C&I 222: Assessing Prior Knowledge and Vocabulary
-
Upload
coby-bolton -
Category
Documents
-
view
30 -
download
1
description
Transcript of C&I 222: Assessing Prior Knowledge and Vocabulary
C&I 222: Assessing Prior C&I 222: Assessing Prior Knowledge and VocabularyKnowledge and Vocabulary
September 19, 2011
Question of the Day Question of the Day http://
www.polleverywhere.com/multiple_choice_polls/MTAzMzEwMDU5NA
What are these thingsWhat are these thingsPhonics
◦ Teaching practice that emphasizes how spellings are related to speech in systematic ways
Phonemic Awareness◦ Understanding of spoken language and
ability to manipulate those sounds Graphemes ,Alphabetic principle, morphemes,
etc.Daily 5
◦ Read to self◦ Read to a partner◦ Word work◦ Writing◦ Listen to reading
Today’s ClassToday’s Class
Define assessment bias and identify sources of bias in assessments
Identify vocabulary learning targetsIdentify vocabulary assessments Create a vocabulary assessmentDiscuss strategies for developing
background knowledge and vocabulary
5
Accurate Assessment
1. Why Assess?
Keys To Quality Assessment
What’s the purpose? Who will use the results?
2. Assess What?
3. Assess How?
Design
4. Communicate How?
What are the learning targets? Are they clear? Are they good?
What method? Sampled how?
Avoid bias how?
How to manage information? How to report?
Effectively Used
Students are users, too.
Students track progress and communicate.
Be sure students understand targets.
Students can participate in the assessment process
Assessment BiasAssessment BiasAnything within the assessment, the
learner or the environment that causes the assessment data to be misrepresented or distort results
Poorly written test items Cultural, ethnic or social bias Poor lighting, noise and other distractions Poor reproduction of materials Student’s reading or writing level Disposition of the student
What bias do you see What bias do you see here?here?Which of the following sentences BEST
describes the Sun? A. The Sun looks small because it is so far from
Earth. B. The Sun is a ball of burning gases that gives
the Earth heat and light. C. The Sun is a small star. D. The Sun is not as hot as it looks.
A. Short Vowels1. lat2. ped3. sib4. mog5. vun6. fim7. hep8. yot9. rud10. cag
Other Vowels1. doit2. spoud3. clar4. foy5. jern6. moof7. lurst8. porth9. stook10. Flirch
B. Digraphs, Blends1. sheg2. chab3. stot4. whid5. thuzz6. bruck7. cliss8. smend9. thrist10. phum
E. Multisyllabic Word1. rigfap2. churbit3. napsate4. reatloid5. foutray6. moku7. wolide8. lofam9. pagbo10. plizzle
B P b p
T V t v
G R g r
E D e d
S H s h
N Z n z
C I c i
H Q h q
W L w l
A X a x
Y J y j
K N k n
F O f o
Alphabet Letters and Sounds Recognition(Student Response Sheet)
What do we Assess?What do we Assess?
Quick Write-
What are some skills/concepts we need to assess related to vocabulary? (Make a list)
Question of the Day Question of the Day http://
www.polleverywhere.com/multiple_choice_polls/MTAzMzEwMDU5NA
What do we Assess?What do we Assess?
Concept wordsAffixes/RootsSynonyms/AntonymsHomographsHomophonesContent Vocabulary
Assessing Vocabulary Assessing Vocabulary DevelopmentDevelopment
How do children learn words?
What tools do you have available to assess vocabulary?
VocabularyVocabularyGenerative process going from the
known to the unknown, from simple to complex, and from the literal to the metaphorical
Vocabulary depthVocabulary breadthNeeds to be taught not just tested—
English language is complex
Word Meaning vs. Word Meaning vs. ConceptsConcepts
“…knowing a word is related to our experiences and that these experiences differ culturally and developmentally.”
Turn and Talk: What does this mean for teachers when assessing a student’s vocabualry?
Levels of Vocabulary Levels of Vocabulary WordsWords(Richard Allington)(Richard Allington)1. Everyday, common words that don’t need
to be taught (bed, look, run)2. Words that occur frequently in media,
readings, conversations that need to be taught (freedom, democracy, climate change, etc.)
3. Highly specialized words specific to a content area (unicameral legislature, amorphous solid, science and social studies words)
Vocabulary Development Vocabulary Development AssessmentsAssessments
Content Word Sorting (Fountas and Pinnell)
Synonym & Antonym Vocabulary Assessments
Word Tests
Vocabulary Development Vocabulary Development StrategiesStrategies
Verbal interaction and vocabulary instruction result in an increase in word knowledge, concept knowledge, and reading comprehension
What are some vocabulary development strategies that you have used or that might want to try?
What do these strategies What do these strategies look like look like
3rd grade word detectives (Teaching Reading, 3-5, 12:30)How are these children figuring out
unknown words?How are they discussing word vs.
conceptsHow are they interacting with the
words?Building Background Knowledge
Considerations for Teaching Considerations for Teaching VocabularyVocabularyProvide Students with opportunities to
extend knowledge of words in meaningful ways
Provide direct instruction on how to infer Word Meanings
Provide multiple encountersPromote active processing- give
opportunities to use the words
Assessing Background Assessing Background KnowledgeKnowledge& Vocabulary& Vocabulary Write down all of the words you can
think of related to rainforestVirtual Field Trip
Collecting Words
You Try It! (Use the Steps on pp. 141-You Try It! (Use the Steps on pp. 141-142)142)Select a Text. What vocabulary do you believe
needs to be understood in order to comprehend this text?
How would you incorporate “”prior knowledge” or what type of “knowledge building” might you need to incorporate?
How will you find out if your students know the meanings of these words?
What are some possible assessment methods you could use?
Design an assessment (You can use one from Ch 4)