1. ASSESSMENT
TOOLKIT
June 2012
Reading Part 2 - ETFO
* Content based on Information from the Guides to Effective Instruction K-3 and 4-6

2. RUNNING RECORDS *
Definition – What is it? Running records are used by teachers to record students reading behaviour.
Students read a text out loud and the teacher records observations about accuracy,
fluency, decoding, and comprehension.
Purpose – Why is it used? Running records provide objective and reliable data that teachers can use to assess a
student’s ability to read a text: What does the student know? How does the student apply
his or her knowledge of words, sounds, and letters when reading a text? Which cues and
strategies does he or she pay attention to? Which ones does he or she neglect? *
Application – How it can be Running records are primarily used as a diagnostic tool. Teachers can use standardized
used? tests such as DRA, CASI, or PM Benchmarks to assess students reading behaviour to
determine grade level of reading behaviour. Teacher can also conduct running records
frequently through out the learning process to determine if students are practicing and
applying learned strategies to improve reading skills. This strategy can also be used to
frame feedback for students on strengths, and next steps for reading. Additionally teacher
can use this strategy as a summative assessment at the end of the year to determine the
growth that the students have made throughout the year.
Modifications - How it can The standardized tests are not easily modified . However students should be assessed at
be adapted? their own independent level. Students with language needs require additional support and
accommodations for completing a running record. Students can preview the text, talk
about key vocabulary to help with comprehension, count errors of dropped endings and
other common errors as one error.
Drive Instruction - How you The results of the running record can be used to determine guided reading groups based
can apply the information for on reading level or reading behaviour needs. The overall class results will provide you a
your Balanced Reading picture of level of instructional material to use for shared reading activities. The results of
program? the running record will provide each student with information on their individual reading
level which will help them to choose just right books for independent reading.
Students - How can you use As stated previously the information gathered from the running record can inform
this information to students on their independent reading level allowing them to choose just right books.
communicate to students? Additionally knowing their level and strengths and next steps as a reader will help them to
develop reading goals.
Parents - How can you use Parents can be informed about the students reading level so that they know what kinds of
this information to books students need to be reading at home. Also parents can work with students on
communicate with parents? specific strategies to help their child improve their reading skills by focusing on the
students goal areas.
Provide templates (if Tutorial Module
possible) http://eworkshop.on.ca/edu/core.cfm?p=main&modColour=1&modID=2&m=121&L
=1
http://www.scholastic.ca/education/movingupwithliteracyplace/pdfs/grade4/runningrec
ords.pdf
http://youtu.be/dfSogVWYvbo
http://eworkshop.on.ca/edu/pdf/RunningRecordSheet.pdf
http://www.docstoc.com/docs/77986689/Reading-Running-Record-Form

3. READING
CONFERENCES *
Definition – What is it? Reading conferences are planned discussions between teachers and
students. They help teachers get to know their students as readers allowing
the teacher to identify the student’s strengths and needs.
Purpose – Why is it used? Using reading conferences allows teachers to get to know their students. Teachers
and students discuss reading behaviours and focus on the students strengths and
needs as a reader. The teacher can take the opportunity in the reading conference
to record assessment notes about the student as a reader.
Application – How it can The teacher asks the student to talk about what they are reading independently.
be used? Teachers try to ask question to engage the student to think about what they are
reading more deeply.. Teachers should also encourage students to ask questions
and think critically about the book that they are reading. The teacher may spend
time listening to the student read to record observations about reading behaviour.
Reading conferences also allow the teacher to discuss with the student goals and
needs in relation to the students reading behaviour.
Modifications - How it can Reading conferences are individualized and therefore modified and altered to meet
be adapted? the individual needs of each student.
Drive Instruction - How The information gleaned from reading conferences can guide instruction for
you can apply the guided reading groups, including changing group construction to meet student
information for your needs and goals. The information also informs whole group instructional practices
Balanced Reading including read aloud and shared reading activities. Finally the conference provides
program? students with a framework for student to identify the skills that they need to be
focusing on during independent reading times.
Students - How can you This assessment strategy is inherently student focused. With consistancy these
use this information to reading conferences provide students with the knowledge they need to make goals
communicate to students? and plans to achieve these goals based on identified needs.
Parents - How can you use The information in reading conferences provides a great deal of information for
this information to the teacher on specific reading goals for each students. This information is clearly
communicate with shared with parents so that they are aware of the goals and strengths of their
parents? children in regards to reading behaviour.
Provide templates (if There are some great templates throughout this resources.
possible) http://www.eworkshop.on.ca/edu/resources/guides/Reading_K_3_English.pdf

