Évaluation de lecture au primaire
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Évaluation de lecture au primaire May 27-28, 2015
Transcript of Évaluation de lecture au primaire
Évaluation de lecture au primaire
May 27-28, 2015
Agenda
8:30am Presentation by ÉLAP TeamHighlightsProcessCoding / Analyzing Practice
Break
10:30am Closing – to go practicePossible Future Training OpportunitiesAddress Further Questions
How is information from ÉLAP used?
O TeachersO SchoolsO District
Highlights of Changes
• New Title • Some new books• Revised reading records for all books• Updated administrative procedures and other
documents• Revised Suggested Term Reading Levels Chart
Please place future school orders for ÉLAP Kits through the Literacy or Languages Coordinators at the HGEC.
Accuracy Rates
Independent 96-100% accuracy + adequate comprehension
Instructional 90-95% accuracy + adequate comprehension
Frustration <90% accuracy
“When a text is difficult for children, they comprehend little, learn little, and tire quickly.”
-M.J. Adams,1990 cited by Richard Allington, 2013
No Change
Second-Reading Added
Cold (Oral) Read • for reading behaviours
Warm (Silent) Read • for retelling & comprehension questions
Clarification of l’analyse de la lecture
(Sens / Structure / Visuelle)
S - Est-ce que ça a du sens?- Does it make sense?
St - Est-ce que ça sonne bien?- Does it sound right?
V - Est-ce que ça a l’air correct?- Does it look right?
June Gr. 1 & 3 Reading Levels Changed
SD No. 73 uses Developmental Reading Assessment or DRA Reading Levels
“A level . . . stands for a set of behaviors and understandings that you can observe for evidence of, teach for, and reinforce at every level.”
-Irene C. Fountas & Gay Su Pinnell, 2013
November March June
Grade 1*DRA / GB+
App.
1-2
Mtg.
3+
*Exc.
N/A
App.
3-4
Mtg.
5-9
*Exc.
N/A
App.
5-7
Mtg.
8-12
Exc.
13+
Grade 2*DRA / GB+
App.
6-8
Mtg.
9-13
Exc.
14+
App.
9-12
Mtg.
13-15
Exc.
16+
App.
13-15
Mtg.
16-18
Exc.
19+
Grade 3*DRA
GB+
App.
14-16
14-16
Mtg.
17-20
17-20
Exc.
24+
21+
App.
16-18
16-18
Mtg.
19-28
19-22
Exc.
30+
23+
App.
19-20
19-20
Mtg.
24-34
21-24
Exc.
38+
25+
Welcome & Set Purpose
Please see Administration of Procedures in ÉLAP Overview
Prompt for Reading Strategies
Why?
• Prompt student to think about reading strategies that have been modeled and practised
• Prompt student to use strategies during the reading experience
Reading Strategies bookmarks are available for purchase from the Henry Grube Education Library.
Book Introduction & Picture Walk
Why?
• Introduce content
• Focus student on key information
• Give student an opportunity to access prior knowledge and make connections between the pictures and text
Évaluation de lecture
Erreurs à compter (ou non) en immersion française
Les noms propres : on ne les compte pas.
Erreurs répétées : Si un enfant fait la même erreur à plusieurs reprises (même s’il le lit différemment à chaque fois) cela compte comme étant une seule erreur.
Omissions :
Si l’enfant saute un mot :
Cela compte comme une erreur à chaque fois à moins que ce soit le même mot.
Si l’enfant saute une phrase/un paragraphe/une page :
On compte ce genre d’erreur comme étant une seule erreur. Cependant, l’enseignant doit prendre note de ces erreurs et indiquer la partie omise que l’enfant doit relire.
* Jusqu’au niveau 5 : on ne compte pas les substitutions de le/la, un/une
* À partir du niveau 8 : on compte les erreurs de genre : son/sa/ses mon/ma/mes ton/ta/tes Terminaisons de verbe et lettres silencieuses à la fin des mots 1. Avant le niveau 13, si les enfants font des erreurs de terminaison, on les note mais on ne les compte pas.
