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Personally I tend to lean more towards informal assessments as my preference. It just seems a more natural process for me. I noticed just working in the school as a Para for only one semester that I noticed issues children had and I would then ask the classroom teacher about them. Quite honestly when the chapter starts listing all of the different tests and what they are good for my eyes start to glaze over and I have a hard time staying focused. I hope to rely on the expertise of the other experienced teachers and specialists for guidance in this area. One thing that I did not know was how the schools received Title funds so I thought that this was interesting and I can see how it drives those Title teachers to do the best job that they can to improve the child’s growth in learning. One thing that I was thinking about when I was reading about the Miscue Analysis was I wonder how it affects the student’s confidence and reading skill while he watches me make marks by the words he reads incorrectly. Personally that would drive me crazy and would really distract me. I am wondering if just recording it and marking it while I listen to it might not work a lot better, I know they talked about that method also. I can see that being more comfortable for me and the child. As I read about having anecdotal records I wondered if anyone had witnessed a teacher doing this, I struggle with what would be the most effective. I can see that my method may change as I get more seasoned as a teacher. However, I can see how it could help myself and other professionals assist the child in learning effectively. One area in Chapter 13 was really enlightening to me, which was the cross age tutoring. I had never thought about this as an option. I can see how this might make reading fun again or for the first time for these older students and younger children seem to always enjoy older children showing them attention. It seems like a very positive way to get everyone excited about reading. I found the tutoring sessions information helpful and I liked what the author stated about having several different books available for the child to choose from for the tutor to read. It only makes sense that this will make them feel better about reading, I know I like to pick out my own books when I go to the library. After reading this last chapter I am now really curious how our tutoring sessions will be set up and ready to get started brainstorming.
Chapter three went into great detail about assessments and how to go about giving them. The first and very important step is for a teacher to observe his or her students to see what instructional strategy would work best. I am more familiar with formal assessments using standardized tests. I am currently a Para-professional at Natoma Elementary and they take standardized test to achieve annual yearly progress. I have always known there were disadvantages to standardized tests but it was was interesting to see what DeVries thought. Disadvantages in the book were that the students can easily guess because each question is in multiple choice format and the students are sometimes able to answer the question without understanding the passage. I remember taking standardized tests in grade school. I either ran out of time or did not understand the passage. I am very fortunate to have the experience I do being a Para-educator. I have been exposed to many assessment procedures. I have also seen many ways teacher's prepare their students for assessments. Teachers are using prep test on the computer to prepare their students for upcoming assessments. They have questions just like ones that will be on the test. The reading allowed me to look at assessments differently because it listed more advantages than disadvantages. I have always heard teachers say they are teaching to the test, or in other words, teaching exactly what is on the assessments. I feel what is on the assessments should be covered in their curriculum.
Chapter thirteen was all about tutoring and the responsibilities one must have. Like I mentioned before, I am currently a Para-educator and have had experience being a Para for three years. I liked how it showed the correct sequence of a tutoring session or lesson. The book also gave great examples of lesson plans used during tutoring sessions. This will come in handy when making my own lesson plans. This book is also filled with blank templates, flash cards, pictures cards and vowel sound cards. Lesson plans are going to be simple to complete with the resources required.
Jenni P: I agree with you! Informal assessments are my preference as well. I know that formal assessments are neccesary at times, but I think that I get a better feel and better undestanding of the students needs with informal assessments such as observation. Calee: I also enjoyed hearing the advantages. I know that sometimes these tests can be frustrating, but it was really refreshing to hear the positives!
Chapter Three and Thirteen Blog Chapter 3: Assessment As I read chapter three I realized how many different ways there are to assess a child’s reading ability. I was familiar with the terms, but have a much better understanding after reading. The two main types of assessment are formal and informal. But understanding the types of testing that fall into these two categories is very important to fully assess a student. As a teacher, we will be expected to assess our students and without truly understanding and being comfortable with the different assessments I think that would be very hard to do. The biggest piece of information I took away from this chapter was the information on the Informal Reading Inventories. At first I was overwhelmed, but as I read through the examples I saw how these inventories really help to pinpoint a student’s strength and weakness. I think this chapter gives great examples and demonstrations for use of the many different ways to assess a student’s reading ability. Question: Do you think that DIBELS is an effective method for informal assessment? I am much for familiar with the Cloze test than the Maze test, is the maze test not used as much? The reading really allowed me to understand how vital these assessments are to a student. If you cannot properly assess a student, how can you teach and meet the individual needs of that student? I think it made me realize how necessary it is to understand these tests and how to properly administer them. I have worked in Title I reading. I have seen DIBELS used and the feedback from the teachers was not positive at first. However, two years later, they still are not overjoyed with it, but I see the teachers have implemented it and it is now part of the class routine. The students are used to taking it because this assessment is used at all grade levels. I feel that it is a great way to assess, but not having administered the test myself, I can’t say one way or another why such negative feelings towards what seems to be a great tool. If anyone is familiar with this I would be interested in what you feel about this assessment. Chapter thirteen: Tutoring There are so many benefits of tutoring! The chapter discusses how many different ways there are to accomplish successful tutoring. This includes programs such as reading recovery. I really enjoyed the “planning and conducting the tutoring session” section. This really walked through what should take place and for how long. It is very important to go into each tutoring session with a plan. I also realized as a read how important it is to reflect on each child’s task; this enables the tutor to adjust future lessons to meet the student’s needs. Question: Should each session hit on many different parts of reading (phonics, vocabulary, writing, comprehension, etc…) or is it better to have a focus for each tutoring session (comprehension one day, vocabulary the next)? I was a little nervous to go into the tutoring sessions without knowing what the child’s exact strengths and weaknesses are, but as I read I realized that this is part of the tutoring process. I am really excited to practice some of the strategies I have been taught. I have not had a lot of experience working with groups smaller than 5-6 students so I really look forward to giving the students I am working with more individual instruction!
Jenni P- I am a Para as well and have seen the Miscue Analysis being done. I have seen the marking affect some students while other students do not even notice it. Our teacher makes sure they know they are to do their best reading and if they come to a word they do not know, sound it out the best they can. I understand what you are saying though. Every time a teacher makes a mark, the student is probably thinking they are getting something wrong, this is not always the case. I have seen other assessments being done as well such as timed reading. Students get flustered with this as well because the person is also marking words they stumble on or do not pronounce correctly.
George C. Pickering I enjoyed reading chapter 3. I enjoyed the chapter because it gives information on how to assess students using formal and informal assessments. Growing up I didn’t like taking tests. Come to think of it, I still do not like taking tests. I feel that there is too much pressure on students when it comes to taking tests. Some people do not take tests well, but it doesn’t mean that they don’t know the material. Last semester during my internships, the students were cramming for the state test and I could tell that it was affecting them all. I heard some of the students say after their test that they were tired so they just started marking answers so they could be done with the test. So that is telling me that the state assessment isn’t going to be accurate. Some classes took tests everyday for a week and the tests were two and half hours to three hours long. Like some of the others I am leaning more for the informal assessments. I like the informal because I would not just be relying on one test. I feel informal lets you really see how the student is learning and if they are even trying.
Chapter 13 was over tutoring. The two types of tutoring that really just jumped out to me were the cross-age and peer to peer. At the school that my kids go to, they have high school students that are teacher aides in the grade school and they help the teachers with the students. The teacher doesn’t just have them help the students that are struggling , but all the students. I think that by doing it this way students are not singled out as having a problem. My daughter has helped fellow students in her class since she was in first grade and now she is in sixth. She has said when she gets done reading something and then she goes and helps someone else it helps her remember better just because she read it again.
Chapter 3 was interesting and loaded with information about assessments. When I was a paraprofessional I had done some similar testing with students. I think it was miscue analysis. It was a little challenging trying to make sure I kept up with the students and gave them the correct marks. We didn’t record anything then but I can see how important it would be to do so. It would be so helpful because you could rewind if you missed something and your scores would be more accurate. I remember taking the CAT tests when I was in school. The teachers always emphasized how important the tests were and to get a good night’s sleep and eat a nice breakfast. There were long if I remember correctly and very dreaded. Of course it meant we didn’t have to do regular school work so we were okay with them for awhile. The CAT tests were California Achievement Tests. I know Anecdotal records are very important and I want to make sure I keep great records on my students. What better way to reflect or give parents solid information? Something that hit me hard this last year was my daughter and reading. She is the youngest in her class with a birthday in August. She was put into Reading Recovery this year and I was devastated. I could not understand it. I love to read and I am a great reader. I couldn’t understand how this had happened to my daughter. The reading teacher told me they wanted to boost my daughter’s confidence in reading and thought since they had room they would put her in the program. I got a letter several weeks later about how she was being taken out of Reading Recovery because she was at level and doing wonderfully. I cried because we had worked hard on reading at home, she had worked hard at school and she had succeeded. I liked reading about Reading Recovery in chapter 13 because it was exactly what my daughter had done. It was interesting and I am thankful for such programs. I wish more parents worked with their students at home or realized how important the after school hours work is. It also helps the teacher out greatly.
~George P.~ I have heard students say the exact same thing about their tests. They get so tired of the test they just start marking answers. That cannot be a good thing at all. It cannot be good for the teacher or the students or the district for that matter. I didn't like taking test either and I am nervous about the tests we take to get certified. My nerves are going to mess me up. I think that peer-tutoring or cross age tutoring is a great idea as it is beneficial to both the tutee and the tutor.
George P., I’m with you I think informal testing will let me see the student and his skills better. You made a good point about being able to see the effort that the student is putting out which can affect his score. It sounds like the school has a good program set up with the high school students helping the elementary students. I like that they have them helping everyone in the class not just the struggling students, in my experience every child benefits this way. Children seem to really respond to older students they view them as much cooler than us “old” teachers. I can see how this would improve the confidence of the older students also. I liked what you said about your daughter learning more by helping. I know in a conversation with my daughter one day she mentioned that the teacher has her help one Hispanic girl quite a bit with her work and that she had to repeat words for her and write them down for her to get them. It was then that we discussed how hard it is to come to a new country and learn a new language. I shared with her that I had learned that ELL students become fluent in conversation from 6 months to 2 years but academically it takes 7 years. Of course I asked her not to share this information with the student but it really opened her eyes to how much work her friend has to go through while keeping up learning with the rest of the class. I could tell she was really impressed with her friend and had a new found respect for how hard she has to work.
