FLaRE Professional Development Competency Three: Foundations of Assessment S2 1 Florida K-12 Reading Florida K-12 Reading Endorsement Endorsement Competency Three Competency Three Foundations of Assessment Foundations of Assessment Session Two Session Two
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FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
S2 1
Florida K-12 Reading EndorsementFlorida K-12 Reading EndorsementCompetency ThreeCompetency Three
Foundations of AssessmentFoundations of Assessment
Session TwoSession Two
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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Quote
“… reading is a message-getting, problem- solving activity which increases in power and flexibility the more it is practiced.”
~ Marie M. Clay, 1991Becoming Literate: The
Construction of Inner Control, p. 6
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Define system:
A group of elements that interact and function together as a whole.
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Define working system:
A group of elements that interact and function together as a whole capable of being used to further an activity.
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Define assembling a working system:
To bring together a group of elements that interact and function together as a whole capable of being used to further an activity.
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Working systems identified by the National Reading
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THINKING EXECUTING
ADJUSTING RETHINKING
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THINKING EXECUTING
ADJUSTING RETHINKING
contex
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Graphophonic Working System
THINKING EXECUTING
ADJUSTING RETHINKING
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GraphophonicWorking System
Lexical Working System
THINKING EXECUTING
ADJUSTING RETHINKING
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Lexical Working System
Schematic Working System
GraphophonicWorking System
THINKING EXECUTING
ADJUSTING RETHINKING
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Schematic Working System
Syntactic Working System
Lexical Working System
GraphophonicWorking System
THINKING EXECUTING
ADJUSTING RETHINKING
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SyntacticWorking System
Semantic Working System
Schematic Working System
Lexical Working System
GraphophonicWorking System
THINKING EXECUTING
ADJUSTING RETHINKING
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Semantic Working System
SyntacticWorking System
Schematic Working System
Lexical Working System
GraphophonicWorking System
Pragmatic Working System
THINKING EXECUTING
ADJUSTING RETHINKING
contex
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GraphophonicWorking System
Lexical Working System
Schematic Working System
SyntacticWorking System
Semantic Working System
Pragmatic Working System
THINKING EXECUTING
ADJUSTING RETHINKING
contex
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• Comprehension and fluency are paramount
• Working systems may create new sources of information
• Phonemic awareness, phonics, vocabulary, comprehension and fluency are embedded in context
• Feedforward (predicting and anticipating) makes the process efficient
• Feedback (checking, searching, and self-correcting) makes the process effective
• Working systems are transformational
A Model of Reading As A Process
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To obtain a complete picture of overall To obtain a complete picture of overall reading development . . . it is . . . reading development . . . it is . . . importantimportantto observethe way that the child integratesall sources of informationabout words in text,and this can only be estimatedby carefullyobserving childrenas they read connected passages.
~ Joseph L. Torgesen, 1998Catch Them Before They Fall
American Educator, Spring/Summer 1998, 22, p. 39
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• Assessment helps the reader to make adjustments while reading the text.
• Assessment is the teacher’s window into the student’s reading processes.
• Assessment is one of the complex processes of literacy and reading instruction.
A Model of Reading As A Process
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Florida’s Formulafor Reading Success
5 + 3 + ii + iii = No Child Left Behind
5 — critical areas of reading identified by the NRP3 — types of assessment to guide instructionii — initial instruction in all classroomsiii — immediate intensive instruction
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Purposes of Assessment
An effective and comprehensive reading program includes the following assessments to accomplish four purposes.