1. Florida K-12 Reading Endorsement Competency Three Foundations of Assessment Session Two FLaRE Professional Development Competency Three: Foundations of Assessment S2
2.
3.
4.
5.
6. Working systems identified by the National Reading Panel, 2000 FLaRE Professional Development Competency Three: Foundations of Assessment S2 Fluency Comprehension Comprehension Comprehension Comprehension Vocabulary Alphabetics (Phonemic awareness & Phonics)
11. FLaRE Professional Development Competency Three: Foundations of Assessment S2 THINKING EXECUTING ADJUSTING RETHINKING context context context context context context
12. FLaRE Professional Development Competency Three: Foundations of Assessment S2 THINKING EXECUTING ADJUSTING RETHINKING context context context context context context Graphophonic Working System
13. FLaRE Professional Development Competency Three: Foundations of Assessment S2 Graphophonic Working System THINKING EXECUTING ADJUSTING RETHINKING context context context context context context Lexical Working System
14. FLaRE Professional Development Competency Three: Foundations of Assessment S2 Lexical Working System Graphophonic Working System THINKING EXECUTING ADJUSTING RETHINKING context context context context context context Schematic Working System
15. FLaRE Professional Development Competency Three: Foundations of Assessment S2 Schematic Working System Lexical Working System Graphophonic Working System THINKING EXECUTING ADJUSTING RETHINKING context context context context context context Syntactic Working System
16. FLaRE Professional Development Competency Three: Foundations of Assessment S2 Syntactic Working System Schematic Working System Lexical Working System Graphophonic Working System THINKING EXECUTING ADJUSTING RETHINKING context context context context context context Semantic Working System
17. FLaRE Professional Development Competency Three: Foundations of Assessment S2 Semantic Working System Syntactic Working System Schematic Working System Lexical Working System Graphophonic Working System THINKING EXECUTING ADJUSTING RETHINKING context context context context context context Pragmatic Working System
18. FLaRE Professional Development Competency Three: Foundations of Assessment S2 THINKING EXECUTING ADJUSTING RETHINKING context context context context context context Graphophonic Working System Lexical Working System Schematic Working System Syntactic Working System Semantic Working System Pragmatic Working System
19.
20.
21.
22.
23.
24.
Editor's Notes
Reading as a process is a framework for thinking about reading. As we talk about this framework, think about your own reading and the working systems and understanding that has to be in place for you to make meaning from print.
Have participants define system on Handout S2-23. Ask for volunteers to share with large group.
Have participants define working system on their Handout S2-23. Ask for volunteers to share with large group.
Have participants define assembling a working system on Handout S2-23. Ask for volunteers to share with large group. Ask “How are your students assembling working systems?” (ex: using background knowledge, knowing letters and sounds, using strategic activities, etc.). Allow time for responses. Ask “When do students disassemble working systems?” (ex: nonparticipation, difficulty comprehending, lack of strategic activities,, etc.).
In 2000 the National Reading Panel (NRP) identified working systems of effective reading instruction based on scientific research. The NRP identified phonemic awareness, phonics, fluency, vocabulary, and comprehension as working systems that each reader needs to construct meaning from print.
Have participants get with a partner. As one participant reads, the partner observes and records reading behaviors. They should only write down what they see and hear – no assumptions. They should look for body language, prosody, pausing, etc. (Example: write down he/she laughed, not that they enjoyed it) .
Switch partners and repeat previous activity.
Continue with partners – record observations as one of the partners reads the passage. Share observations with large group. Ask participants to share what they did when they had difficulty reading or comprehending. Record observations on chart paper.
Share with participants: When you are reading these are the processes you go though: Thinking – predicting and anticipating Executing – execute an action – read Re-think – if something doesn’t make sense Adjust – self-correcting
The whole process depends on the context of the reading. It depends on the subject matter, genre, interest, purpose, etc.
During the reading process we are constantly using working systems in order to construct meaning. One of the working systems we use is Graphophonics – the relationship between letters and sounds.
The Lexical Working System is another system we use in conjunction with graphophonics. This is your working knowledge of prefixes, suffixes, origins of words, etc.
Schematic Working System – using background knowledge to make sense of print. Bring the familiar to unfamiliar to aid in comprehension.
The Syntactic Working System refers to the grammar or the ongoing flow of the language. A reader needs to be able to look at sentence structure and organizational patterns and know they can use this information to organize their efforts to construct meaning.
The Semantic Working System is the knowledge of the meaning of the text – the understanding of what makes sense.
The Pragmatic Working System is the interpretation of the content. What was the author’s intent? How will you read different texts? You know you will not read an instruction manual the same way you would read a novel.
All the Working Systems operate in relationship to one another. Good readers assemble and disassemble these working systems constantly thinking, executing, rethinking, and adjusting to construct meaning. When one of these systems breaks down, the reader is not proficient and can have difficulty comprehending text.
Notes for each bullet point: • Comprehension and fluency go hand in hand. • Ask participants what new sources of information are used at the word level, (i.e., sounds, 2 letters make 1 sound) and then at the sentence level (i.e., punctuation, structure, etc.). • Use all components of reading in any context. • Feedforward motivates our reading – gives the reader the emotional hook and makes reading efficient. • Feedback allows us to use the working systems in our head. Readers need to monitor reading so the process can be effective. • Working systems are transformational – constantly changing – not the same reader as we were last year.
Ask participants to reflect in writing after reading the quote, then share with the whole group.
Share as a summary.
Discuss Slide S3-4, Handout S3-2 with participants.
Show Slide S3-6 ( last paragraph will not initially show). Make copies of the “Uses of Assessment in a Data Driven Classroom” handout ( page S3-28 of this manual) to cut apart as puzzles. Distribute the puzzles to each small group and ask them to reconstruct the chart in their table groups before you show it to the participants. Give each group a blank chart with the following headings to facilitate the task ( page S3-29 of this manual). Encourage discussion as the participants put the pieces together. Refer participants to Handout S3-3 for a completed chart and Handout S3-4-5 for further information on Screening, Progress Monitoring, Diagnosis, and Outcome Measurement.
![Quote ,[object Object],[object Object],FLaRE Professional Development Competency Three: Foundations of Assessment S2](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)