Chapter 3 introduced a variety of different ways to assess children's reading abilities. There are two types of assessment, formal and informal. I did not realize how many different ways there are to assess children. I have seen it done numerous ways in my internships and other classroom experiences. I have actually used DIBELS when helping with summer school. However, at the time I did not know why I was doing what I was. Therefore, I did not know how important it was or how it assessed students. So, now looking back it is interesting because I know so much more now than I did then. Chapter 13 talked about all the different strategies and methods used for successful tutoring. I did not realize how much detail and time is required for successful tutoring. This chapter helped me a lot and made me feel more confident going into my tutoring this summer. I loved how it gave correct sequence during tutoring sessions and lessons. After reading this chapter, I feel a lot more comfortable about tutoring. As I looked through all the resources and ideas in the book, it gave me peace of mind when thinking about my lesson plans!
Lanewberry When I worked with DIBELS, the teachers did not seem to be real impressed with it. Many of them complained and griped about using DIBELS. I was younger at the time and did not know much about it. I just remember them always complaining and talking negatively towards it. I do know that the school I was helping at that used it is no longer using DIBELS. I never asked questions or listened to them talk about it because I was young and didn't have the interest. So, I am curious as well what others have to say about using DIBELS. The only feedback I have heard about from it has been negative. It would be interesting to hear other comments and opinions on DIBELS.
Chapter 3 was jammed packed full of numerous ways to assess students. I never actually realized there were so many different ways to assess students. I had heard of most of the assessment types although some were new to me. I had never heard of a maze test and think that it would be an easy assessment to administer. Types of book logs have been around since I was in school. I really believe they are beneficial to students in helping them with comprehension. I like the different faces the primary students circle telling what they thought of that particular book. I think all the different types of logs are beneficial because if a student writes something down it will help them retain it more. Chapter 13 was a great chapter to read on tutoring. I never thought about the computer being classified as an actual “tutor” by its self. Maybe that is probably an old way of thinking. I have a friend that works in the middle school as a Read Right teacher. She tests students to see what grade level they are reading. Then she works with them on reading so that will be able to read at their appropriate grade level. The book buddies seems like a great tutoring resource to use. I was glad to see the paragraphs on tutoring sessions and what to do at the first three sessions. I love the idea of using old magazines for students to cut out their favorites and the interest activity on page 344 looked like a great one to use. I am very nervous about tutoring reading this summer, but know that probably once I get started with the sessions I will love it. I just want to help my students read to the best of their ability because reading is fun! (I know that sounded cheesy but really I do love to read!)
Chapters 3 and 13 were great for starting off the summer. Assessments, as described in chapter 3, are an important part of teaching, and before I started taking classes at FHSU, I really had a skewed opinion of them. I never thought that they could be creative, fun, and occur on a regular or daily basis. Looking back on my time in elementary and high school, I realize that my teachers were testing my knowledge without me even realizing it! It’s so fun to be on the other side of the experience as I am now becoming the teacher.
Chapter 13 had some ideas that I absolutely loved! It was great to read about the many aspects of tutoring, as well as the different ways to tutor. The idea that was the most meaningful to me was about cross-age tutoring. After reading through this, and seeing the many ideas, I can’t believe more teachers aren’t utilizing this resource. I like the idea of cross-age tutoring because it provides the potential for a boost of confidence for all the students involved. Elementary students are always looking up to the students in the upper grades, and an elementary student would probably be really excited to spend time with someone in an older grade. The students in the upper grades who may be struggling with reading are given the chance to practice reading something on an easier level. How brilliant!
This particular passage of reading changed my thinking dramatically because I always thought that it had to be the smartest students who could tutor. This gives me encouragement that anyone (including me) can be a tutor, can really help another student, and can learn a lot along the way. As I am going into my tutoring experience in a few weeks, I want to keep this mindset close to my heart. I know that I will not know all of the students questions and I know that I will struggle along the way. However, I also know that I have the potential to help all of the students that I will be working with. I am so excited to see what is to come!
Wow! What a story! I am so happy for you and your daughter and I think that it is wonderful that you spent so much time working with her to help her succeed. The fact that you did that has instilled in her mind that she has someone who believes in her. That is something that all teachers should strive to do for their students. Keep up the good work!
Wow! Let me start by saying these chapters were chalked FULL of awesome information. Before reading chapter three on assessments, I kind of assumed I would be bored, as I have read many chapters about assessments in prior classes. Boy was I wrong! I was not bored at all, in fact this chapter kept me so interested; I read and took notes on the whole chapter in one evening! Right away into the chapter the author discussed the different forms of assessments; formal assessments and informal assessments. I have learned about several of the standardized tests before, such as the Wechsler Intelligence Scale for Children-III and the Standford-Binet Intelligence Scale, but I had never heard of the Peabody Picture Vocabulary Test and only heard a bit of information on the Slosson Test. I really appreciated that the author chose to go over the definition of the standard scores, grade equivalent scores, percentile ranking, and stanine scores because all of these have had me very confused in the past. I was really excited when the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) was mentioned in the section on diagnostic tests that assess reading components was mentioned since I have actually sat in and observed some of these tests! I was also thrilled to find out about the website mentioned in this section as well, www.literacyfirst.com. Figure 3.5 on page 55 also caught my eye, as I was able to read through the Traits of Emergent and Beginning Readers and actually apply some of them to the students I have worked with in the past as a para in a kindergarten classroom. Another section of chapter three that I highlighted a lot was the section on page 56 that discussed the tips for what to do when a student makes certain miscues such as omitting words, mispronouncing something, etc. I am 100 percent sure that the section on running records, anecdotal records and checklists will come in very informative for me when we actually begin the tutoring sessions. I am also super excited to get in there and do some interest surveys with my kiddos so I can really intrigue them and help them to enjoy the information I will be giving them!
As for chapter 13, again I was completely overwhelmed with all the awesome information that was given! I am so glad I purchased this textbook instead of renting it, as I am sure it will come in handy as my future in education progresses. I was especially thrilled with the section that talked about Getting Started on page 344. I was happy to see that the author gave us tips for our first three sessions. I loved the idea of using an introductory activity for the first session to get the kids interested. The interest activity sounded especially exciting. I am thinking I will use this activity with my kids, but since they are younger, instead of using words to write, I will have them cut pictures out of magazines to help show their favorite foods, colors, etc. The tips on page 336 in Figure 13.1 were also extremely helpful. I am actually getting excited to use all this information in my tutoring sessions in the next weeks!
I also thought that chapter 3 was full of information about assessing students. I am actually excited to now get out there and assess students and work with them to find out what levels they are at. I also can’t wait to do the summative testing, as this shows the growth the students had over the year/summer. I know that from my previous experience, there is no greater feeling in teaching than when a student learns something you weren’t sure if they would ever understand. I also remember the book logs from when I was a child, in fact, I just signed my daughter up for a book log thing our public library. I think I am living through her in this because I absolutely loved these when I was young and still do, to this day. I wish they had adult book log and reading programs.
I feel nervous about our tutoring sessions as well, however from my experience with the other internship classes, I was always extremely nervous about the lessons I had to teach, but once I actually got up there or got with the kids, it all just seemed to fall into place and felt like something I was meant to be doing. I hope it feels the same for you! Great post and good luck!
Assessments are what drives the instruction in the classroom. Chapter 3 explained the different kinds of assessments and when to use them. Before I get onto my soap box, let me first state that I agree with the research that data collected from assessments drives instruction. NOW....what bothers me as a paraprofessional is that I see so many teachers assess just to assess and not do anything with the results. For example, a teacher gave an end of the year cumulative math assessment to her class. I don't really know how the students scored, but when I asked the teacher why she was giving the assessment, she said "because the parents need to know how much their child has learned!" Needless to say, I was furious. Assessments must have meaning in order to have valid results. The teacher did put the scores in the grade book. However, again, we shouldn't give a grade just to fill the book.
Chapter 13 was insightful! I love how the author gives rubrics and examples of tutoring sessions. I am becoming more and more confident that my tutoring session will be valuable to my students. The tutoring example that caught my attention was the cross-age tutor session. The older struggling reader is able to teach a younger reader strategies and then hold ownership to those strategies. What a novel idea! I also learned in this chapter the different types of reading logs. In my experience, I have only seen the logs that documented the books the students have read. I like the idea of having some sort of emotional tie to the log where the student can rate the book with a smiley face, strait face, or sad face. As a teacher, if I can direct my students into the books that they like, I will have a class of happy, fluent readers.
Aspen- I too think that I am going to use the introductory activity where students cut out pictures of things that interest them. I am tutoring a kindergarten group. I don't know about you, but I don't have a stack of magazines just laying around. However, I think I am going to contact our local doctors office and see if they have any magazines they could donate to cause. Let me know if you have any other ideas on getting magazines! Thanks :) Happy tutoring!
Kate - I also like the idea of the cross-age tutors. Our school does this kind of thing with 2nd graders and Kindergarteners but it is called "study buddies". They go into each others classroom once a week and the 2nd graders read to the Kindergarteners. Then the Kindergarteners get a chance to read to the 2nd graders. It is a great time for both age groups. After they are finished reading they get to play a game or color a picture with their "buddy".
Corinna - I started out one year subbing in a first grade classroom. I had to assess the students that first week by having them read a passage and see how far they read in one minute and how many errors they made. Then the other first grade teachers placed those students in their appropriate leveled groups. It was fun assessing the students and seeing all the different reading levels they were at.
