Welcome Mentors !

1. Welcome Mentors! • Please sit at tables according to your teaching assignment Introduce yourself to others at the table by sharing a “holiday highlight”!

2. First Steps Implementation in Halton Why? What? When? How?

3. Why data collection? To provide a clear picture of student learning and achievement in Halton classroom school system

4. focus on students

5. common language

6. link to classroom instruction

7. What needs to be done? • plot student reading behaviour on First Steps reading continuum • highlight indicators the student demonstrates in an on-going fashion • date indicator when highlighted

8. When does this need to be done? • Starting now, to be passed on to the next teacherannually beginning in June 2003

9. PLANNING FOR ASSESSMENT

10. Finding Balance the Product Process Conversation PLANNING FOR ASSESSMENT • WHAT DO I NEED TO KNOW? • I need to know: • What knowledge and understanding children have about reading • What strategies they are using to read • What attitudes they have about reading

11. Finding Balance the Product Process Conversation PLANNING FOR ASSESSMENT • WHAT DO I NEED TO KNOW? • I need to know: • What knowledge and understanding children have about reading • What strategies they are using to read • What attitudes they have about reading • What Questions will I Ask? • What questions do I need to ask my students? • What questions do I need to keep in mind when I observe my students?

12. What Questions will I Ask? • What questions do I need to ask my students? • What questions do I need to keep in mind when I observe my students? Finding Balance the Product Process Conversation • HOW CAN I FIND OUT? • I can find out by: • Using First Steps Reading Continuum • Talking to students • Using students’ self assessment • Analyzing: • Cloze • Conference/interview • Dated samples • Focused observations • Gentry Grade-Level • Learning Log/Journal • Miscue Analysis • Performance Task • Portfolio • Quizzes, tests, exams • Reading responses (written, oral, visual) • Word identification strategies • Written and oral retells PLANNING FOR ASSESSMENT • WHAT DO I NEED TO KNOW? • I need to know: • What knowledge and understanding children have about reading • What strategies they are using to read • What attitudes they have about reading

13. What Questions will I Ask? • What questions do I need to ask my students? • What questions do I need to keep in mind when I observe my students? Finding Balance the Product Process Conversation PLANNING FOR ASSESSMENT • WHAT DO I NEED TO KNOW? • I need to know: • What knowledge and understanding children have about reading • What strategies they are using to read • What attitudes they have about reading • WHAT WILL I DO WITH THE INFORMATION? • I will: • Plan a teaching program to include: • Strategies for reading • Organization of class • Resources • Activities • Content objectives • Report to children, parents and teachers. • HOW CAN I FIND OUT? • I can find out by: • Using First Steps Reading Continuum • Talking to students • Using students’ self assessment • Analysing: • Cloze • Conference/interview • Dated samples • Focused observations • Gentry Grade-Level • Learning Log/Journal • Miscue Analysis • Performance Task • Portfolio • Quizzes, tests, exams • Reading responses (written, oral, visual) • Word identification strategies • Written and oral retells

14. What Questions will I Ask? • What questions do I need to ask my students? • What questions do I need to keep in mind when I observe my students? Finding Balance the Product Process Conversation PLANNING FOR ASSESSMENT • WHAT DO I NEED TO KNOW? • I need to know: • What knowledge and understanding children have about reading • What strategies they are using to read • What attitudes they have about reading • HOW WILL I IMPLEMENT THE PROGRAM? • My program will include: • Reading to children • Shared reading • Guided reading • Independent reading • Language experience • Reading and writing • Collaborative learning • Talking • HOW CAN I FIND OUT? • I can find out by: • Using First Steps Reading Continuum • Talking to students • Using students’ self assessment • Analysing: • Cloze • Conference/interview • Dated samples • Focused observations • Gentry Grade-Level • Learning Log/Journal • Miscue Analysis • Performance Task • Portfolio • Quizzes, tests, exams • Reading responses (written, oral, visual) • Word identification strategies • Written and oral retells • WHAT WILL I DO WITH THE INFORMATION? • I will: • Plan a teaching program to include: • Strategies for reading • Organization of class • Resources • Activities • Content objectives • Report to children, parents and teachers.

15. What Questions will I Ask? • What questions do I need to ask my students? • What questions do I need to keep in mind when I observe my students? Finding Balance the Product Process Conversation PLANNING FOR ASSESSMENT • WHAT DO I NEED TO KNOW? • I need to know: • What knowledge and understanding children have about reading • What strategies they are using to read • What attitudes they have about reading • HOW WILL I IMPLEMENT THE PROGRAM? • My program will include: • Reading to children • Shared reading • Guided reading • Independent reading • Language experience • Reading and writing • Collaborative learning • Talking • HOW CAN I FIND OUT? • I can find out by: • Using First Steps Reading Continuum • Talking to students • Using students’ self assessment • Analysing: • Cloze • Conference/interview • Dated samples • Focused observations • Gentry Grade-Level • Learning Log/Journal • Miscue Analysis • Performance Task • Portfolio • Quizzes, tests, exams • Reading responses (written, oral, visual) • Word identification strategies • Written and oral retells • WHAT WILL I DO WITH THE INFORMATION? • I will: • Plan a teaching program to include: • Strategies for reading • Organization of class • Resources • Activities • Content objectives • Report to children, parents and teachers.