Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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Assessment and Accountability.

Tips for New Teachers

Tip.

Gauging Students' Understanding

The best way to gather information about your students' growth in reading and writing is to engage in conversations with students about what they know and can do and how well they understand a given task or text. Asking students to assess themselves as readers and writers also helps them identify goals in reading and writing. Here are a few talking points to guide you in these conversations.

Reading

  • What makes reading easy? What kinds of books are easiest to read?
  • When do you find reading most difficult? What kinds of books are difficult to read?
  • What was easy about your reading today? What was difficult?
  • What problems did you encounter? (Probe for vocabulary, word identification, and comprehension.)
  • What did you do to try to solve the problem? Did it work? What else could you have tried? (Refer to anchor charts, partner work, etc.)
  • As a reader, what have you learned most recently? How did you learn that? What would you like to learn next? How will you go about that?
  • What do you want to do better?

Writing

  • When do you find writing easy? When do you find writing most difficult?
  • What was easy about your writing today? What was difficult?
  • What problems did you encounter? (Probe for ideas, organization, word choice, and mechanics.)
  • What did you do to try to solve the problem? Did it work? What else could you have tried? (Refer to anchor charts, partner work, etc.)
  • As a writer, what have you learned most recently? How did you learn that? What would you like to learn next? How will you go about that?
  • What do you want to do better?

Based on the following articles:
Johnston, P. "Assessment Conversations." The Reading Teacher 57, no. 1 (2003): 90-92. Johnston, P. "Literacy Assessment and the Future." The Reading Teacher 58, no. 7 (2005): 684-686.

Next > Put It Into Practice

Session 8: Printouts | Assignments | Resources

 

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