Chapter 3 discussed many types of assessments that you are able to give as a teacher. I found it very interesting to read more into tests that I have seen given and to learn about new ones. I have been a Para for 2 ½ years and I have heard about some of these tests that teacher’s are always giving and I had always wanted to know more about some of them and what the purpose was behind some of these tests. In my time working in the school I mainly worked with more criterion-referenced tests. I really have mixed feelings about achievement tests. I feel that it is important to have some type of criterion-referenced tests to see how your students are doing. I do feel that they can be a bad thing. I have seen too many times, when students find out their score they go around bragging about it. This can make other students feel bad about themselves. This in turn can give you a negative effect the next time students are given this test. Sometimes the students may not even try very hard because they feel bad about how they did before and they may feel like they may never do as well as the other students. I also think there is too much pressure put on these tests now. I’ve had mixed feeling about NCLB and all of the pressure it has put on these types of tests and the state testing each school does. I do agree that NCLB is good in the fact that it is making schools responsible for their student’s achievement, but there are too many students who just don’t take tests well. There are those who may be gone the day of the test and when they have to make it up they may just hurry through the test so they can get back to class. I just think there is way too much pressure riding on one test. I like how chapter 13 gives us some guidance on tutoring and different programs that there are for tutoring. I also liked its discussion about Reading Recovery. I have seen Reading Recovery in action for the past 2 ½ years at my job and I feel that it has made a huge difference in the students in our school building. I also like how this chapter explains to you what a successful tutoring program consist of and how you should conduct your sessions. I really like how this chapter explains the planning process from beginning to end. The lesson doesn’t just end when the students leave. You need to reflect and decide how you can make a lesson work even better the next time.
Lacey- I agree when you say we shouldn't be giving assessments just to give them. Assessments are a tool that we need to use to help our students. Not just something we do to have something to show their parents.
In chapter 3 I learned a lot about different types of assessments. There are formal and informal assessments. Formal tests use standardized tests and informal tests use anecdotal records such as checklists and rubrics. I wasn’t very familiar with each test before reading the chapter. I remember taking formal tests in school and if I didn’t understand the question I would guess because it would be multiple choices. I can remember taking a reading test my sophomore year of high school and in order for the entire sophomore class to get a half day of school then we had to improve our score from the previous time we took the test. The first time I took the test it was pencil and paper and the second was a computer based test. I ended up scoring a lot higher the second time I took the test. Not everyone got a half day so I can’t say that taking the test on the computer worked for everyone but it did work for me. Question: I don’t ever remember going over the cloze and the maize tests. When is it important to use them? If a student is reading a story to me and says a reversal of a text such as said dad instead of dad said, is it important to stop the student in the middle and correct them? Chapter 13: Tutoring A benefit to tutoring is that the student gets one on one time with the tutor. A disadvantage to tutoring is that it is costly for school districts. A school may consider a reading specialist but since they are required to get a masters degree that means they get paid more. Many schools hire Para Professionals to save money but some are concerned that they are not qualified enough. When I was in school we had reading buddies. The 4th graders would be partnered with a 1st grader and we would take turns reading to each other. I found this very beneficial for both. Question: I have never heard of book buddies, how often do school districts use them if ever? I thought book buddies was a really neat idea but how often do people volunteer for this if it is not their child that needs the help.
In response to Lacey K The cross age tutoring was a little something like I did in school. We got to work with someone who was in the 4th grade when we were 1st graders and I found this very beneficial. Sometimes a student can relate to another student easier.
Chapter three was all about different types of assessment and how a educator can use them. One thing that I really liked about this chapter was that I did not only learn new things (all the different types of IQ tests and why they were used for example) but it was such a great review of the information I’ve already learned up to this point. I’ve had experience with norm referenced test before, but it was a great review to look at all the components and what they mean. I also really liked how the book had an example of each test so we could see them and relate what we were reading to what we saw. I really could relate to this chapter because I have been exposed to all these different assessments before in my own educational career. After this chapter, I can step back and see why I was assessed and how my educators used them to benefit me. I look at assessing differently now that I’m getting ready to use these tools to help me understand my students better.
Chapter 13
This chapter was such a relief to read for me! My favorite part was where the chapter broke down the first few tutoring sessions into what we should do and ideas to go along with it. I was under the impression that the first session we would just jump into the assessing and just do one after another, but now I think my idea of pace has changed. I know understand that we will only do certain assessing during certain sessions and that the main thing during session one is just to get to know your student! We want them to be comfortable! It completely changed the way I am going to approach this entire experience! I was already familiar with the components of a lesson plan, but again, it was a nice reminder of what was really important when you are putting one together. At this point, we have all had experience with lesson plans, so it was nice being able to relate to the chapter in that way.
I loved the intro activity ideas also! Their idea about cutting out pictures from a magazine and making a collage was an awesome way to tie in integration of art as well. I also can relate to how you said you have been confused in the past with all the components of the norm-referenced tests. This book did a great job breaking down all the information. You sounded so enthusiastic about what you learned and I loved it!
After reading these chapters, I can already tell that I am going to love reading this book this semester. There is so much information!! I loved in chapter three that the authors listed so many different tests that can be used for assessment and included the benefits or negatives of each test. This chapter was also a review from information I learned last semester, so it was a nice refresher. Being in a classroom, I really prefer informal assessments instead of formal assessments. This being said, however, I realize there is a time and place for each type. As a future professional educator, I sincerely hope that I can maximize my use of informal assessments and be aware of my students' ever-changing needs through this tool. I am pretty excited to give that interest survey to my students this summer (which I still haven't found). It will be exciting to get to know all of them! This being said, I am just excited in general to be able to put so many lesson plans into use! I hope the time isn't too hard to schedule with the students as I work full-time. I loved the section on miscue analysis. I am pretty daunted by this task, but I feel that once I actually start using this with students, I will better grasp the concepts and become more comfortable with this type of assessing. I am also a little intimidated by keeping portfolios as I am not the most organized person. However, I am hoping my current job as organizer of shoes at Forever 21 will help me in this area! Chapter thirteen has lots of relevant information for this semester as it is about tutoring! I am definitely overwhelmed, but I feel a little more confident after reading this chapter. I haven't done any tutoring except with my siblings and in class with peers in elementary and secondary school. I didn't realize there were so many different types of tutors and programs available. This made me realize all of the options students have to get the help and information they need (if they are options in that area) and online or computer tutors (an option if they have access to a computer). I can also see how many students who may be in need of tutoring may not receive the help they need. One point that stuck out for me from this chapter was when the authors said that it didn't matter what type of tutoring you are doing, you need to have each session planned before you begin tutoring that session. For this class, we will be creating lesson plans for each one, but it is necessary all the time. This makes sense if we are going to help students. It is hard to get much done without a plan. Overall, intimidated and excited to do the tutoring this summer! I live in one of the cheapest apartment complexes in the area and I hope I can impact some lives here this summer. Is it sad that I am also excited to plan snacks to bring for the kids?!?!? Anyway, great two chapters and will begin reading the next chapters soon!
N. Pohl Chapters 3 & 13 DeVries Text As we approach the wonderful opportunity to tutor and assess students with Reading difficulties; Chapters 3 and 13 of the DeVries text brought me to an understanding that the coloration between both is crucial. I am familiar with Fountas and Pinell LLI assessments for (Tier 1-3) students and the DIBELS testing I helped assess as a substitute teacher over the last 2 years. The selection of assessment tools and techniques can be overwhelming to some but I feel that the system that your (current or future) school used must have an understanding and with the continued Informal Assessment Instruments (1-9), and Informal Reading Inventories, teachers can achieve their goals of preforming to a great standard if they are skilled and knowledgeable about the many different assessment procedures. I too, feel that student Self-Assessment is a knowledgeable to, and does increase self-motivation and esteem to read and write; possibly helping to maintain or improve assessment scores. We as candidates and futures can benefit from the use of rubrics, checklists, and anecdotal records; great indicators of student growth thus helping us achieve in what we need to use/measure for our student success.
As our student tutoring sessions are fast approaching, I am anxious and excited to begin the journey to tutoring a student in need. Examples given throughout the chapter as well as the very handy checklist you covered in lecture (Tuesday) along with the one-one one instruction that is given to our students not only prepares us for a future as an educator/reading specialist/literacy coach (in my case as I will hopefully attain my masters in reading) but also helps prepare us prepare/relate to what we will be doing as a tutor for this summer term. The guidelines and different assessments that go along with the lessons we use in our tutoring sessions, along with objectives to identify and a session format in mind will be effective tools to make the outcome of the 20 sessions worthwhile, understandable and a positive learning experience for myself and the student.
Reply to Chelsey: I remember going over the Cloze procedure, but I don't remember the Maize one either. It is amazing how different ways of administering a test can affect the results so greatly. Thanks for sharing your story. I also thought book buddies was a neat idea. I am curious if there are tutor programs in place that allow free tutoring for low-income families. I realize how costly it can be the school districts and it would be neat to see a program in place that was paid for by either private donations or grants. Thanks for sharing!
Jessica I never thought about how students talking about their test scores could be hurtful. I am a laid back person and if I got a bad grade then I always thought, well guess I better study harder next time. After thinking about it I can see how it could affect others. I can see how some students will do like you said and say, well I did bad the first time, why try?
I too agree on the review of information; however the new information on different ways we can begin to assess and tutoring our students is so exciting! The different approaches to each session that we CAN implement IN understanding out students better. I am very excited to begin this process!
On page 54, when discussing Marie Clay’s books, I just taught those kinds of books are fun books, but now I can see how the books are an excellent source to assess different concepts!
Then on page 56, does the teacher echo the student on the student’s cold read or when? Then I liked the idea of snapping their fingers for commas and clapping for periods. I should have one of my student’s do this since he speed reads.
Reading over inserting, if inserting words don’t disrupt the meaning, why is it counted as an error/miscue analysis?
