Gathering Reading Samples
Observe the child reading grade level passage
- Narrative - language arts or library books
- Expository - science or social studies textbooks
Must be read above the child’s comfort level to capture most of the miscues
Length of the reading sample - varies
- Younger child - 2-3 pages
- Older child - 2-3 paragraphs
Audio and time taken must be recorded
Gathering Reading Samples: In cases of significant decoding difficulties - you _______ read to the child but the RC questions and reading sample analysis must be conducted on the portion child read _______________
Can, independently
Gathering and Analysing Reading Comprehension Samples
- Depends on student’s age, ability and willingness to cooperate
- Retelling - good 1st step
- Follow retelling with probe questions based on Bloom’s taxonomy
- Problems with decoding and/or reading comprehension - test listening comprehension
Creating
Putting information together in an innovative way
Evaluating
Making judgments based on a set of guidelines
Analyzing
Breaking the concept into parts and understand how each part is related to one another
Applying
Use the knowledge gained in new ways
Understanding
Make sense of the material you have learned
Remembering
Recalling relevant knowledge from long term memory
Writing Sample Analysis: Types of writing requirements
Personal writing:
- Personal experience narratives
- Story retelling
- Fictional stories or guided stories
Factual writing
- Explanation of how to do something
- Descriptions
- Reporting
- Summaries and notes
Analytical writing
- Persuasive devices
- Letters - business and friendly
- Lab reports
Phases of Writing
Writing process/ planning
- Prewriting
- Drafting
Writing Product
- Revising
- Editing
- Publication
Gathering Writing Samples
- Original stories are the best
- 3rd grades and higher - can write stories in 45-50 mins + 10-15 in planning
- Instruction - previous slide
- First, plan on a plain piece of paper - 10-15 mins
- Second, rough draft on lined paper - remind students that its ok to crossout and make changes crossout by one line and arrows to add
- DONT GIVE ERASERS
- If done writing prematurely - remind that there is more time
- When clearly done - ask the student to reread the story and audio record.
Norm Referenced Writing Measures
- Picture Story Language Test
- Test of Written Language - 4
- Woodcock Johnson Psychoeducational Battery-Revised
- OWLS - WE composite
Assessing the writing process
Scott and Erwin (1992) - “Think aloud protocol” - vocalize all thoughts as they write
- Does the student identifies the goal or purpose of writing?
- Genre should match the goal
- Does the student take audience into account?
- Should have a broader scope of audience
- Does the student use planning process to revise and refine thinking?
- Brainstorming and graphic organizers
Following the written “prompt”, 4 primary methods of assessing written samples:
- Holistic - numerical score based on the overall impression of the product
- Primary trait - product compared to the rubric (4-5 point scale)
- Analytic - each aspect is evaluated Ex. syntax, semantics, etc.
- Curriculum-based measurement (CBM) - sample obtained from a curriculum based story - compared to CCSS
What step of the phases of writing do we do our analysis?
- Right after the drafting stage
