Balanced Literacy and Data Collection – Making Informed Instructional Decisions Dr. Roseanne K. Meyer Calallen ISD April 3, 2009.

Balanced Literacy and

Data Collection – Making Informed Instructional Decisions

Dr. Roseanne K. Meyer

Calallen ISD

April 3, 2009

DATA, DATA, DATA

What’s The Point?

Remember when. . . . You were either a:

Red Bird,

Blue Bird, or a

Black Bird

and you never changed colors!

New technology helps with disaggregation but it doesn’t replace the teacher and her ability to observe. . .

Techie Tools:

• DMAC

• INOVA

• WEBCCAT

• mCLASS

How do we intend to use the information obtained from assessments?

•Informal example: listen in on paired work to determine whether or not learners need more practice with lesson. •Observations may be noted on a checklist •The results from this form of assessment are primarily intended for use by the teacher in order to determine if progress is on track and if more, or different, instruction is required. Daily diagnostic, running records, progress monitoring

{Excellent source for RTI documentation}

Reasons Why We Need to Find Out What Students Know and Can Do

Intervention ActivityThis activity helps students focus on the internal structure of a story while reading

silently orally with a partner..

Characters

Characters: Who or what is the story about? Plot: What is the problem in the story? Setting: Where does the story take place? Time: When does the story take place? Resolution: How is the problem solved?

• Formal assessment examples: TAKS, STAR, DRA, Benchmarks, 6 weeks assessments, etc.

• Results can be tabulated as a grade or numerical record and used for documentation of progress

• Results can be used statewide as documentation for accountability measures (i.e. ERI, ARI, AMI, TAKS,AYP, etc.)

• Formal assessments are also tools for the classroom teacher and district staff to determine progress on a regular and consistent basis.

Reasons Why We Need to Find Out What Students Know and Can Do

Interpret Data

Purpose of Evaluation

Collect Data

Make Informed Instructional Decisions

First Determine. . .

What does a Balanced Literacy Classroom Look Like? Components of a Balanced Literacy Classroom

Reading Aloud

• Provides adult model of fluent reading• Develops sense of story/text• Develops vocabulary• Encourages predictions• Builds a community of readers• Develops active listening

Components of a Balanced Literacy Classroom

Shared Reading

• Demonstrates awareness of text• Develops sense of story or content• Promotes reading strategies• Develops fluency and phrasing• Increase comprehension• Encourages politeness and respect

Components of a Balanced Literacy Classroom

Guided Reading

• Promotes reading strategies• Increases comprehension• Encourages independent reading• Expands belief in own ability

Running Records and Anecdotal Notes

Running Records and Anecdotal Notes

Components of a Balanced Literacy Classroom

Independent Reading

• Encourages strategic reading• Increases comprehension• Supports writing development• Extends experiences with a variety of written texts• Promotes reading for enjoyment and information• Develops fluency• Fosters self-confidence by reading familiar and new text• Provides opportunities to use mistakes as learning

opportunities

Components of a Balanced Literacy Classroom

Modeled/Shared Writing

• Develops concepts of print• Develops writing strategies• Supports reading development• Provides model for a variety of

writing styles• Models the connection among and • between sounds, letters, and words• Produces text that students

can read independently• Necessitates communicating in a clear and specific

manner

Components of a Balanced Literacy Classroom

Interactive Writing• Provides opportunities to plan and construct

texts• Increases spelling knowledge• Produces written language resources in the

classroom• Creates opportunities to apply what has been

learned

Components of a Balanced Literacy Classroom

Independent Writing

• Strengthens text sequence• Develops understanding of multiple uses of

writing• Supports reading development• Develops writing strategies• Develops active independence

And the results are. . .

Use of Appropriate Assessment Tools

• Observation checklists• Anecdotal notes• Running Records• Student portfolios• Teacher/student conference notes• Benchmarks• Site Word Lists• Journals• Rubrics

Decision Making

All for one and one for all. . . .

Resources

• TPRI Interventions• DRA• STAR• Lexiles• Dolch/Frye• A-Z• Reading Response Journals• PLDs (Not just for ELLS)• Rubrics

Website Resources

•http://www.lexile.com/DesktopDefault.aspx

http://www.tea.state.tx.us/tchrtoolbag

•http://www.readinga-z.com/

•http://www.wgen.net/