(gros /grosse, un/une, sautent /saute, ouvre /ouvert, tirent / tirant)
2. À partir du niveau 13, on compte le nombre d’erreurs de terminaison du même genre qu'une seule fois.regardent / approchent courir / grandir nager / parler (ent = 1 erreur) (ir = 1 erreur) (er = 1 erreur)
Please see ÉLAP Coding Guide.
Praise Point
-Partager avec l’élève quelque chose qu’il a bien fait.
• Offer immediately
• Be specific and descriptive
• Record for future reference
Warm Read
• Ask student to reread text
• Explain purpose
• Comprehension
• Prepare for retelling
Alpha-jeunes books tend to be longer than GB+ books. Teachers may wish to identify certain pages for students to read silently and retell.
During Warm Read
Teacher:
• Completes section on ‘Reading Behaviours’
• Checks record & makes notes• Determines accuracy and self
correction rate• Begins coding errors
Retelling & Comprehension Questions
Comprehension is “the essence of reading.” -Dolores Durkin, 1993
“Real understanding takes root when learners merge their thinking with the content by connecting, inferring, determining importance and reacting to information and ideas.” -Stephanie Harvey, 2010
Retelling as a Comprehension Strategy
• Encourages readers to attend to the meaning of text
• Reinforces elements of story structure (characters, setting, plot)
• Requires readers to distinguish between main ideas and supporting details
• Encourages communication and oral language development
-Lori Jamison Rog, 2003
Retelling should take into account a child’s age, development, experience, and comfort.
Rappel du texte littéraire
Rappel du texte courant
Teaching Retelling
• Shape-Go Map is an example of a retelling strategy students can be taught
• Triangle, square, and circle represent beginning, middle, and end of a story
• Shapes can be colour-coded: green for beginning; yellow for middle; and red for end
Début: 1. characters, 2. setting, 3. plot or problem
Milieu: 4 events from story
Fin: Circle back to beginning/solve problem
-example from Vicki Benson and Carrice Cummings, 2000
Vérification de la compréhension• The complexity of questions increases with levels.
• If retelling is thorough, you may ask only inferential questions.
“Reviens Pipeau” (Trousse 2, Niveau 13)
In most cases, questions can be answered based on the reading record text alone. In a few cases with longer texts, the final question requires slightly longer silent rereading to answer.
Rappel du texte + Compréhension = Bien comprendre le texte
Encercler le niveau général de compréhension (page 2)
Cocher ___ avec compréhension (page 1)
Pourquoi faire l’analyse de la lecture?• Analyze reading behaviours• Determine strengths and difficulties• Determine how the reader uses information from the text to
construct meaning• Determine instructional focus
L’analyse
Qu’est-ce que c’est l’analyse de lecture?(Sens / Structure / Visuelle)
S – SensIs the error meaningful based on the text and pictures?
St – StructureDoes the response fit the structure (syntax) of the sentence up to the point of the error? Does the error sound right in English?
V – VisuelleDoes the error resemble the word in the text?
Exemple d’erreurs
E AC ES St V
ACS ST V
Teachers may prefer to print S St V in each column and circle the cueing systems they hypothesize the child to be using.
Analysis Considerations• While systematic analysis is useful, particularly with
emerging or struggling readers, there are different ways to complete this part. It takes practice, too.
• Focus on the big picture and try to
• Listen closely and record observations
• Ask yourself: S: Does that make sense? St: Does that sound right? V: Does that look right?
• Look for patterns, so you can identify instructional focus
• Use a system that makes sense to you
Analysis isn’t just for reading records. It can be woven into whole class and small group reading instruction. Children can learn how to self-monitor by asking themselves analysis questions.
Practice Coding & Analyzing
Niveau 11: En retard
Listen to the audio clip and complete the reading record. When you are done, total for accuracy and analyse the errors and self-corrections.
link to audio clip: https://www.youtube.com/watch?v=QaWSqrElFfw
Sommaire des comportements de lecture
Orientation pédagogique
What’s next?
• Begin using updated/new ÉLAP kits, books, and protocol sheets.
• Watch for related professional development on the SD No. 73 Professional Learning Website.
Niveau 13: Du bon poulet doré
Pourcentage/Erreurs
L’analyse de lecture
L’analyse de lecture
Analyse
