How will sharing reading assessment with student’s impact on their ability to identify their next learning steps and create greater clarity in their learning?

 

At the beginning of Term 3 to create greater clarity in reading- following school wide professional development in this area and acting on feedback given to me following an observation of my teaching of reading. I shared with my students their current running records and briefly discussed with each of my students what they were doing well and what needed improving in regards to their reading. I shared with them their reading accuracy, self correction rate and comprehension level and my comments noted while administering their running record.

Following this, in their reading groups,  I supported my students to use a reading self-assessment rubric to analyse their running record and identify strategies they used when decoding tricky words while reading and also comprehension strategies they used to help them better understand the text.

The focus through the term was to address specific areas of need to improve reading ability particularly with comprehension of text. For example for one group the focus was to be able use indirect text clues to inference and to use context clues to work out the meaning of words, other groups worked on evaluation type questions. These were also identified individual needs for most students in these groups.

I used Sheena Cameron's QAR bookmark..

Right there -Literal
(in the text)

Think and search -Reorganisation
(in the text)

Author and me -Inference
(not in the text)

On my own  -Evaluation
(not in the text)
..to help students to understand the different types of questions that could be asked about the text, what type of information they would need to locate and how they would go about this. For example a reorganisation questions requires the students to think and search for information scattered in the text to answer this type of question.

I have found that students now have a better handle on the types of questions that can be asked to measure comprehension of the texts they read and they have  improved understanding of the information required to answer the different types of comprehension questions.