Webinar #2 Recording and Analyzing Accuracy

and Error Behavior Patterns

Materials for webinar #2 Please have available to you:

• Benchmark Assessment System Assessment Guide

• The Continuum of Literacy Learning • Your latest BAS System Class Record

(you can share) • Handout Packet

“Compare this to a football game; the quality of the team play is not improved by looking at the final score.

RATHER… The coach must look closely at how the team is playing the game and help the players to use strategic moves which produce a better final score.” M. Clay, 2005

Isn’t accuracy enough?

THE ABILITY TO OBSERVE, ANALYZE, AND INTERPRET reading behavior is foundational to effective teaching. We begin with finding out what level students can read with support to determine a starting place for reading instruction. We then move to how students read- the behaviors and understandings that provide evidence of strategic activities. This information is essential to inform daily planning for instruction that begins with the child’s strengths and needs.

Fountas & Pinnell When Readers Struggle, p. 44

Looking Beyond the Numbers • Actual Scores • Fluency and Phrasing • Text Content • Sources of Information • Problem-Solving Actions • Level of Independence BAS Assessment Guide p. 41

Guiding Questions • What do you notice about the

– accurate reading? – phrasing and fluency? – kinds of information used and neglected? – reader’s ability to self-correct?

• What does the reader do when she encounters difficulty? After an incorrect attempt?

• How is the reader thinking – within the text? – beyond the text? – about the text?

• How was the student able to express understanding of what was read through writing?

Goals for Heath

• Use letter clusters (blends and digraphs) to solve words. • Use known words and word parts (including onsets and

rimes) to solve unknown words. • Make connections between words by letters, sounds, or

spelling patterns. • Reread to problem solve, self-correct, or confirm. • Use all sources of information together to solve new

words.

Goals for Heath Continued • Reflect language syntax and meaning through phrasing and

expression. • Reflect punctuation through appropriate pausing and intonation

while reading orally. • Demonstrate appropriate stress on words to reflect the meaning. • Predict the ending of a story based on reading the beginning and

middle. • Make predictions based on knowledge of characters or type of

story. • Make connections between the text and other texts that have

been read or heard. • Identify what the writer has done to make a text surprising, funny,

or interesting.

Having a Go With Serenity: Recording, Scoring, and Analyzing

1. Pause the webinar and distribute the blank recording form for The Blizzard.

2. Play the video of Serenity reading The Blizzard. Code, score, and analyze her reading of the text.

3. Return to the webinar once you have finished.

Having a Go With Serenity: Guide for Observing and Noting Oral Reading Behaviors

1. Pause the webinar and distribute a blank copy of The Guide for Observing and Noting Oral Reading Behaviors.

2. Complete the form based on evidence from Serenity’s reading record.

3. Return to the webinar once you are finished.

Having a Go With Serenity: Summary Statements

1. Pause the webinar. 2. Use all the information you have gathered

about Serenity in conjunction with some of the guiding questions to write a summary of her behaviors as they relate to accuracy, fluency, and comprehension.

3. Return to the webinar once you are finished.

Behaviors and Understandings to Notice, Teach, and Support (See the Continuum of Literacy Learning)

Serenity tends to use visual information more often than meaning and structure when she gets to the point of difficulty. She sometimes monitors meaning when her reading doesn’t make sense but she is not consistent in searching for more information and self-correcting when it doesn’t make sense. She usually reads in larger, meaningful phrases but is inconsistent in attending to punctuation and reflecting the character’s intonation through her oral reading. Serenity is able to summarize what she read, infer character motives and traits, and provide evidence for her thinking. She is challenged in thinking about the text to notice and discuss the author’s use of language and word choices.

Having a Go With Serenity: Selecting Goals for Instruction

1. Pause the webinar. 2. Turn to Level N in the guided reading portion

of The Continuum of Literacy Learning. 3. Focus on key areas that Serenity has room to

grow in. 4. Select specific goals for Serenity. 5. Return to the webinar once you have

finished.

Behaviors and Understandings to Notice, Teach, and Support (See the Continuum of Literacy Learning)

• Demonstrate a knowledge of flexible ways to solve words. • Continue to monitor accuracy and understanding, self- correcting when errors detract from meaning. • Read dialogue with phrasing and expression that reflects understanding of characters and events. • Demonstrate appropriate stress on words, pausing and phrasing, intonation, and use of punctuation. • Notice descriptive language and discuss how it adds to enjoyment or understanding.

Serenity Possible Goals to Notice, Teach, and Support

Having a Go With Joey: Recording, Scoring, and Analyzing

1. Pause the webinar and distribute the blank recording form for The Soccer Game.

2. Play the video of Joey reading The Soccer Game. Code, score, and analyze his reading of the text.

3. Complete The Guide for Observing and Noting Oral Reading Behaviors based on evidence from the reading record.

Having a Go With Joey: Summary Statements

4. Use all the information you have gathered about Joey in conjunction with some of the guiding questions to write a summary of his current behaviors (strengths) as they relate to accuracy, fluency, and comprehension. The summary will state what Joey can do now as a reader.

Having a Go With Joey: Selecting Goals for Instruction

5. Turn to Level F in the guided reading portion of The Continuum of Literacy Learning. 6. Focus on key areas that Joey has room to grow in. 7. Select specific goals for Joey. 8. Return to the webinar once you have finished.

