Kerry Gleason EPS 541 May 2, 2013 Formative Assessment LITERATURE REVIEW: After reviewing research from a variety

of sources I found a lot of information showing how learning and skills progress over time. Margaret Heritage said (2008), Learning progressions that clearly articulate a progression of learning in a domain can provide the big picture of what is to be learned, support instructional planning, and act as a touchstone for formative assessment (p.2). These progressions can be the building blocks for novice and experienced teachers. They can use to make sure their students are getting a balanced diet of curriculum throughout the year. The learning progression can guide teachers through the year so that everyone is on the same page where all students are exposed to the same material to master and to become successful. A great resource that I came along was from The Literacy Learning Progression: Meeting the Reading and Writing Demands of the Curriculum article. The Ministry of Education in New Zealand states that, Literacy learners need to learn to make meaning of texts. This learning includes the use of background knowledge (including knowledge relating to their culture, language, and identity), vocabulary knowledge, knowledge of how language is structured, knowledge about literacy, and strategies to get or convey meaning (p. 6). In my learning progression I have focused on many different aspects of reading in Third Grade. These big ideas are broken down by the Illinois Learning

Standards. A. Apply word analysis and vocabulary skills to comprehend selections, B. Apply reading strategies to improve understanding and fluency, and C. Comprehend a broad range of reading materials. (http://www.isbe.net/ils/science/standards.htm) Then I broke those standards down into the five big ideas in reading: phonics, phonemic awareness, vocabulary, fluency, and comprehension. By breaking these ideas down I am able to see what each idea needs to build upon the other and then progress into an expert reader. These ideas are important because all aspects of reading go onto completely understanding or comprehending a text. Students need to know phonics, phonemic awareness, and vocabulary to read fluently which then leads them to comprehension. Below I have included my learning progression on 3rd Grade Reading: Learning Progression Topic Area

3rd Grade Reading

Novice: Defining CONCEPT(S) -Phonics -Vocabulary -Fluency -Comprehension Supporting DETAILS 1) Phonics: Students can name the letter and sounds for each letter Practitioner: Defining CONCEPT(S) -Phonics -Vocabulary -Fluency -Comprehension Supporting DETAILS 1) Phonics: Students there are two types of letters consonants and vowels. Independent/Expert: Defining CONCEPT(S) -Phonemic Awareness -Vocabulary -Fluency -Comprehension Supporting DETAILS 1) Phonemic Awareness Students can manipulate sounds to create rhyming word

Vowels have two letter sounds Consonants have one letter sound

Words have syllables Blends have two letters that make two sounds Digraphs have two letters that make one sound.

2) Vocabulary Tier 1 = basic vocabulary

2) Vocabulary Tier 1 = basic vocabulary Tier 3 = content specific

2) Vocabulary Tier 2 = robust vocabulary Tier 3 = content specific vocabulary Use context clues to find the meaning of unknown words

3) Fluency Students begin to use punctuation to help with fluency Teacher models fluency and students mimics teachers voice

3) Fluency Students read for fluency (does it sound right) Students that use expression read like they speak. Teacher gives feedback on fluency

3) Fluency Students can use expression and voice inflection to help make meaning Students demonstrate fluency when reading to boost comprehension Students can reflect on fluency skills (metacognitive)

4) Comprehension Concepts of print Students can read left to right Students can track words as they are read by pointing Retell the story

4) Comprehension Students read to begin making meaning Summarize the story

4) Comprehension Students can make Inferences Students use critical thinking to answer questions

FORMATIVE ASSESSMENT TOOL DESIGN: For this formative assessment I am going to focus on vocabulary. One of the Illinois Learning standards states the following: 1.A.1b Comprehend unfamiliar words using context clues and prior knowledge; verify meanings with resource materials. (http://www.isbe.net/ils/science/standards.htm) According to Coyne, Kameenui, Carnine (2011) they state in the book Effective Teaching Strategies that Accommodate Diverse Learners, Depth of word knowledge plays an important role in how well students comprehend the text. Greater depth of knowledge leads to higher level of comprehension (p.90). In order to assess my students on context clues I would first teach a lesson that gives them the strategies they need in order to help them find the meaning of unknown words. The anchor chart in my classroom states the following: Context Clues When you use clues from the text to figure out the meaning.
Clues are in the same sentence as the unknown word, or the next Clues can be found by thinking how the new word was used Clues can be found after a comma Clues can be found by looking at the prefix, suffix, or root word

Example: We ate sushi, a Japanese food of raw fish.

Furthermore, my assessment would have examples where students have sentences or paragraphs where they must use context clues to find out the meaning of unknown words. I would know my students were making progress because I would use a progression of more difficult words depending on their independent reading level. Based on my results I could determine if my students are making progress. References: Coyne, M.D., Kameenui, E., Carnine, D. (2011). Effective teaching strategies that accommodate diverse learners (4th edition). Boston: Pearson. Heritage, M. (2008). Learning progressions: Supporting instruction and formative assessment. Council of Chief State School Officers, Washington, D.C. Illinois State Board of Education. (2011). Illinois learning Standards: Science. Retrieved from http://www.isbe.net/ils/science/standards.htm Ministry of Education. (2010). The Literacy Learning Progression: Meeting the Reading and Writing Demands of the Curriculum. Learning Media. Wellington, New Zealand.