Chapter 2: Assessment

We're on to chapter 2: Assessments in our book study!


I know what you're thinking! Ugh- I hate assessments. Ok, they aren't at the top of my list either, but they're essential to making sure our students are on track and continue making progress regardless of their level.

Again this chapter is full of primary assessments and the information you can gain from them making this book a fantastic tool. If you're switching grade levels up or down this chapter is an excellent tool for you! 

1. What part of the reading caught your attention? 

I liked the chart with average number of words correct per minute broken down by grade level. That's a great tool for me as well as for the parents I have that want to know more. This quote in particular stood out to me, "Speed and accuracy should not be the sole measures of fluency. You need to consider the student's expression, intonation, and attention to punctuation." Jan Richardson also sites this 4 point fluency scale.
Click the picture above to go to the NAEP web site
I also want to mention, as a first grade teacher, that the comprehension component of reading is so very important. We have many students come to us from kindergarten and their parents are so proud that they are reading a book that is so wordy. But we have to explain to them that being a strong reader means more than just reading the words. Oral retell is huge in first grade and it's something we work on with our partners as well as in small groups!

2.  How do you already incorporate this into your guided reading routine?

This year I started making a poetry center. (A Poem a Week- I have poems for most of the months. Working on July -October. Available in my TPT store) We added our poems to a journal. Students worked with me in small group searching for sight words in the poem and answering comprehension questions, and completed missing parts of the poem. As the year went on students started getting more confident and began practicing reading their poems. Some students even memorized them and proudly read them aloud to me and their classmates. I also read and re-read my favorite stories several times over the year and leave them out for the children to try and read as well. Great stories for expression include You Will Be My Friend by Peter Brown and Alice the Fairy by David Shannon. They're both simple, hilarious, and offer great opportunities for the students to mimic how I have read the stories with expression.

3. How do you want to make your guided reading time better? Is there something new you want to try?

This year I want to incorporate the use of rubrics for assessment on a more consistent basis.

4. What are some resources you already have that you can use to teach about what you read in this chapter?

I have some reading comprehension bookmarks for your students. I use them as a tool for my student first is small groups so that my kiddos see me model how to use them. Then as they become stronger readers they can use these bookmarks on their own and in partners. The more students use them the more they train their brain to retell and ask questions as they read these story. Just click on the link to grab your copy!


Be sure to check out the posts from other bloggers in our blog study! 




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