Assessment
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Assessments to Ensure Literacy Competence - Chart
March 2017 DRAFT
Managing the Working Parts of Literacy - Master document under development
Managing the Working Parts of Reading: Ensure 3rd Grade Reading March 2017 DRAFT
The Mission Literacy Workgroup created a chart identifying “working parts” that contribute to the development of reading including the supportive research, free (or available with book purchase) assessments to manage the development, and benchmarks to monitor appropriate acquisition of those “working parts.”
This booklet was prepared to put assessment information in the most accessible format for teachers working with students who are developing readers. The most successful beginning reading programs include managing these working parts. A plan to closely monitor the “working parts” creates a tightly woven net that keeps students from falling behind and failing to develop the skill of reading.
When determining benchmarks, the following documents were referenced: Michigan Early Childhood Standards of Quality, Teaching Strategies Gold, Michigan K-12 Standards for English Language Arts
We hope this format will increase the number of students who are closely monitored so they can become successful third grade readers.
The Mission Literacy Workgroup
Ingredients of Good Writing (Fluency, Focus, Form --> Grow Writers)
Writing Tracker is a process to “grow writers.” The idea behind growing writers is to give students maximum opportunities to share their ideas in writing. It is assumed that we can all write the most about things we know the most about. So we first tap those sources.
Writing Tracker has a built-in monitoring system so students are encouraged to write more of their ideas in a fluent, coherent way. They are initially not stifled by worrying about spelling, punctuation, paragraphing, etc. The major goal is to build fluency and stamina for getting ideas on paper. These writings are drafts and are intended to give the teachers information about how students think, how they express themselves in writing, and how their language is developing. This becomes the individual and grade-level blueprint for interventions and instruction.
The research by Steven Graham (www.missionliteracy.com, Literacy in Action, Module 1), suggests that writing informational text has the power to improve students’ achievement over the entire curriculum. As a result, students, once fluent, are taught to write in text structures used for informational writing. This becomes more of a “casting system” for developing writing. Students are taught to use the forms and structures to write about the information they are sharing.
March 2017 DRAFT
Managing the Working Parts of Literacy - Master document under development
Managing the Working Parts of Reading: Ensure 3rd Grade Reading March 2017 DRAFT
The Mission Literacy Workgroup created a chart identifying “working parts” that contribute to the development of reading including the supportive research, free (or available with book purchase) assessments to manage the development, and benchmarks to monitor appropriate acquisition of those “working parts.”
This booklet was prepared to put assessment information in the most accessible format for teachers working with students who are developing readers. The most successful beginning reading programs include managing these working parts. A plan to closely monitor the “working parts” creates a tightly woven net that keeps students from falling behind and failing to develop the skill of reading.
When determining benchmarks, the following documents were referenced: Michigan Early Childhood Standards of Quality, Teaching Strategies Gold, Michigan K-12 Standards for English Language Arts
We hope this format will increase the number of students who are closely monitored so they can become successful third grade readers.
The Mission Literacy Workgroup
Ingredients of Good Writing (Fluency, Focus, Form --> Grow Writers)
Writing Tracker is a process to “grow writers.” The idea behind growing writers is to give students maximum opportunities to share their ideas in writing. It is assumed that we can all write the most about things we know the most about. So we first tap those sources.
Writing Tracker has a built-in monitoring system so students are encouraged to write more of their ideas in a fluent, coherent way. They are initially not stifled by worrying about spelling, punctuation, paragraphing, etc. The major goal is to build fluency and stamina for getting ideas on paper. These writings are drafts and are intended to give the teachers information about how students think, how they express themselves in writing, and how their language is developing. This becomes the individual and grade-level blueprint for interventions and instruction.
The research by Steven Graham (www.missionliteracy.com, Literacy in Action, Module 1), suggests that writing informational text has the power to improve students’ achievement over the entire curriculum. As a result, students, once fluent, are taught to write in text structures used for informational writing. This becomes more of a “casting system” for developing writing. Students are taught to use the forms and structures to write about the information they are sharing.