by pictures
• One line of text on each page
• Familiar, easy content
• Repeating language patterns (3‐6 words per page)
• Short, predictable sentences
• Almost all vocabulary familiar to children – strongly
high-frequency word based
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• STRENGTH
• Leveled texts are texts that are made for the
student to interact with for a “real life” purpose.
• The earliest leveled books include pictures that
are highly supportive of the meaning of the
• story.
• Leveled texts are created using natural speech
patterns that can lift the level of oral language for
• students.
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• WEAKNESS
• Leveled Books DO NOT have specified phonics
patterns based on a scope and sequence.
• Texts do not consistently increase word level
demands as levels increase.
• New words and phonics patterns are used at
too fast a pace for beginning readers

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Guiding Reading
• Guided reading is a instructional approach
that involves a teacher working with a small
group of readers.
• During the lesson, the teacher provides a text
that students can read with support, coaching
the learners as they use problem-solving
strategies to read the text.
• The ultimate goal is independent reading.

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• features of guided reading
• The teacher meets with groups of 3-6 students.
• The groups are flexible and fluid; they change
based on ongoing assessment.
• Children are grouped according to reading level.
• During the lesson, the students read a text that is
slightly harder than what they can read without
support.
• The teacher coaches students as they read.
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• Guided reading gives students the chance to apply
the strategies they already know to new text
• The ultimate goal of guided reading is being able
to read a variety of texts with ease and deep
understanding.
• Silent reading means rapid processing of texts
with the most attention on meaning, which is
achieved as readers move past beginning levels
• students read orally with fluency and phrasing.

haista Naz
• Guided reading sessions are made up of three
parts:
• before reading discussion

• independent reading
• after reading discussion

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• Why use guided reading
• Guided reading is informed by Vygotsky’s (1978) Zone
of Proximal Development and Bruner’s (1986) notion
of scaffolding, informed by Vygotsky’s research.
• The practice of guided reading is based on the belief
that the optimal learning for a reader occurs when
they are assisted by an educator, or expert ‘other’, to
read and understand a text with clear but limited
guidance. Guided reading allows students to practise
and consolidate effective reading strategies.
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• Vygotsky coined the phrase 'Zone of Proximal
Development' to refer to the zone where
teachers and students work as children move
towards independence.
• This zone changes as teachers and students
move past their present level of development
towards new learning.

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• Guided reading helps students develop
greater control over the reading process
through the development of reading strategies
which assist decoding and construct meaning.
The teacher guides or ‘scaffolds’ their students
as they read, talk and think their way through
a text

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Steps in the guided reading process:
1. Gather information about the readers to identify
emphases.
2. Select and analyze texts to use.
3. Introduce the text.
4. Observe children as they read the text individually
(support if needed).
5. Invite children to discuss the meaning of the text.
6. Make one or two teaching points.
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• 7.Engage children in letter/word work activity.
• 8.Extend understanding through writing about
reading (optional).
• 9.Reflect on the lesson and plan the following
lesson.

haista Naz

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Components of Reading and

Assessment for Learning

06/12/2024 unit 3 Teaching Literacy for 2.5 year by Dr.S 1

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To motivate and encourage

To learn about assessment

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To evaluate students and

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School administrators To determine reading program

To prove school and teacher

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Assessment Audience Assessment Purpose

Parents To be informed about

To help connect home efforts

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• Discrete Vocabulary • Embedded Vocabulary

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• Effective comprehension instruction is

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• before reading discussion

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