I now understand why it is important when tutoring students to keep a quick tempo. Hopefully, I will soon gain a quick teaching tempo quickly because it seems like in my group of three, at least one boy keeps going off task. However, he does have ADHD, so I don’t know if that is taking a toll within our tutoring sessions. I do enjoy this experience because practice teaching with children has helped me start thinking quicker about what to teach next and how to teach it!
I also like the cross-age tutors. I actually did this as a high school student and I loved it. The students also enjoyed my presents, especially the students that fall behind because I was the one who took the students to the side and helped them understand through different strategies to improve their academic level, as well as, being on the same lessons the class was on.
Responds to George Pickering:
I agree with you George. Back in school, a few of my friends only took the state assessment seriously for about the first thirty minutes and then their tests score was not accurate do to them just filling in answers. They didn’t care, they weren’t taking the test to improve or hurt them. So like you, I like the informal assessments so that I can see what the students are really learning. Besides, some students put up walls when it comes to test taking and that just hinders the assessments anyways. Then I am looking forward to implementing the cross-age and peer to peer tutoring within my future class. The reason for this is because not only the reading influenced me but I have seen and experienced the improvement of the learning environment.
Assessment has a whole new meaning for me after reading chapter 3. Last semester was the first time I was introduced to words like formative/diagnostic assessment. It seemed so confusing. Thankfully I have a somewhat better understanding after reading this chapter. Another helpful thing will be working through my other class this semester - Curriculum and Assessment. The most helpful part of the reading for me was on page 54. My son will be starting Kindergarten in the fall. So I value any information that will help me know how he is doing. I forget that assessing the little things are important for emergent readers - directional principle - the child can write from left to right and top to bottom. I love when my son runs out of room and continues a word to the next line. But it drives my older daughter crazy "No, that is not how you write that word." Obviously she has a better understanding of the directional principle.
Chapter 13 was a great start for this class. I must admit that I am very nervous about tutoring 2-5 children and coming up with that many lesson plans. I had not even considered the suggestions given on page 344 titled "Getting Started." Allowing fun activities to help get to know the children is a great plan for the first session. I also loved section 13.9 - tackling challenging words. This would have been helpful in my reading internship. I clinch remembering how many times I said to "sound it out"
in response to Jessica C Our local school district does the Reading Recovery program as well. I know a few students that have benefited tremendously from the program. Now more than ever I would like to observe one of the sessions to really see that the program entails and possible get some pointers for my tutoring sessions.
Chapter 3 is a little overwhelming. I know that there were a number of different assessments that are given or can be given, but reading it and some of the details of it is a lot. This is one chapter I plan on re-reading this weekend and talking to one of my good friends, who has been teaching for 4 years, about it. When talking about the informal vs. formal assessments different views. On the Formal Assessments they are unbiased and identical for each student in the classroom, but on the other hand my not give accurate scores. As the book states, most questions are multiply choice and a student that does not know the correct answer can, by chance, guess the right answer. Also, some students have test anxiety and do not do well on that type of test. I for one have test anxiety and it sucks. When talking about informal assessments, I believe that they give the teacher a better understand of what the true level of a student is. You can assess a student with out them knowing it, solving the test anxiety problem. You can “test” students in the normal classroom setting and the other students will have no clue that you are assessing a student. I myself like the informal better then formal assessment. The only down side that I can see to informal assessment is that there is room for bias from a teacher. Chapter 13 was great to read prior to starting tutoring for this class. Looking back at when I was in school I can see how all of the different types of tutoring were used, I also can see it in my daughters school and all the schools I have been at thus far in my schooling. The part of this chapter that I found must helpful and plan to look back on many times this summer is where it talking about Lesson Plans for Tutoring Sessions on page 341. I think that section will help me as I start to develop all my lessons this summer.
I am responding to a number here, I agree with all those that said they seem to like the informal assessments better. I am the same way on that. I feel that a teacher will get better results using informal assessments. There is no text anxiety issues that need to be dealt with, well a minimal amount maybe.
Wow, I thought that Chapter 3 was packed full of information! Some of it we have been exposed to, but it was a lot to take in. It touched on the many different types of assessments and actually gave us the way to score the assessments. An example is when the text explains the way to score Quantitative analyses of running records, and shows the math of it in the text. This makes it so that I don’t think to myself “I know I can figure this out if I try hard enough” to where instead I feel empowered. On page 56 there is a place where the text says “…teachers should insist that students point to words as they read...” This made me wonder about pointers. I know that my daughter’s class used them a lot in for many reasons, and that they had the option of using a pointer as their “finger.” Would it be appropriate to offer pointers for students to use like they would use their finger? I can see that this is a text that I will use over and over to refer to the figures that give examples of how to write for scoring the assessment and gave meaningful examples of all the different options. After reading this chapter, assessments given to my child make more sense to me. I remember Mrs. W, my daughter’s teacher, and I talking about nonsense word testing. I remember thinking that I didn’t understand that at all. But now I do between the text and Mrs. Stoppel telling us about it today. I am familiar with anecdotal notes because I took them this past year when I was working with a Pre-K class. So when someone else mentioned in their blog about anecdotal notes and does anyone take them, I knew that they still get taken. Because of my experience with taking them, I had the opposite thought; I naturally thought that everyone takes anecdotal notes. Chapter 13 really drove home the importance of tutoring and how it can make a lasting impression on the student’s learning. It was interesting to see the levels of tutors that can be employed in schools. In this day of budget cuts, I felt fortunate that the school my daughter attends has a reading specialist. I like the idea of cross-age tutors. Older students working with younger students who are struggling is a benefit to both students. I can see the benefit of peer-to-peer tutoring as well, but it seems there could easily be stigma tied to it.
Lacey~ I appreciated your post. I agree, teachers should not assess just to be assessing. There needs to be a purpose to it. Assessments should drive the classroom and can be a valuable tool.
The Chinese Proverb at the beginning of the chapter made me think of myself so I changed the context-I hear, and I remember. I see, and I forget. I do, and I understand… The section on formal/standardized assessment instruments talked about the advantages and disadvantages of standardized testing. What struck me as “odd” or maybe unfair was that one of the disadvantages was that since many of the questions were in multiple-choice format, the score may not be accurate. I took this to heart because earlier today I took my Elementary Education: Curriculum, Instruction, and Assessment and I had 110 multiple-choice questions. This test is taken to determine if you get your Kansas teaching license or not. This disadvantage is based on students guessing at some of the questions. I am a HORRIBLE test taker! I can read the material and five minutes later not know what I read (and I want to be a teacher…HA!). I think the number of assessments out there is just overwhelming in itself. The informal testing is what I am most familiar with. I like how it tests the individual student and they aren’t compared to other students. I especially liked how the chapter went over again for us how to administer the assessments and gave examples of how to mark miscue analysis. It was interesting to read that students make fewer miscues after reading about 200 words because they become familiar with the vocabulary and the authors style. I like the idea of the checklists the chapter talked about. While I’m not sure how this can be accomplished time wise in the classroom I do think it is a great idea. I also really liked the personal interest surveys. I feel it is so important to know what your students likes and dislikes are. I like how you can tie that into students prior knowledge on subjects. I also liked the different types of reading logs. I have noticed that students don’t seem to read for enjoyment anymore. I think this is important for students to enjoy reading. I am pretty nervous about getting started on tutoring. I worry I won’t teach the students what I need to teach them or the way I need to teach them. I like the information chapter 13 provided but to me it is overwhelming. The chapter discussed how reading specialists train the tutors before they start. That is kind of intimidating to me. I look forward to this experience; I’m just worried about it. I do have a question though about something in the chapter 13. On page 337 under the peer-to-peer tutoring they discussed unison reading. I have seen this done in the classroom but don’t really understand how that helps a struggling reader??
Kelly-I agree with you about chapter 3 being so overwhelming. It is nice that you have someone experienced to discuss this with. After reading the chapter I asked myself: how will I know when to use what assessment strategy? Carrie-You were asking about pointers. In the fourth grade class I was in, every student had a bookmark. When it was time for reading, the teacher read the selection out of the Treasures book the students had to follow along with their bookmarks line by line. I have seen many of the lower elementary classes have students follow along with their fingers-I haven’t seen actual pointers in the classrooms.
Chapter three has a large amount of information to read. There seems to be a test to figure out a solution for each problem that a reader could ever come across. At of all the information that was in chapter three, all of it is useless if it is not recorded. First of all, it allows to see a student’s progress as well as strength’s and weaknesses. Second, there is a chance that a student may read better on a subject that he or she has background knowledge in than another subject that is different that he or she will read later on. I also found it interesting that once a reader has read around 200 words in the passage the reader makes fewer miscues because they are familiar with the vocabulary and style of the author. It is important for teacher’s to understand the student’s attitude toward reading because it will help us determine how to better meet the student’s needs to inspire him or her to read. I think an important step to teaching any subject and any student is to make them feel important and feel like they are able to achieve what they are about to learn. The most important way to do this is to provide positive feedback. Positive feedback will build confidence and self-esteem. It is important that a teacher/tutor must be organized and well-prepared to teach his or her student(s). Just as important as being prepared, it is important to reflect on what has been learned and how the students responded to different methods of teaching. One way to stay organized is to simply repeat the lesson plan format the same each day only switch up the lesson for that day. Repetition is the best way to learn and can be the best way to prepare.
I am a horrible test taker as well. You and I are becoming teacher's to help prevent others from being bad test takers. We need to teach them how to remember what they have read 5 minutes after they have read it!
