Programs
- Getting Started—covers critical questions concerning the assessment of primary readers: why assessment is important; what to assess, based on reader characteristics and the context of the reading situation; getting to know students through such methods as kid-watching, interest inventories, family visits, and observation of literacy behaviors at school; specific reading components to assess (word identification, concepts about print, letter identification, phonemic awareness); assessment tools such as a running record, conferences, retelling, the Yopp-Singer assessment, and “thinking aloud”; and organization and time management strategies to help the teacher build assessment into the classroom routine.
- Next Steps—Early Primary—key features of good reading strategies; using assessment to determine and meet students’ instructional needs; using the morning message to model good reading strategies; a print concepts lesson; book introduction; a read aloud/discussion session; echo and choral reading; turn taking; independent/partner reading; word focus; picture walk and independent reading; phonological skills; choosing phonological skills lessons based on student assessments; management issues; “If ... then” scenarios linking assessment data to lessons.
- Next Steps—Late Primary—key features of good reading instruction, including organization of time, assessment-based instruction, and lessons; comprehension strategies such as Read Aloud, Stretch and Sketch, Say Something, and Be the Teacher; assessing skills in working with word endings (-ed, -ing) and reading unknown words; book clubs; a sample elementary school reading assessment program.
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