4. PORTFOLIOS *
Definition – What is it? Collections of Samples of student work collected over time. Students
collect samples of work and include reflections on their work and growth as
a learner.
Purpose – Why is it used? Portfolios provide a collection of a variety of student work. It shows growth in
learning over time. At the end of the year the portfolio provides and opportunity
to celebrate the students learning.
Application – How it can Work samples from the year are collected on an ongoing basis by the student.
be used? These samples to not always have to be the students best work but could also
reflect the students process and progression in learning. Students reflect on their
work commenting on their learning and experiences. Portfolios can also be the
subject of teacher student conferences.
Modifications - How it can Some students may need help in selecting the work that goes in their portfolio as
be adapted? well as assistance in reflecting on their work. A framework could be provided for
students who need it to help them frame their answers.
Drive Instruction - How Literacy Portfolios provide evidence of a students learning during and at the end
you can apply the of a learning cycle. A great deal of summative assessment information can be
information for your gathered from the work collected in the portfolio. This work will help to inform
Balanced Reading the teachers instruction for future literacy cycles. It will also help to assess the
program? learning completed by students during independent learning.
Students - How can you The information from the portfolio provides an excellent source for student
use this information to teacher conferences. It can help to guide the conversation between teacher and
communicate to students? student regarding students goals and needs.
Parents - How can you use At the end of the year parts of the portfolio can be sent home for parents to see a
this information to collection of student work Additionally portfolios can be handy during parent
communicate with teacher conferences as well as parent teacher interview's to communicate with
parents? parents about student success.
Provide templates (if Collection of Links
possible) http://pinterest.com/search/?q=student+portfolios
http://www.teachervision.fen.com/assessment/teaching-methods/20153.html
http://www.teachervision.fen.com/tv/printables/concepts/PS_TRL_TeachingTo
ols_10.pdf

5. READERS NOTEBOOKS *
Definition – What is it? A reader’s notebook is a form of learning log. ongoing record kept by students
during the learning process. It shows progress and growth over time and provides
opportunities for reflection and goal setting. *
Purpose – Why is it used? Students use a reader’s notebook to keep a record of the texts they have read and their
responses to those texts. The texts may include material used in read alouds, shared
reading, and guided reading, as well as material read independently in class or at home. *
Application – How it can be Students use their reader’s notebooks to record what they have learned, their reflections on
used? a text, and their impressions of themselves as readers, and to develop their ideas about
what they have read. They may include quotations or excerpts from favourite texts.
Teachers encourage students to
review what they have read by writing about it in their notebooks. They also encourage
students to balance their reading diet by varying the forms of texts they are reading and to
set personal goals in reading.
Modifications - How it can Students can respond in different ways that reflect their varying abilities. Students can
be adapted? respond using pictures, short answers, simple paragraphs, first language or a combination.
Additionally students can respond to a text that they read that was at their level. Students
can work in a small group to develop ideas to respond to a text. Student goals can be
tailored to reflect the students abilities.
Drive Instruction - How you This strategy would allow one place for students to record their thoughts about texts read.
can apply the information for It could be used to respond to read alouds, shared reading texts, guided reading instruction
your Balanced Reading as well as during independent reading time. This would also help to see student growth in
program? writing over time.
Students - How can you use The information contained in this reading notebook could be used to provide the student
this information to with feedback in relation to their writing and thinking skills in relation to reading. It would
communicate to students? be a good tool to use in student teacher conferences as well as during peer and self
assessment activities.
Parents - How can you use The information in the readers notebook can be used to communicate to parents the type
this information to of books that the student responds to . As well it can help to guide the parents into
communicate with parents? understanding their child’s thinking in relation to reading.
Provide templates (if G2EI 4-6 (Assessment) pg 71-76
possible) http://eworkshop.on.ca/edu/resources/guides/Guide_Lit_456_Vol_2_Assessement.pdf
http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/reader's%20notebooks.htm
http://thinkingofteaching.blogspot.ca/search/label/Reader%27s%20Notebooks
http://www.scholastic.com/teachers/top_teaching/2009/11/readers-notebook
http://www.lessonswithlaughter.com/2012/04/reading-writing-notebooks.html
http://books.google.ca/books?hl=en&lr=&id=GOstL9qLHyMC&oi=fnd&pg=PR7&dq
=reader%27s+notebook&ots=Adqym2eaS-
&sig=5GlmMsa95hAQThgCw_ctiv1BKwM#v=onepage&q&f=false