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Personally I tend to lean more towards informal assessments as my preference. It just seems a more natural process for me. I noticed just working in the school as a Para for only one semester that I noticed issues children had and I would then ask the classroom teacher about them. Quite honestly when the chapter starts listing all of the different tests and what they are good for my eyes start to glaze over and I have a hard time staying focused. I hope to rely on the expertise of the other experienced teachers and specialists for guidance in this area. One thing that I did not know was how the schools received Title funds so I thought that this was interesting and I can see how it drives those Title teachers to do the best job that they can to improve the child’s growth in learning. One thing that I was thinking about when I was reading about the Miscue Analysis was I wonder how it affects the student’s confidence and reading skill while he watches me make marks by the words he reads incorrectly. Personally that would drive me crazy and would really distract me. I am wondering if just recording it and marking it while I listen to it might not work a lot better, I know they talked about that method also. I can see that being more comfortable for me and the child. As I read about having anecdotal records I wondered if anyone had witnessed a teacher doing this, I struggle with what would be the most effective. I can see that my method may change as I get more seasoned as a teacher. However, I can see how it could help myself and other professionals assist the child in learning effectively. One area in Chapter 13 was really enlightening to me, which was the cross age tutoring. I had never thought about this as an option. I can see how this might make reading fun again or for the first time for these older students and younger children seem to always enjoy older children showing them attention. It seems like a very positive way to get everyone excited about reading. I found the tutoring sessions information helpful and I liked what the author stated about having several different books available for the child to choose from for the tutor to read. It only makes sense that this will make them feel better about reading, I know I like to pick out my own books when I go to the library. After reading this last chapter I am now really curious how our tutoring sessions will be set up and ready to get started brainstorming.
ReplyDeleteChapter three went into great detail about assessments and how to go about giving them. The first and very important step is for a teacher to observe his or her students to see what instructional strategy would work best. I am more familiar with formal assessments using standardized tests. I am currently a Para-professional at Natoma Elementary and they take standardized test to achieve annual yearly progress. I have always known there were disadvantages to standardized tests but it was was interesting to see what DeVries thought. Disadvantages in the book were that the students can easily guess because each question is in multiple choice format and the students are sometimes able to answer the question without understanding the passage. I remember taking standardized tests in grade school. I either ran out of time or did not understand the passage. I am very fortunate to have the experience I do being a Para-educator. I have been exposed to many assessment procedures. I have also seen many ways teacher's prepare their students for assessments. Teachers are using prep test on the computer to prepare their students for upcoming assessments. They have questions just like ones that will be on the test.
ReplyDeleteThe reading allowed me to look at assessments differently because it listed more advantages than disadvantages. I have always heard teachers say they are teaching to the test, or in other words, teaching exactly what is on the assessments. I feel what is on the assessments should be covered in their curriculum.
Chapter thirteen was all about tutoring and the responsibilities one must have. Like I mentioned before, I am currently a Para-educator and have had experience being a Para for three years. I liked how it showed the correct sequence of a tutoring session or lesson. The book also gave great examples of lesson plans used during tutoring sessions. This will come in handy when making my own lesson plans. This book is also filled with blank templates, flash cards, pictures cards and vowel sound cards. Lesson plans are going to be simple to complete with the resources required.
Jenni P: I agree with you! Informal assessments are my preference as well. I know that formal assessments are neccesary at times, but I think that I get a better feel and better undestanding of the students needs with informal assessments such as observation. Calee: I also enjoyed hearing the advantages. I know that sometimes these tests can be frustrating, but it was really refreshing to hear the positives!
ReplyDeleteChapter Three and Thirteen Blog
ReplyDeleteChapter 3: Assessment
As I read chapter three I realized how many different ways there are to assess a child’s reading ability. I was familiar with the terms, but have a much better understanding after reading. The two main types of assessment are formal and informal. But understanding the types of testing that fall into these two categories is very important to fully assess a student. As a teacher, we will be expected to assess our students and without truly understanding and being comfortable with the different assessments I think that would be very hard to do. The biggest piece of information I took away from this chapter was the information on the Informal Reading Inventories. At first I was overwhelmed, but as I read through the examples I saw how these inventories really help to pinpoint a student’s strength and weakness. I think this chapter gives great examples and demonstrations for use of the many different ways to assess a student’s reading ability.
Question: Do you think that DIBELS is an effective method for informal assessment? I am much for familiar with the Cloze test than the Maze test, is the maze test not used as much?
The reading really allowed me to understand how vital these assessments are to a student. If you cannot properly assess a student, how can you teach and meet the individual needs of that student? I think it made me realize how necessary it is to understand these tests and how to properly administer them.
I have worked in Title I reading. I have seen DIBELS used and the feedback from the teachers was not positive at first. However, two years later, they still are not overjoyed with it, but I see the teachers have implemented it and it is now part of the class routine. The students are used to taking it because this assessment is used at all grade levels. I feel that it is a great way to assess, but not having administered the test myself, I can’t say one way or another why such negative feelings towards what seems to be a great tool. If anyone is familiar with this I would be interested in what you feel about this assessment.
Chapter thirteen: Tutoring
There are so many benefits of tutoring! The chapter discusses how many different ways there are to accomplish successful tutoring. This includes programs such as reading recovery. I really enjoyed the “planning and conducting the tutoring session” section. This really walked through what should take place and for how long. It is very important to go into each tutoring session with a plan. I also realized as a read how important it is to reflect on each child’s task; this enables the tutor to adjust future lessons to meet the student’s needs.
Question: Should each session hit on many different parts of reading (phonics, vocabulary, writing, comprehension, etc…) or is it better to have a focus for each tutoring session (comprehension one day, vocabulary the next)?
I was a little nervous to go into the tutoring sessions without knowing what the child’s exact strengths and weaknesses are, but as I read I realized that this is part of the tutoring process.
I am really excited to practice some of the strategies I have been taught. I have not had a lot of experience working with groups smaller than 5-6 students so I really look forward to giving the students I am working with more individual instruction!
Jenni P- I am a Para as well and have seen the Miscue Analysis being done. I have seen the marking affect some students while other students do not even notice it. Our teacher makes sure they know they are to do their best reading and if they come to a word they do not know, sound it out the best they can. I understand what you are saying though. Every time a teacher makes a mark, the student is probably thinking they are getting something wrong, this is not always the case. I have seen other assessments being done as well such as timed reading. Students get flustered with this as well because the person is also marking words they stumble on or do not pronounce correctly.
ReplyDeleteGeorge C. Pickering
ReplyDeleteI enjoyed reading chapter 3. I enjoyed the chapter because it gives information on how to assess students using formal and informal assessments. Growing up I didn’t like taking tests. Come to think of it, I still do not like taking tests. I feel that there is too much pressure on students when it comes to taking tests. Some people do not take tests well, but it doesn’t mean that they don’t know the material. Last semester during my internships, the students were cramming for the state test and I could tell that it was affecting them all. I heard some of the students say after their test that they were tired so they just started marking answers so they could be done with the test. So that is telling me that the state assessment isn’t going to be accurate. Some classes took tests everyday for a week and the tests were two and half hours to three hours long.
Like some of the others I am leaning more for the informal assessments. I like the informal because I would not just be relying on one test. I feel informal lets you really see how the student is learning and if they are even trying.
Chapter 13 was over tutoring. The two types of tutoring that really just jumped out to me were the cross-age and peer to peer. At the school that my kids go to, they have high school students that are teacher aides in the grade school and they help the teachers with the students. The teacher doesn’t just have them help the students that are struggling , but all the students. I think that by doing it this way students are not singled out as having a problem. My daughter has helped fellow students in her class since she was in first grade and now she is in sixth. She has said when she gets done reading something and then she goes and helps someone else it helps her remember better just because she read it again.
Chapter 3 was interesting and loaded with information about assessments. When I was a paraprofessional I had done some similar testing with students. I think it was miscue analysis. It was a little challenging trying to make sure I kept up with the students and gave them the correct marks. We didn’t record anything then but I can see how important it would be to do so. It would be so helpful because you could rewind if you missed something and your scores would be more accurate. I remember taking the CAT tests when I was in school. The teachers always emphasized how important the tests were and to get a good night’s sleep and eat a nice breakfast. There were long if I remember correctly and very dreaded. Of course it meant we didn’t have to do regular school work so we were okay with them for awhile. The CAT tests were California Achievement Tests. I know Anecdotal records are very important and I want to make sure I keep great records on my students. What better way to reflect or give parents solid information? Something that hit me hard this last year was my daughter and reading. She is the youngest in her class with a birthday in August. She was put into Reading Recovery this year and I was devastated. I could not understand it. I love to read and I am a great reader. I couldn’t understand how this had happened to my daughter. The reading teacher told me they wanted to boost my daughter’s confidence in reading and thought since they had room they would put her in the program. I got a letter several weeks later about how she was being taken out of Reading Recovery because she was at level and doing wonderfully. I cried because we had worked hard on reading at home, she had worked hard at school and she had succeeded. I liked reading about Reading Recovery in chapter 13 because it was exactly what my daughter had done. It was interesting and I am thankful for such programs. I wish more parents worked with their students at home or realized how important the after school hours work is. It also helps the teacher out greatly.
ReplyDelete~George P.~
ReplyDeleteI have heard students say the exact same thing about their tests. They get so tired of the test they just start marking answers. That cannot be a good thing at all. It cannot be good for the teacher or the students or the district for that matter. I didn't like taking test either and I am nervous about the tests we take to get certified. My nerves are going to mess me up.
I think that peer-tutoring or cross age tutoring is a great idea as it is beneficial to both the tutee and the tutor.
George P., I’m with you I think informal testing will let me see the student and his skills better. You made a good point about being able to see the effort that the student is putting out which can affect his score. It sounds like the school has a good program set up with the high school students helping the elementary students. I like that they have them helping everyone in the class not just the struggling students, in my experience every child benefits this way. Children seem to really respond to older students they view them as much cooler than us “old” teachers. I can see how this would improve the confidence of the older students also. I liked what you said about your daughter learning more by helping. I know in a conversation with my daughter one day she mentioned that the teacher has her help one Hispanic girl quite a bit with her work and that she had to repeat words for her and write them down for her to get them. It was then that we discussed how hard it is to come to a new country and learn a new language. I shared with her that I had learned that ELL students become fluent in conversation from 6 months to 2 years but academically it takes 7 years. Of course I asked her not to share this information with the student but it really opened her eyes to how much work her friend has to go through while keeping up learning with the rest of the class. I could tell she was really impressed with her friend and had a new found respect for how hard she has to work.