Joey- Possible Goals to Notice, Teach, and Support

• As you reflect on your observations and discussion of Joey as a reader, which behaviors did you notice? Which behaviors did you prioritize to teach and support?

Noticing, Teaching Supporting

Moving readers from where they are to where they need to be

Anna Peter Angel Jeremy Emma Alex Antoine Kenneth Elise Caroline Jerealis Brett Mary Cam Juan Joey Amelia Joseph

Your role is to notice the child’s precise reading behaviors and provide teaching that supports change in what the readers can do over time. As you infer from their behaviors how the reader is building a system of strategic actions, you will be able to make effective instructional decisions.

- Fountas and Pinnell Prompting Guide 1

Patterns of responding In partners or small groups, discuss your class as readers. What overall patterns can you observe?

• Some possible patterns you may have discussed: – Low fluency scores – Very high accuracy (independent level-hard level only) – Many TOLDs – Accuracy on low end of instructional range with

excellent comprehension – Long comprehension conversations – Limited comprehension – Not noticing errors

Planning Using Benchmark Results

The results of Benchmark Assessments can be used to plan for… • Individual Instruction • Small Group Instruction • Whole Class Instruction

Scaffolding through teaching contexts

Teacher

Child

Interactive Read Aloud Shared

Reading Guided Reading

Independent Reading

Scaffolding through teaching contexts

Planning Using Benchmark Results

The results of Benchmark Assessments can be used to plan for… • Individual Instruction • Small Group Instruction • Whole Class Instruction

The Learning Zone • INDEPENDENT ASSISTED PERFORMANCE PERFORMANCE What the learner can What the learner do independently can do with the support of others LEARNING ZONE

Linking Assessment to Instruction

using The Continuum of Literacy Learning

• Mrs. Regan’s Grade 1 Class Record Form Noticings:

– Accuracy rates in low 90s – High Comprehension

• Mrs. Regan’s Grade 1 Class –A few possible goals

• Notice and ask questions when meaning is lost or understanding is interrupted (IRA)

• Search for and use information from pictures • Reread and search for and use information from

language and meaning • Use known words or word parts to solve

unknown words

• Pause the webinar and view the clip of Toni and her class

• Notice how Toni was talking about how they problem solved new words.

• Use the Continuum Grade 1, shared reading what additional goals did you see Toni teaching for? • Return to the webinar when you have finished

DVD Clip

• Shared Reading

Specific, explicit teaching language

TEACH • You can think of a word like that. • You can look for a part you know.

Specific, explicit teaching language

PROMPT • Is that word like another word you know? • Look for a part you know. • Do you see a part that might help? • What do you know that might help?

Specific, explicit teaching language

REINFORCE

• You looked for a part you know. • You thought of a word like that.

• Ms. Crosby’s Grade 3 Class Record Form –Work together, discuss patterns you

notice.

• Ms. Crosby’s Grade 3 Class –One possible goal

Thinking Beyond the Text –Support thinking with specific

evidence from text

Grade 3: Whole group Interactive Read Aloud Shared reading Small group Guided reading Literature Discussion Individual Conferring

Ms. Crosby’s Grade 3 Class Individual teaching

• Conferring- reading

Planning instruction using patterns of responding Grade 3

TEACH • This part shows (about the character’s feelings, the setting, the problem…) • One place you can see this is here on page… • The part that really shows that is… • Here the writer said..

Planning instruction using patterns of responding Grade 3

PROMPT • Show me where you (learned, discovered, figured

out) that… • Can you find an example that shows… • What is your evidence?

Planning instruction using patterns of responding Grade 3

REINFORCE

• You are providing details to support your thinking • I can see why you think that because you are

providing strong evidence

• Pause the webinar • Use your latest Benchmark Assessment

System Class Record Form, look for patterns of responding.

• Discuss your findings with a partner or small group.

• Use your findings to discuss implications for whole, small and individual teaching.

Monitoring Progress

• Reading Records • Running Records

Running Records

• “The prime purpose of a running record is to understand more about how children are using what they know to get to the messages of the text, or in other words what reading processes they are using.”

Clay, Marie, (2005). An Observation Survey of Early Literacy Achievement. Portsmouth, NH: Heinemann Publishers.

Conversion Table Error Rate Percent Accuracy

1:200 1:100 1:50 1:35 1:25 1:20

99.5 99 98 97 96 95

INDEPENDENT Good opportunities for

1:17 1:14 1:12.5 1:11.75 1:10

94 93 92 91 90

teachers to observe children’s processing of texts.

INSTRUCTIONAL

1:9 1:8 1:7 1:6 1:5 1:4 1:3 1:2

89 87.5 85.5 83 80 75 66 50

FRUSTRATION The reader tends to lose the support of the meaning of the text.

Using a blank running record form, take a running record of Marissa’s oral reading

– Level M

• Magic Tree House High Tide in Hawaii Chapter 4 Pages 26-27

• Running Words = 179

• Pause the webinar • Discuss possible ways of organizing for

regular running records on each student. • Set up your system and begin taking

running records of your students oral reading

• Share your running records and organization at your next planning meeting.

Webinar #3 Informing Instruction and Measuring Growth