6. LANGUAGE AND WORD
STUDY *
Definition – What is it? Language and word study assessments give teachers information about the
strategies students are using to solve unknown words. When assessing
students’ daily writing, teachers take note of misspelled and misunderstood
words and develop lists of words that
each student needs to study
Purpose – Why is it used? Working with established lists, students engage in exploring how language and words
work.. Teacher encourage to compare and contrast features in the words
Application – How it can be Students can work in a word study center to test themselves on a personal word list or
used? they can be grouped by spelling stage. The teacher can also develop a word list for
students of commonly misspelled words for them to work on daily. Word lists should
include both high frequency words and commonly misspelled words. Teacher should
preform a diagnostic assessment to determine what words students know. Then
teachers continue to monitor and assess adding new words as necessary.
Modifications - How it can With each student getting their own word list this strategy is tailored to each student it
be adapted? is completely differentiated. For students that need additional support they can work
on their word lists with the teacher or volunteer.
Drive Instruction - How This strategy will provide information to the teacher about the which word attach
you can apply the strategies groups of students need. This will provide a focus for both shared reading
information for your opportunities as well as mini lessons or guided reading groups.
Balanced Reading program?
Students - How can you use Each student will be aware of words that they need to learn how to spell. The spelling
this information to lessons and word attack strategies will be individualized and embedded in other
communicate to students? learning. Students will know the purpose of why the words are on their individualized
lists.
Parents - How can you use Parents can help their children with their lists at home. Parents will understand that
this information to the word list is tailored for their student based on their needs.
communicate with parents?
Provide templates (if G2EI 4-6
possible) http://www.eworkshop.on.ca/edu/resources/guides/Guide_Lit_456_Vol_2_Assesse
ment.pdf
Elementary Spelling Invntory
http://readingandwritingproject.com/public/themes/rwproject/resources/assessmen
ts/spelling/spelling_elementary.pdf
Text: Words Their Way

7. WRITING FOLDERS *
Definition – What is it? Writing folders contains student writing that is in different stages of
completion. The writing folder is an organizational tool to support the student
through the writing process.
Purpose – Why is it used? This tool is used to help students organize their work. It can also be used to help
students understand the writing process.
Application – How it can be Students use this organizational tool to sort their pieces of writing at their various
used? stages of development. Teachers can use this information to assess student progress
in the stages of the writing process as well as take samples of student thinking, writing
strengths and needs, as well as sample from which to evaluate student success in
writing.
Modifications - How it can Students can be assisted in moving through the process. Samples and guides for each
be adapted? stage can be developed for students k
Drive Instruction - How This assessment tool helps teachers to see that student understand the writing process.
you can apply the This can inform our instructional practices for our shared, modelled and guided
information for your instruction. The information will also help us to determine students ability to use rich
Balanced Reading program? language, style, and voice effectively. If students require work in this area it can be the
focus of shared reading activities with mentor texts that demonstrate a strength in the
identified area.
Students - How can you use With the content of the writing folder teachers can help students to determine their
this information to strengths and areas of need as a writer. Students can develop goals. During
communicate to students? conference time with students teachers can discuss with students their challenges with
certain samples of writing and teachers can help to guide students through the writing
process.
Parents - How can you use The information contained in the writing folder can be shared with parents and this
this information to can create a dialogue between teachers and parents about students strengths and needs
communicate with parents? as writers. It can also help parents to understand the steps in the writing process and
how important these skills are in developing a polished piece of work.
Provide templates (if How to make a writing Folder
possible) http://msk1ell.blogspot.ca/2011/07/writing-folders.html
Discussion on making Writing Folders
http://forums.atozteacherstuff.com/showthread.php?t=64322
Post It Checklists
http://writingfix.com/classroom_tools/post_its.htm
Personal Topics
http://www.scholastic.com/teachers/top-teaching/2011/01/heart-maps-and-
writing#
Writers Workshop
http://www.teachersfirst.com/lessons/writers/writer-3.cfm