ReplyDeleteChapter 3 introduced a variety of different ways to assess children's reading abilities. There are two types of assessment, formal and informal. I did not realize how many different ways there are to assess children. I have seen it done numerous ways in my internships and other classroom experiences. I have actually used DIBELS when helping with summer school. However, at the time I did not know why I was doing what I was. Therefore, I did not know how important it was or how it assessed students. So, now looking back it is interesting because I know so much more now than I did then.
ReplyDeleteChapter 13 talked about all the different strategies and methods used for successful tutoring. I did not realize how much detail and time is required for successful tutoring. This chapter helped me a lot and made me feel more confident going into my tutoring this summer. I loved how it gave correct sequence during tutoring sessions and lessons. After reading this chapter, I feel a lot more comfortable about tutoring. As I looked through all the resources and ideas in the book, it gave me peace of mind when thinking about my lesson plans!
Lanewberry
ReplyDeleteWhen I worked with DIBELS, the teachers did not seem to be real impressed with it. Many of them complained and griped about using DIBELS. I was younger at the time and did not know much about it. I just remember them always complaining and talking negatively towards it. I do know that the school I was helping at that used it is no longer using DIBELS. I never asked questions or listened to them talk about it because I was young and didn't have the interest. So, I am curious as well what others have to say about using DIBELS. The only feedback I have heard about from it has been negative. It would be interesting to hear other comments and opinions on DIBELS.
Chapter 3 was jammed packed full of numerous ways to assess students. I never actually realized there were so many different ways to assess students. I had heard of most of the assessment types although some were new to me. I had never heard of a maze test and think that it would be an easy assessment to administer. Types of book logs have been around since I was in school. I really believe they are beneficial to students in helping them with comprehension. I like the different faces the primary students circle telling what they thought of that particular book. I think all the different types of logs are beneficial because if a student writes something down it will help them retain it more.
ReplyDeleteChapter 13 was a great chapter to read on tutoring. I never thought about the computer being classified as an actual “tutor” by its self. Maybe that is probably an old way of thinking. I have a friend that works in the middle school as a Read Right teacher. She tests students to see what grade level they are reading. Then she works with them on reading so that will be able to read at their appropriate grade level. The book buddies seems like a great tutoring resource to use. I was glad to see the paragraphs on tutoring sessions and what to do at the first three sessions. I love the idea of using old magazines for students to cut out their favorites and the interest activity on page 344 looked like a great one to use.
I am very nervous about tutoring reading this summer, but know that probably once I get started with the sessions I will love it. I just want to help my students read to the best of their ability because reading is fun! (I know that sounded cheesy but really I do love to read!)
Chapters 3 and 13 were great for starting off the summer. Assessments, as described in chapter 3, are an important part of teaching, and before I started taking classes at FHSU, I really had a skewed opinion of them. I never thought that they could be creative, fun, and occur on a regular or daily basis. Looking back on my time in elementary and high school, I realize that my teachers were testing my knowledge without me even realizing it! It’s so fun to be on the other side of the experience as I am now becoming the teacher.
ReplyDeleteChapter 13 had some ideas that I absolutely loved! It was great to read about the many aspects of tutoring, as well as the different ways to tutor. The idea that was the most meaningful to me was about cross-age tutoring. After reading through this, and seeing the many ideas, I can’t believe more teachers aren’t utilizing this resource. I like the idea of cross-age tutoring because it provides the potential for a boost of confidence for all the students involved. Elementary students are always looking up to the students in the upper grades, and an elementary student would probably be really excited to spend time with someone in an older grade. The students in the upper grades who may be struggling with reading are given the chance to practice reading something on an easier level. How brilliant!
This particular passage of reading changed my thinking dramatically because I always thought that it had to be the smartest students who could tutor. This gives me encouragement that anyone (including me) can be a tutor, can really help another student, and can learn a lot along the way. As I am going into my tutoring experience in a few weeks, I want to keep this mindset close to my heart. I know that I will not know all of the students questions and I know that I will struggle along the way. However, I also know that I have the potential to help all of the students that I will be working with. I am so excited to see what is to come!
Melissa H.,
ReplyDeleteWow! What a story! I am so happy for you and your daughter and I think that it is wonderful that you spent so much time working with her to help her succeed. The fact that you did that has instilled in her mind that she has someone who believes in her. That is something that all teachers should strive to do for their students. Keep up the good work!
Aspen Rank - Blog – Chapters 3 and 13
ReplyDeleteWow! Let me start by saying these chapters were chalked FULL of awesome information. Before reading chapter three on assessments, I kind of assumed I would be bored, as I have read many chapters about assessments in prior classes. Boy was I wrong! I was not bored at all, in fact this chapter kept me so interested; I read and took notes on the whole chapter in one evening! Right away into the chapter the author discussed the different forms of assessments; formal assessments and informal assessments. I have learned about several of the standardized tests before, such as the Wechsler Intelligence Scale for Children-III and the Standford-Binet Intelligence Scale, but I had never heard of the Peabody Picture Vocabulary Test and only heard a bit of information on the Slosson Test. I really appreciated that the author chose to go over the definition of the standard scores, grade equivalent scores, percentile ranking, and stanine scores because all of these have had me very confused in the past. I was really excited when the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) was mentioned in the section on diagnostic tests that assess reading components was mentioned since I have actually sat in and observed some of these tests! I was also thrilled to find out about the website mentioned in this section as well, www.literacyfirst.com. Figure 3.5 on page 55 also caught my eye, as I was able to read through the Traits of Emergent and Beginning Readers and actually apply some of them to the students I have worked with in the past as a para in a kindergarten classroom. Another section of chapter three that I highlighted a lot was the section on page 56 that discussed the tips for what to do when a student makes certain miscues such as omitting words, mispronouncing something, etc. I am 100 percent sure that the section on running records, anecdotal records and checklists will come in very informative for me when we actually begin the tutoring sessions. I am also super excited to get in there and do some interest surveys with my kiddos so I can really intrigue them and help them to enjoy the information I will be giving them!
As for chapter 13, again I was completely overwhelmed with all the awesome information that was given! I am so glad I purchased this textbook instead of renting it, as I am sure it will come in handy as my future in education progresses. I was especially thrilled with the section that talked about Getting Started on page 344. I was happy to see that the author gave us tips for our first three sessions. I loved the idea of using an introductory activity for the first session to get the kids interested. The interest activity sounded especially exciting. I am thinking I will use this activity with my kids, but since they are younger, instead of using words to write, I will have them cut pictures out of magazines to help show their favorite foods, colors, etc. The tips on page 336 in Figure 13.1 were also extremely helpful. I am actually getting excited to use all this information in my tutoring sessions in the next weeks!
RE: MELISSA G.
ReplyDeleteI also thought that chapter 3 was full of information about assessing students. I am actually excited to now get out there and assess students and work with them to find out what levels they are at. I also can’t wait to do the summative testing, as this shows the growth the students had over the year/summer. I know that from my previous experience, there is no greater feeling in teaching than when a student learns something you weren’t sure if they would ever understand. I also remember the book logs from when I was a child, in fact, I just signed my daughter up for a book log thing our public library. I think I am living through her in this because I absolutely loved these when I was young and still do, to this day. I wish they had adult book log and reading programs.
I feel nervous about our tutoring sessions as well, however from my experience with the other internship classes, I was always extremely nervous about the lessons I had to teach, but once I actually got up there or got with the kids, it all just seemed to fall into place and felt like something I was meant to be doing. I hope it feels the same for you! Great post and good luck!
Lacey Keller
ReplyDeleteChapter 3 and 13
Assessments are what drives the instruction in the classroom. Chapter 3 explained the different kinds of assessments and when to use them. Before I get onto my soap box, let me first state that I agree with the research that data collected from assessments drives instruction. NOW....what bothers me as a paraprofessional is that I see so many teachers assess just to assess and not do anything with the results. For example, a teacher gave an end of the year cumulative math assessment to her class. I don't really know how the students scored, but when I asked the teacher why she was giving the assessment, she said "because the parents need to know how much their child has learned!" Needless to say, I was furious. Assessments must have meaning in order to have valid results. The teacher did put the scores in the grade book. However, again, we shouldn't give a grade just to fill the book.
Chapter 13 was insightful! I love how the author gives rubrics and examples of tutoring sessions. I am becoming more and more confident that my tutoring session will be valuable to my students. The tutoring example that caught my attention was the cross-age tutor session. The older struggling reader is able to teach a younger reader strategies and then hold ownership to those strategies. What a novel idea! I also learned in this chapter the different types of reading logs. In my experience, I have only seen the logs that documented the books the students have read. I like the idea of having some sort of emotional tie to the log where the student can rate the book with a smiley face, strait face, or sad face. As a teacher, if I can direct my students into the books that they like, I will have a class of happy, fluent readers.
Aspen-
ReplyDeleteI too think that I am going to use the introductory activity where students cut out pictures of things that interest them. I am tutoring a kindergarten group. I don't know about you, but I don't have a stack of magazines just laying around. However, I think I am going to contact our local doctors office and see if they have any magazines they could donate to cause. Let me know if you have any other ideas on getting magazines! Thanks :) Happy tutoring!
Kate -
ReplyDeleteI also like the idea of the cross-age tutors. Our school does this kind of thing with 2nd graders and Kindergarteners but it is called "study buddies". They go into each others classroom once a week and the 2nd graders read to the Kindergarteners. Then the Kindergarteners get a chance to read to the 2nd graders. It is a great time for both age groups. After they are finished reading they get to play a game or color a picture with their "buddy".
Corinna - I started out one year subbing in a first grade classroom. I had to assess the students that first week by having them read a passage and see how far they read in one minute and how many errors they made. Then the other first grade teachers placed those students in their appropriate leveled groups. It was fun assessing the students and seeing all the different reading levels they were at.
