Assessing Retellings

1. ✴Story Retelling Rubric/Louisiana Voice
   

2. ✴Story RetellingRubric U Tube
   

3. ✴Retell a Story Cube  U Tube
   

Story Retelling Summary Analysis

   Score the retelling on an 8 point rating scale. Each item below is worth 1 point.

1. 1.Begins story with an introduction.
   

2. 2.Names main character(s)
   

3. 3.Includes information about setting (time or place)
   

4. 4.Refers to the main goal or problem.
   

5. 5.Includes important events that highlight the beginning , middle, and end of story.
   

6. 6.Keeps the ideas in sequence.
   

7. 7. Names the solution to the problem aor the attainment of the goal.
   

8. 8. Provides a conclusion related to the story.
   

9.                                                                 Author unknown

Assessment

1. ★University of Arkansas at Little Rock Early Literacy Training Center
   

Assessment focuses on what learners can do. It includes observing and recording progress in authentic activities .

For guidance in evaluating  emergent readers, you will want the expert’s   guidance of Marie Clay found in her

Observation Survey.

                                                        

1. ✴Qualitative Reading InventoryAssessment of Prior Knowledge
   

2. ✴Concepts of Print Assessment /Images
   

3. ✴Assessing Concept of Print -  teacher’s words and individual check lists
   

4. Assessing Concept of Print Video!
   

Marie Clay’s Survey is very thorough and accurate. Training is needed to administer the test.

1. •Observation Survey-YouTube 2/2015
   

2. •  5 Observation Survey You Tube5/12/13

    Running Records

It is a "given" that teachers continuously take Running Records. An ideal time is during Group Reading time when the students reread a story with a partner. 

The teacher very likely will only hear a few students during a reading session but RR can be continued at the next rereading of a text.

If the teacher marks off three sections in the book with the same number of words- with long stories a 100 word section-it  is quick and easy to compute. With Emergent readers the entire story can be used.  If a teacher uses less than a 100 words e.g. 75 she/he could have a chart stating score 

for each number of possible errors - unless the teacher is a math whizz. There is a program for calculating http://www.wordcalc.com/runningrecord/

Marking off 3 sections will ensure a more positive survey- the student sitting next to the reader will have an advantage so a different section should be chosen.

If the teacher has wheels on her/his chair, the teacher can easily scoot around while the children in the group are rereading their story with a partner. Taking RR has to be quick an easy because the teacher has to keep aware of all students. With practice the teacher can listen, tick, record,and be aware of her/his other students.

Constant observing of the number and types of errors is important to note progress or regression.

A teacher senses the ability/ progress of her students via observing throughout the day. The teacher doesn't need the thorough assessment that is given 

school wide except at the beginning of the school year and then at the end to note progress.

1. ★Running Record Assessment with a 6 Yr.-Boy YouTube
   

2. ★Running Records-YouTube illustrated on white board
   

1. ✴Calculating Running Records
   

2. ★Assessing Reading Growth With Running Records/Scholastic

Most authorities define three reading levels.

1. •Independent Reading Level.   Unassisted easy oral reading by a child  with no more than five errors per 100 running words and with 100 percent accuracy on comprehension questions about the story-
   

2. •Instructional Reading Level. This is the best level for learning new vocabulary. It requires the assistance of a teacher or tutor. The word error range allowed while reading orally to the teacher is from  5 to 10 word calling errors per 100 words of text with at least 80 percent comprehension on simple recall questions about the story. This is where the best progress is made in reading. Children who are forced or permitted to attempt reading beyond the 5-word error limit soon begin to feel frustration when in an instructional setting.
   

3. •    Frustration Reading Level. This is too hard for the reader. Word errors are over 10 per 100 running words of text. Comprehension questions are below 70 percent accuracy. Unfortunately, teachers sometimes allow this to happen, especially when the words missed are basic vocabulary
   

4. •sight words, such as "was" for "saw" and "what/that." The practice of having young children work on frustration level is
   

5. •not professionally sound. It is, however, all too often observed in the classrooms of well-meaning teachers.

Ms. McGown “Formal evaluations such as placement tests, standardized tests, and unit tests (we only use unit tests in our first grade) allow teachers to determine mastery of a particular skill and show where a child performs in relation to a larger group. However, performance tasks such as a writing activity, story retelling, oral presentation, or other projects can be assessed effectively using a rubric. Rubrics are scoring guides based on specific criteria for quality work.” 

Organizing and Evaluating Results from Multiple Reading Assessments by Jim Rubin

Text Level rdg.        Standardized tests    Cloze test      Informal Rdg. I    RunningRecord

ability                       scores (%)                  % correct     based on 10        based on accuracy rate

                                                                                             questions (IRI)

Frustration                < 70                            <40                    <7                            < 90

Instructional               70-84                        40-60                7-8                            90-94

Independent               85-100                       > 60                 9-10                         95-100

Other Assessments

1. ★Teaching Beginning Readers/Linking Assessment and Instruction J.Johns, S.d. Lenski, L.Elish-Piper All inclusive
   

2. ✴Formative Assessment in a Primary Classroom UTube
   

3. ✴DRAGoals  Reading Recovery
   

1. ✴Informal Reading Assessment- Word Lists
   

2. ✴The Role of Informal Reading Inventories in Assessing Word Recognition  March 6 , 2006 by Walpole and McKenna
   

3. ✴Writing Known Word AssessmentMichigan
   

4. ✴Types of Comprehension Questions Write Craft
   

Phonics /Phonemic

Awareness Assessment

1. ★
     Cool Tools/Florida - scroll down for phonemic awareness and phonic assessements