Guided Reading Assessment

1
Assessing Literacy Skills in the Elementary
Classroom Douglas Whisker Sheri Coder April
Schilb Marrietta Castle
2
BACKGROUND INFORMATION Dr. Douglas
Whisker Associate Superintendent of Curriculum
and Instruction
3

Plan for Continuous Improvement
Define the System District 37 wants to increase
students' reading achievement as measured by ISAT.
Standardize Improvements
East Moline Reading PDSA
ACT
Assess Current Situation Over 1/3 of District
students do not meet standards on the 3rd grade
reading ISAT.
Study the Results To what extent are students
meeting state standards based on the standardized
classroom assessments?
PLAN
STUDY
DO
Analyze Causes Changing demographic factors may
affect students' background knowledge and
vocabulary development.
Improvement Theory Adjust reading instruction
based on monitoring results from standardized
classroom assessments.
4
(No Transcript)
5
Classroom Focus April Schilb 1st/2nd
Multiage Hillcrest Elementary
6

• Selection of Materials
• Guided Reading Model Fountas Pinnell
• Leveling system needed to involve students
• Fiction
• and nonfiction
• materials

7

• GRCA in the Classroom
• Time needed
• Frequency adapted to needs of students
• and level
• Student
• participation

8

• Data and Instruction
• Used to provide grouping information
• Used to select guided reading materials
• Used to target
• specific skills
• and strategies

9

• Frequency of GRCA and Administration
• Students assessed
• quarterly
• Assessment occurs
• during last three
• weeks of grading period
• Houghton Mifflin Thematic Tests

10
Administering a running record
11
Assessing comprehension
12
Guided reading instruction
13
Guided reading instruction
14
Literacy Center Computer Center
15
Literacy Center Listening Center
16
Literacy Center Word Study Center
17

• What is guided reading?
• Teacher works with 4-6 students in each group.
• Children are grouped according to similarities
  in reading development and instructional reading
  levels.
• Teacher introduces stories, strategies, and
  concepts
• within group to increase independent
  application in
• appropriate leveled text.
• Every child reads and is supported by teacher.
• Emphasis is on strategic problem solving within
• appropriate leveled text.

18

• What are the benefits of guided reading
  instruction?
• Students develop into independent readers while
  
• being supported.
• Students have more opportunities to read
• independently and use learned strategies,
  while
• sharing in a small group activity.
• Students are given an opportunity to use
• strategies in a high success instructional
  
• setting that encourages strategy use in
• successful text.

19

• How are guided reading books selected?
• High interest and appropriate format of text.
• A variety of genres.
• Series that progress in difficulty.

20

• How can guided reading groups and basals work
  together?
• Use mini-lessons both in whole group and guided
  reading groups that utilizes the connected text
  provided by the basal.
• Support learned strategies in guided reading
  groups 3 to 5 times weekly.
• Read with lower leveled reading groups every day!

21

• What are the other students doing during guided
  reading
• instruction?
• Computer Center
• Spelling Center
• Listening Center
• Word Study Center

22

• Schilbs Tips For Teachers
• Know what your districts reading expectations
  are.
• Find a teacher in your building who is known as
  a
• good reading teacher.
• Build up your classroom library through Book
  Clubs,
• yard sales, donations from parents or
  community.
• Always allow time in your schedule for children
  to
• read.
• Share books and materials with a colleague.
• Read, read, and then read some more!

23
Building Focus Sheri Coder
Principal Ridgewood Elementary
24

• Principals Role
• Support new ( seasoned) teachers understanding
  
• of GRCA.
• Attendance at inservice and meetings to
• demonstrate the importance of the reading
• initiative.
• Identify possible funding sources to support
  guided reading resources.
• Hold quarterly meetings with grade levels to
• determine student progress and placement for
• additional services.

25
(No Transcript)
26

• Materials/Resources
• District
• Reading A to Z. com
• Reading Improvement
• Title 1
• Illinois textbook loan
• Building
• P.T.A.
• Activity Fund
• Book Fairs
• Library line item
• Book orders
• Grants/business donations

27
Leveled Book Sets

28
Consultant Role EAST MOLINE DISTRICT 37
1997-2006 Dr. Marrietta Castle Reading
Consultant
29
NSDC STANDARDS FOR STAFF DEVELOPMENT
(Revised) Hirsh, S. (Su 2001). We're growing and
changing. Journal of Staff Development, 22(3),
10-17.
30

• CONTEXT
• 1) Learning Communities
• 2) Leadership
• 3) Resources

31

• PROCESS
• 4) Data-driven
• 5) Evaluation
• 6) Research-based
• 7) Design
• 8) Learning
• 9) Collaboration

32

• CONTENT
• 10) Equity
• 11) Quality Teaching
• 12) Family Involvement

33
"Staff development that improves the learning of
all students deepens educators' content
knowledge, provides them with research-based
instructional strategies to assist students in
meeting rigorous academic standards, and prepares
them to use various types of classroom
assessments appropriately." Roy, P. (Feb
2006). Central office's starring role Developing
quality teaching. The Learning System. NSDC,
1(5), 3.
34

Todays ReaderMay be tomorrows Teacher!
Dr. Douglas Whisker
dwhisker_at_emsd37.org April Schilb
aschilb_at_emsd37.org Sheri Coder
scoder_at_emsd37.org Dr.
Marrietta Castle
marrietta_at_aol.com