ReplyDeleteChapter 3 discussed many types of assessments that you are able to give as a teacher. I found it very interesting to read more into tests that I have seen given and to learn about new ones. I have been a Para for 2 ½ years and I have heard about some of these tests that teacher’s are always giving and I had always wanted to know more about some of them and what the purpose was behind some of these tests.
ReplyDeleteIn my time working in the school I mainly worked with more criterion-referenced tests. I really have mixed feelings about achievement tests. I feel that it is important to have some type of criterion-referenced tests to see how your students are doing. I do feel that they can be a bad thing. I have seen too many times, when students find out their score they go around bragging about it. This can make other students feel bad about themselves. This in turn can give you a negative effect the next time students are given this test. Sometimes the students may not even try very hard because they feel bad about how they did before and they may feel like they may never do as well as the other students. I also think there is too much pressure put on these tests now. I’ve had mixed feeling about NCLB and all of the pressure it has put on these types of tests and the state testing each school does. I do agree that NCLB is good in the fact that it is making schools responsible for their student’s achievement, but there are too many students who just don’t take tests well. There are those who may be gone the day of the test and when they have to make it up they may just hurry through the test so they can get back to class. I just think there is way too much pressure riding on one test.
I like how chapter 13 gives us some guidance on tutoring and different programs that there are for tutoring. I also liked its discussion about Reading Recovery. I have seen Reading Recovery in action for the past 2 ½ years at my job and I feel that it has made a huge difference in the students in our school building. I also like how this chapter explains to you what a successful tutoring program consist of and how you should conduct your sessions. I really like how this chapter explains the planning process from beginning to end. The lesson doesn’t just end when the students leave. You need to reflect and decide how you can make a lesson work even better the next time.
Lacey-
ReplyDeleteI agree when you say we shouldn't be giving assessments just to give them. Assessments are a tool that we need to use to help our students. Not just something we do to have something to show their parents.
In chapter 3 I learned a lot about different types of assessments. There are formal and informal assessments. Formal tests use standardized tests and informal tests use anecdotal records such as checklists and rubrics. I wasn’t very familiar with each test before reading the chapter. I remember taking formal tests in school and if I didn’t understand the question I would guess because it would be multiple choices. I can remember taking a reading test my sophomore year of high school and in order for the entire sophomore class to get a half day of school then we had to improve our score from the previous time we took the test. The first time I took the test it was pencil and paper and the second was a computer based test. I ended up scoring a lot higher the second time I took the test. Not everyone got a half day so I can’t say that taking the test on the computer worked for everyone but it did work for me.
ReplyDeleteQuestion: I don’t ever remember going over the cloze and the maize tests. When is it important to use them?
If a student is reading a story to me and says a reversal of a text such as said dad instead of dad said, is it important to stop the student in the middle and correct them?
Chapter 13: Tutoring
A benefit to tutoring is that the student gets one on one time with the tutor. A disadvantage to tutoring is that it is costly for school districts. A school may consider a reading specialist but since they are required to get a masters degree that means they get paid more. Many schools hire Para Professionals to save money but some are concerned that they are not qualified enough. When I was in school we had reading buddies. The 4th graders would be partnered with a 1st grader and we would take turns reading to each other. I found this very beneficial for both.
Question: I have never heard of book buddies, how often do school districts use them if ever?
I thought book buddies was a really neat idea but how often do people volunteer for this if it is not their child that needs the help.
In response to Lacey K
ReplyDeleteThe cross age tutoring was a little something like I did in school. We got to work with someone who was in the 4th grade when we were 1st graders and I found this very beneficial. Sometimes a student can relate to another student easier.
Chapters 3 and 13 – Alex Westfall
ReplyDeleteChapter 3
Chapter three was all about different types of assessment and how a educator can use them. One thing that I really liked about this chapter was that I did not only learn new things (all the different types of IQ tests and why they were used for example) but it was such a great review of the information I’ve already learned up to this point. I’ve had experience with norm referenced test before, but it was a great review to look at all the components and what they mean. I also really liked how the book had an example of each test so we could see them and relate what we were reading to what we saw. I really could relate to this chapter because I have been exposed to all these different assessments before in my own educational career. After this chapter, I can step back and see why I was assessed and how my educators used them to benefit me. I look at assessing differently now that I’m getting ready to use these tools to help me understand my students better.
Chapter 13
This chapter was such a relief to read for me! My favorite part was where the chapter broke down the first few tutoring sessions into what we should do and ideas to go along with it. I was under the impression that the first session we would just jump into the assessing and just do one after another, but now I think my idea of pace has changed. I know understand that we will only do certain assessing during certain sessions and that the main thing during session one is just to get to know your student! We want them to be comfortable! It completely changed the way I am going to approach this entire experience! I was already familiar with the components of a lesson plan, but again, it was a nice reminder of what was really important when you are putting one together. At this point, we have all had experience with lesson plans, so it was nice being able to relate to the chapter in that way.
Re: Aspen Rank
ReplyDeleteI loved the intro activity ideas also! Their idea about cutting out pictures from a magazine and making a collage was an awesome way to tie in integration of art as well. I also can relate to how you said you have been confused in the past with all the components of the norm-referenced tests. This book did a great job breaking down all the information. You sounded so enthusiastic about what you learned and I loved it!
After reading these chapters, I can already tell that I am going to love reading this book this semester. There is so much information!! I loved in chapter three that the authors listed so many different tests that can be used for assessment and included the benefits or negatives of each test. This chapter was also a review from information I learned last semester, so it was a nice refresher. Being in a classroom, I really prefer informal assessments instead of formal assessments. This being said, however, I realize there is a time and place for each type. As a future professional educator, I sincerely hope that I can maximize my use of informal assessments and be aware of my students' ever-changing needs through this tool. I am pretty excited to give that interest survey to my students this summer (which I still haven't found). It will be exciting to get to know all of them! This being said, I am just excited in general to be able to put so many lesson plans into use! I hope the time isn't too hard to schedule with the students as I work full-time. I loved the section on miscue analysis. I am pretty daunted by this task, but I feel that once I actually start using this with students, I will better grasp the concepts and become more comfortable with this type of assessing. I am also a little intimidated by keeping portfolios as I am not the most organized person. However, I am hoping my current job as organizer of shoes at Forever 21 will help me in this area!
ReplyDeleteChapter thirteen has lots of relevant information for this semester as it is about tutoring! I am definitely overwhelmed, but I feel a little more confident after reading this chapter. I haven't done any tutoring except with my siblings and in class with peers in elementary and secondary school. I didn't realize there were so many different types of tutors and programs available. This made me realize all of the options students have to get the help and information they need (if they are options in that area) and online or computer tutors (an option if they have access to a computer). I can also see how many students who may be in need of tutoring may not receive the help they need. One point that stuck out for me from this chapter was when the authors said that it didn't matter what type of tutoring you are doing, you need to have each session planned before you begin tutoring that session. For this class, we will be creating lesson plans for each one, but it is necessary all the time. This makes sense if we are going to help students. It is hard to get much done without a plan.
Overall, intimidated and excited to do the tutoring this summer! I live in one of the cheapest apartment complexes in the area and I hope I can impact some lives here this summer. Is it sad that I am also excited to plan snacks to bring for the kids?!?!? Anyway, great two chapters and will begin reading the next chapters soon!
N. Pohl
ReplyDeleteChapters 3 & 13 DeVries Text
As we approach the wonderful opportunity to tutor and assess students with Reading difficulties; Chapters 3 and 13 of the DeVries text brought me to an understanding that the coloration between both is crucial. I am familiar with Fountas and Pinell LLI assessments for (Tier 1-3) students and the DIBELS testing I helped assess as a substitute teacher over the last 2 years. The selection of assessment tools and techniques can be overwhelming to some but I feel that the system that your (current or future) school used must have an understanding and with the continued Informal Assessment Instruments (1-9), and Informal Reading Inventories, teachers can achieve their goals of preforming to a great standard if they are skilled and knowledgeable about the many different assessment procedures. I too, feel that student Self-Assessment is a knowledgeable to, and does increase self-motivation and esteem to read and write; possibly helping to maintain or improve assessment scores. We as candidates and futures can benefit from the use of rubrics, checklists, and anecdotal records; great indicators of student growth thus helping us achieve in what we need to use/measure for our student success.
As our student tutoring sessions are fast approaching, I am anxious and excited to begin the journey to tutoring a student in need. Examples given throughout the chapter as well as the very handy checklist you covered in lecture (Tuesday) along with the one-one one instruction that is given to our students not only prepares us for a future as an educator/reading specialist/literacy coach (in my case as I will hopefully attain my masters in reading) but also helps prepare us prepare/relate to what we will be doing as a tutor for this summer term. The guidelines and different assessments that go along with the lessons we use in our tutoring sessions, along with objectives to identify and a session format in mind will be effective tools to make the outcome of the 20 sessions worthwhile, understandable and a positive learning experience for myself and the student.
Reply to Chelsey:
ReplyDeleteI remember going over the Cloze procedure, but I don't remember the Maize one either. It is amazing how different ways of administering a test can affect the results so greatly. Thanks for sharing your story. I also thought book buddies was a neat idea. I am curious if there are tutor programs in place that allow free tutoring for low-income families. I realize how costly it can be the school districts and it would be neat to see a program in place that was paid for by either private donations or grants. Thanks for sharing!
Reply to Jessica C.
ReplyDeleteJessica I never thought about how students talking about their test scores could be hurtful. I am a laid back person and if I got a bad grade then I always thought, well guess I better study harder next time. After thinking about it I can see how it could affect others. I can see how some students will do like you said and say, well I did bad the first time, why try?
Reply to Alex Westfall,
ReplyDeleteI too agree on the review of information; however the new information on different ways we can begin to assess and tutoring our students is so exciting! The different approaches to each session that we CAN implement IN understanding out students better. I am very excited to begin this process!
On page 54, when discussing Marie Clay’s books, I just taught those kinds of books are fun books, but now I can see how the books are an excellent source to assess different concepts!
