PSELA5b: Uses the results of literacy assessments to adjust and/or target instruction, to flexibly group children, when needed, and to appropriately match children with reading material
Evidence 1: "Literacy's Beginnings: Supporting Young Readers and Writers"
McGee, L., & Richgels, D. (2008). Literacy's beginnings: Supporting young readers and writers (5th ed.). Boston: Pearson/Allyn and Bacon.
Description: This book offers an integrated approach to reading and writing instruction keyed to the five typical developmental stages through which most children pass: awareness and exploration, experimenting readers and writers, and conventional readers and writers in early, transitional and self-generative phases.
Analysis: This book details various assessment strategies for varying ages of children. For the youngest learner, the most important assessment is observation and reflection. These observations must be systematic, meaning that they are planned and result in written notes. Literacy beginners attend to the illustrations, point to objects in illustration upon request, and answer questions at both low and high cognitive levels. Anecdotal records are useful as well when children participate in bookreading and environmental print reading events, and in telling stories. Teachers write what they observe children say and do, and attempt to capture as much information as possible. As I create these anecdotal notes within my classroom, I also take time to reflect upon what I have seen and heard, and try to determine what children know and what they can do. I use these to plan future activities.
Evidence 2: Common Core In-service Training
Description: During this training we were introduced to a new type of assessment called the "How To" poem.
Analysis: The "How To" poem is a great tool for assessing what children know at the beginning of a unit, as well as at the end of the unit. To create a "How To" poem students create a list of facts about a topic, and then order them for best effect. For example, if children in a first grade classroom were working on the Reading Standards for Literature, Standard 3 as described in the Common Core, students could choose a character, setting or event from a specified story and create an "How To" poem based on their choice.
Evidence 3: "The Cafe Book: Engaging All Students in Daily Literacy Assessment & Instruction"
Boushey, G., & Moser, J. (2009). The Cafe Book. Portland: Stenhouse.
Description: The CAFE system is an acronym for Comprehension, Accuracy, Fluency and Expand vocabulary. The system includes goal setting with students, posting goals on a whole-class board, developing small group instruction based on clusters of students with similar goals, and focusing whole class instruction on emerging student needs.
Analysis: One of my favorite pieces of "The Cafe Book" describes the process for aiding children in choosing "just right books". I introduce this topic by placing a variety of shoes in the middle of the circle of children. The shoes usually include a high heel, a snow boot, a sneaker, a slipper and a water shoe. I tell the children that I am going for a hike in the woods. I ask them what pair of shoes would be the best choice. Children usually choose the sneaker, but I always ask why the high heel wouldn't be the best choice, or the water shoe. Children will tell me that high heels aren't safe or comfortable for long walks. We will go through a couple other scenarios and choose the correct shoe for each activity. I will then relate the activity to a set of books, while explaining that certain books are about certain subjects or give us certain information. Some books are long, while others are short, and some books have pictures, while others have none. When we are looking for a book we need to make sure that we are choosing a book that is going to help us meet our needs. If it is too long, doesn't have pictures, or is about lions when we want to read about trucks, that book might not be the best choice at that point in time.
