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Teaching Reading: K-2 Workshop
Using Assessment To Guide Instruction
In this session, you will investigate and apply research-based principles of assessment in early literacy.
In this session, you will investigate and apply research-based principles of assessment in early literacy.
Learning Goals
At the end of this session, you will better understand:
- The relationship between assessment and sound instructional decisions
- The range of assessments used to measure early literacy development
- How to integrate assessment with instruction
- How to assess student work and plan related instruction
Factors Related to This Session
- Multiple assessment measures across curriculum
- Teacher-designed assessments
- Ongoing assessments
- Assessment-driven instruction
“Assessment is consequential when what you learn from the assessment informs what you’re going to teach.”
Jeanne R. Paratore
Related Resources
Professional Resources
Beaver, J. Developmental Reading Assessment. Glenview, Ill.: Celebration Press, 1997.
Clay, M. M. An Observation Survey of Early Literacy Achievement. Portsmouth, N.H.: Heinemann, 1997.
Goodman, Y. “Kidwatching: Observing Children in the Classroom.” In Jagger, A., and M. T. Smith-Burke, eds., Observing the Language Learner, 9-18. Newark, Del.: International Reading Association, 1985.
Johnston, P. H. Constructive Evaluation of Literate Activity. New York, N.Y.: Longman Press, 1992.
Lipson, M., and K. Wixson. Assessment and Instruction of Reading Disability, 287-289. New York, N.Y.: HarperCollins, 1991.
Moore, A. “Assessing Young Readers: Questions of Culture and Ability.” Language Arts 73 (1996): 306-316.
National Association for the Education of Young Children. Guidelines for Appropriate Curriculum Content and Assessment in Programs Serving Children Ages 3 Through 8. Washington, D.C.: NAEYC, 1990.
Paris, S. “Center for the Improvement of Early Reading Achievement: Measuring Children’s Reading Development Using Leveled Texts.” The Reading Teacher 56 (2002): 168-170.
Paris, S. G., A. H. Paris, and R. D. Carpenter. Effective Practices for Assessing Young Readers. (CIERA Report #3-013), 1-18. Ann Arbor, Mich.: Center for the Improvement of Early Reading Achievement, 2002.
Pressley, M., et al. Learning to Read: Lessons from Exemplary First-Grade Classrooms. New York, N.Y.: The Guilford Press, 2001.
Tierney, R. J. “Literacy Assessment Reform: Shifting Beliefs, Principled Possibilities, and Emerging Practices.” The Reading Teacher 51 (1998): 374-391.
Yopp, H. K. “A Test for Assessing Phonemic Awareness in Young Children.” The Reading Teacher 49 (1995): 20-29.
Related Research
Afflerbach, P. “Reading Assessment and Learning to Read.” In Osborn, J., and F. Lehr, eds., Literacy for All, 239-263. New York, N.Y.: Guilford Press, 1998.
International Reading Association. “High Stakes Assessments in Reading: A Position Statement of the International Reading Association.” Reading Teacher 53 (1999): 257-264.
McVee, M. B., et al. “What Counts? Perspectives on Assessment in an ESL Setting.” In Kinzer, C. K., et al., eds., Inquiries in Literacy: Theory and Practice, 156-165. Chicago, Ill.: National Reading Conference, 1997.
Meisels, S. J. Assessing Readiness (CIERA Report #3-002). Ann Arbor, Mich.: Center for the Improvement of Early Reading Achievement, 1998.
Paratore, J. R., et al. “Watching Teachers Watch Children Talk About Books.” In Paratore, J. R., and R. L. McCormack, eds., Peer Talk in the Classroom: Learning From Research, 207-232. Newark, Del.: International Reading Association, 1996.
Sarroub, L. J., et al. “When Portfolios Become Part of the Grading Process: A Case Study in a Junior High Setting.” In Kinzer, C. K., et al., eds., Inquiries in Literacy: Theory and Practice, 101-113. Chicago, Ill.: National Reading Conference, 1997.
Winograd, P., and H. J. Arrington. “Best Practices in Literacy Assessment.” In Gambrell, L. B., et al., eds., Best Practices in Literacy Instruction, 210-241. New York, N.Y.: Guilford Press, 1999.
Wolf, D. P. “Portfolio Assessment: Sampling Student Work.” Educational Leadership 46 (1989): 35-39.
Classroom Excerpts Used in the Video
Classrooms shown in the video session are from Teaching Reading K-2: A Library of Classroom Practices.
Building Oral Language with Cindy Wilson
Cassandra Becomes a Fluent Reader with Hildi Perez
Thalia Learns the Details with Jim St. Clair
William Finds His Base with Stacey Soto
