Assessment Suggestions
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
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? Do they attempt to self correct? Do they have a variety of strategies for self-correcting, such as reading on, rerunning, breaking a word into parts, or finding a little word in the big word?) 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. 89 Use questionnaires/surveys to gather information about students’ understanding about the reading process (e.g., What do you do when you come to a word you don’t know? What do you do before you read/view or while you are reading/ viewing?) These kinds of questionnaires are also useful in helping students to reflect on and monitor their own reading and viewing processes.
Use running records or miscue analysis to analyse students’ use of cueing systems and reading strategies. Audiotapes of students reading are useful for this purpose. |
|