Assessment Suggestions
Predicting
Emergent (K-1)p.65
Use running records and ongoing observation/anecdotal records to analyse and record students’ use of the cueing systems and reading strategies. (See pp. 250–252) e.g., Do their predictions sound right and make sense? Are they visually similar to the text? Do they realize when their predictions do not produce meaningful reading? |
Early (1-2)p.77
Observe and note students’ use of text features: - Do they use titles, headings and illustrations to predict content? Take and analyse running records of students’ reading - to determine if they are using the various cueing systems - to note the strategies they are developing or need to work on (for example, Do they take risks with predicting unknown words? Observe students’ responses when asked such questions as, What do you do when you come to a word you don’t know? Do you ever do anything else? Such questions also help students to become aware of their reading strategies. (metacognition) |
Transitional (3-4)p.93
Use observation along with anecdotal records and checklists to keep track of students’ developing skills and strategies. Use questionnaires/surveys to gather information about students’ understanding of the reading process. |