ReplyDeleteThen on page 56, does the teacher echo the student on the student’s cold read or when? Then I liked the idea of snapping their fingers for commas and clapping for periods. I should have one of my student’s do this since he speed reads.
Reading over inserting, if inserting words don’t disrupt the meaning, why is it counted as an error/miscue analysis?
I now understand why it is important when tutoring students to keep a quick tempo. Hopefully, I will soon gain a quick teaching tempo quickly because it seems like in my group of three, at least one boy keeps going off task. However, he does have ADHD, so I don’t know if that is taking a toll within our tutoring sessions. I do enjoy this experience because practice teaching with children has helped me start thinking quicker about what to teach next and how to teach it!
I also like the cross-age tutors. I actually did this as a high school student and I loved it. The students also enjoyed my presents, especially the students that fall behind because I was the one who took the students to the side and helped them understand through different strategies to improve their academic level, as well as, being on the same lessons the class was on.
Responds to George Pickering:
I agree with you George. Back in school, a few of my friends only took the state assessment seriously for about the first thirty minutes and then their tests score was not accurate do to them just filling in answers. They didn’t care, they weren’t taking the test to improve or hurt them. So like you, I like the informal assessments so that I can see what the students are really learning. Besides, some students put up walls when it comes to test taking and that just hinders the assessments anyways. Then I am looking forward to implementing the cross-age and peer to peer tutoring within my future class. The reason for this is because not only the reading influenced me but I have seen and experienced the improvement of the learning environment.
Assessment has a whole new meaning for me after reading chapter 3. Last semester was the first time I was introduced to words like formative/diagnostic assessment. It seemed so confusing. Thankfully I have a somewhat better understanding after reading this chapter. Another helpful thing will be working through my other class this semester - Curriculum and Assessment. The most helpful part of the reading for me was on page 54. My son will be starting Kindergarten in the fall. So I value any information that will help me know how he is doing. I forget that assessing the little things are important for emergent readers - directional principle - the child can write from left to right and top to bottom. I love when my son runs out of room and continues a word to the next line. But it drives my older daughter crazy "No, that is not how you write that word." Obviously she has a better understanding of the directional principle.
ReplyDeleteChapter 13 was a great start for this class. I must admit that I am very nervous about tutoring 2-5 children and coming up with that many lesson plans. I had not even considered the suggestions given on page 344 titled "Getting Started." Allowing fun activities to help get to know the children is a great plan for the first session. I also loved section 13.9 - tackling challenging words. This would have been helpful in my reading internship. I clinch remembering how many times I said to "sound it out"
in response to Jessica C
Our local school district does the Reading Recovery program as well. I know a few students that have benefited tremendously from the program. Now more than ever I would like to observe one of the sessions to really see that the program entails and possible get some pointers for my tutoring sessions.
Chapter 3 is a little overwhelming. I know that there were a number of different assessments that are given or can be given, but reading it and some of the details of it is a lot. This is one chapter I plan on re-reading this weekend and talking to one of my good friends, who has been teaching for 4 years, about it.
ReplyDeleteWhen talking about the informal vs. formal assessments different views. On the Formal Assessments they are unbiased and identical for each student in the classroom, but on the other hand my not give accurate scores. As the book states, most questions are multiply choice and a student that does not know the correct answer can, by chance, guess the right answer. Also, some students have test anxiety and do not do well on that type of test. I for one have test anxiety and it sucks.
When talking about informal assessments, I believe that they give the teacher a better understand of what the true level of a student is. You can assess a student with out them knowing it, solving the test anxiety problem. You can “test” students in the normal classroom setting and the other students will have no clue that you are assessing a student. I myself like the informal better then formal assessment. The only down side that I can see to informal assessment is that there is room for bias from a teacher.
Chapter 13 was great to read prior to starting tutoring for this class. Looking back at when I was in school I can see how all of the different types of tutoring were used, I also can see it in my daughters school and all the schools I have been at thus far in my schooling. The part of this chapter that I found must helpful and plan to look back on many times this summer is where it talking about Lesson Plans for Tutoring Sessions on page 341. I think that section will help me as I start to develop all my lessons this summer.
I am responding to a number here, I agree with all those that said they seem to like the informal assessments better. I am the same way on that. I feel that a teacher will get better results using informal assessments. There is no text anxiety issues that need to be dealt with, well a minimal amount maybe.
ReplyDeleteWow, I thought that Chapter 3 was packed full of information! Some of it we have been exposed to, but it was a lot to take in. It touched on the many different types of assessments and actually gave us the way to score the assessments. An example is when the text explains the way to score Quantitative analyses of running records, and shows the math of it in the text. This makes it so that I don’t think to myself “I know I can figure this out if I try hard enough” to where instead I feel empowered.
ReplyDeleteOn page 56 there is a place where the text says “…teachers should insist that students point to words as they read...” This made me wonder about pointers. I know that my daughter’s class used them a lot in for many reasons, and that they had the option of using a pointer as their “finger.” Would it be appropriate to offer pointers for students to use like they would use their finger?
I can see that this is a text that I will use over and over to refer to the figures that give examples of how to write for scoring the assessment and gave meaningful examples of all the different options.
After reading this chapter, assessments given to my child make more sense to me. I remember Mrs. W, my daughter’s teacher, and I talking about nonsense word testing. I remember thinking that I didn’t understand that at all. But now I do between the text and Mrs. Stoppel telling us about it today.
I am familiar with anecdotal notes because I took them this past year when I was working with a Pre-K class. So when someone else mentioned in their blog about anecdotal notes and does anyone take them, I knew that they still get taken. Because of my experience with taking them, I had the opposite thought; I naturally thought that everyone takes anecdotal notes.
Chapter 13 really drove home the importance of tutoring and how it can make a lasting impression on the student’s learning. It was interesting to see the levels of tutors that can be employed in schools. In this day of budget cuts, I felt fortunate that the school my daughter attends has a reading specialist. I like the idea of cross-age tutors. Older students working with younger students who are struggling is a benefit to both students. I can see the benefit of peer-to-peer tutoring as well, but it seems there could easily be stigma tied to it.
Lacey~
ReplyDeleteI appreciated your post. I agree, teachers should not assess just to be assessing. There needs to be a purpose to it. Assessments should drive the classroom and can be a valuable tool.
The Chinese Proverb at the beginning of the chapter made me think of myself so I changed the context-I hear, and I remember. I see, and I forget. I do, and I understand…
ReplyDeleteThe section on formal/standardized assessment instruments talked about the advantages and disadvantages of standardized testing. What struck me as “odd” or maybe unfair was that one of the disadvantages was that since many of the questions were in multiple-choice format, the score may not be accurate. I took this to heart because earlier today I took my Elementary Education: Curriculum, Instruction, and Assessment and I had 110 multiple-choice questions. This test is taken to determine if you get your Kansas teaching license or not. This disadvantage is based on students guessing at some of the questions. I am a HORRIBLE test taker! I can read the material and five minutes later not know what I read (and I want to be a teacher…HA!).
I think the number of assessments out there is just overwhelming in itself. The informal testing is what I am most familiar with. I like how it tests the individual student and they aren’t compared to other students. I especially liked how the chapter went over again for us how to administer the assessments and gave examples of how to mark miscue analysis. It was interesting to read that students make fewer miscues after reading about 200 words because they become familiar with the vocabulary and the authors style.
I like the idea of the checklists the chapter talked about. While I’m not sure how this can be accomplished time wise in the classroom I do think it is a great idea. I also really liked the personal interest surveys. I feel it is so important to know what your students likes and dislikes are. I like how you can tie that into students prior knowledge on subjects. I also liked the different types of reading logs. I have noticed that students don’t seem to read for enjoyment anymore. I think this is important for students to enjoy reading.
I am pretty nervous about getting started on tutoring. I worry I won’t teach the students what I need to teach them or the way I need to teach them. I like the information chapter 13 provided but to me it is overwhelming. The chapter discussed how reading specialists train the tutors before they start. That is kind of intimidating to me. I look forward to this experience; I’m just worried about it. I do have a question though about something in the chapter 13. On page 337 under the peer-to-peer tutoring they discussed unison reading. I have seen this done in the classroom but don’t really understand how that helps a struggling reader??
Kelly-I agree with you about chapter 3 being so overwhelming. It is nice that you have someone experienced to discuss this with. After reading the chapter I asked myself: how will I know when to use what assessment strategy?
ReplyDeleteCarrie-You were asking about pointers. In the fourth grade class I was in, every student had a bookmark. When it was time for reading, the teacher read the selection out of the Treasures book the students had to follow along with their bookmarks line by line. I have seen many of the lower elementary classes have students follow along with their fingers-I haven’t seen actual pointers in the classrooms.
Chapter three has a large amount of information to read. There seems to be a test to figure out a solution for each problem that a reader could ever come across. At of all the information that was in chapter three, all of it is useless if it is not recorded. First of all, it allows to see a student’s progress as well as strength’s and weaknesses. Second, there is a chance that a student may read better on a subject that he or she has background knowledge in than another subject that is different that he or she will read later on.
ReplyDeleteI also found it interesting that once a reader has read around 200 words in the passage the reader makes fewer miscues because they are familiar with the vocabulary and style of the author.
It is important for teacher’s to understand the student’s attitude toward reading because it will help us determine how to better meet the student’s needs to inspire him or her to read. I think an important step to teaching any subject and any student is to make them feel important and feel like they are able to achieve what they are about to learn. The most important way to do this is to provide positive feedback. Positive feedback will build confidence and self-esteem.
It is important that a teacher/tutor must be organized and well-prepared to teach his or her student(s). Just as important as being prepared, it is important to reflect on what has been learned and how the students responded to different methods of teaching. One way to stay organized is to simply repeat the lesson plan format the same each day only switch up the lesson for that day. Repetition is the best way to learn and can be the best way to prepare.
Thresa,
ReplyDeleteI am a horrible test taker as well. You and I are becoming teacher's to help prevent others from being bad test takers. We need to teach them how to remember what they have read 5 minutes after they have read it!