Remember that English Language Arts must be viewed as assessing literacy through the six language arts (reading, speaking, listening, writing, viewing, representing). The NWT ELA curriculum contains a variety of on-going assessment opportunities. Reading assessment ideas:

1. Developmental Reading Assessment (DRA kits K-3, 4-8)
2. Guided Reading - Running Records
3. Alberta Reading Diagnostic manuals - to assist in determining reading level
4. Adapted from B.C. book Evaluation Techniques and Resources Book IT. Criteria:

Recreational/Independent Level (Easy)

• Comprehension 90%
• Word recognition 98%
• Although this level is not challenging to the reader, a significant portion of reading time should be at this level.

Instructional Level

• Student understands a least 75% of what is read and makes one error in 20 consecutive words (90-94% correct in reading).
• Proper names and subsequent misses on a word are not counted.
• A significant portion of classroom reading is at this level.

Frustration Level

• Comprehension of 65% or below.
• Word recognition of 90% or below.
• At this level, skills break down and  a student has extreme difficulty and shows signs of tension.

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Running Records: Running records are a way of observing, scoring, and analyzing children's reading behaviour. They provide information on:

• Strategies children use to build meaning
• How readers process information
• How readers use different sources of information to solve unfamiliar words
• Whether the reading level of the text is appropriate to the child's reading level
• How children integrate the strategies during independent reading
• Whether children are choosing appropriate text levels for independent reading
• If children are monitoring their own reading by self-correction

Guideline:

• Running records are taken one-to-one
• Recorder is "neutral observer," no prompting or teaching
• Four permissible teacher interventions:
  • telling the passage title;
  • revealing a problem word (after a pause) if it cannot be recognized;
  • requesting to "try that again;"
  • saying "you try it" after an appeal for help.
• Use blank sheet for greater recording flexibility
• Record all behaviors observed (see below)
• Purpose determines seen or unseen text
• Establish accuracy level and self-correction rate
• Analyze sources of information used (meaning, structure, visual)
• Summarize information
• Plan next learning steps

How Often to Take a Running Record Running records are taken with greatest frequency at the earlier stages of reading. Children not progressing at the expected rate should be assessed even more frequently than the schedule suggested below.

• Emergent readers: every 2 to 4 weeks.
• Upper emergent readers every 4 to 6 weeks.
• Early fluent readers: every 6 to 8 weeks
• Fluent readers: every 8 to 10 weeks

Reading Behaviours Beyond noting errors, teachers can learn a lot through observation of student reading behaviour:

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Marking M, S, and V on a Running Record: When a child makes an error in a line of text record the source(s) of information used by the child in the second column from the right on the running record form. Write M, S, and V in to the right of the sentence in that column. Then circle M, S, and/or V, depending on the source(s) of information the child used. If the child self-corrects an error in a line of text, use the far right-hand column to record this information. Write M, S, and V to the right of the sentence in that column. Circle the source(s) of information the child used for the self-correction. (You may choose to administer a running record assessment without recording your observations regarding the child's use of meaning (M), structure (S), and visual (V) cues. Even without recording this information on the form and you can still use the information on error, self-correction, and accuracy rates to place the child at a given reading level.) How to Take a Running Record

• Select a book that approximates the child's reading level. Explain to the child that he or she will read out loud as you observe and record his of her reading behavior.
• With the running record form in hand, sit next to the child so that you can see the text and the child's finger and eye movements as he or she reads the text.
• As the child reads, mark each word on the running record form by using the symbols on the chart that follows. Place a check mark above each word that is read correctly.
• If the child reads incorrectly, record above the word what the child reads.
• If the child is reading too fast for you to record the running record, ask him or her to pause until you catch up.
• Be sure to pay attention to the reader's behavior as he or she reads. Is the child using meaning (M), structural (S), and visual (V) cues to read words and gather meaning?
• Intervene as little as possible while the child is reading.
• If the child is stuck and unable to continue, wait 5 to 10 seconds and tell him or her the word. If the child seems confused, indicate the point of confusion and say, "Try again."

Sample Code for Marking a Running Record
Accurate Reading
Repetition (R)
Self-Correction (SC)
Omission
Insertion
Told (T)
Appeal (A)
Try That Again (TTA)

Tallying Errors and Self-Corrections

1. Total each line separately going across the line of text. If a line is error and SC free, leave the error and SC column blank.
2. An uncorrected substitution, omission, or insertion counts as one error.
3. Unsuccessful multiple - attempts on one word count only as one error.
4. An error on a proper noun is counted only on the first error. Subsequent errors on that proper noun are coded but not tallied.
5. If a word is mispronounced due to a speech problem or a dialect, it is coded but not counted as an error.
6. Repetitions are coded but are not errors.
7. Waits are coded but are not errors
8. Sounding the first letter is coded but does not count as an error if the word is subsequently read correctly.
9. TTA = 1 error
10. Told = 1 error
11. Appeal that is not corrected is an error
12. Self-Corrections are not errors, even after an appeal. They are not included in the error column.
13. Contractions count as 1 error.
14. Each insertion counts as an error so that you could have more errors than text.
15. Inventing - just write invention at the top of the page unless just one page was invented - then count each error.
16. Skipped line - each word counts as an error.
17. Skipped page - subtract the number of words on that page. Do not count as an error. When in doubt, give the child the benefit of the doubt.
18. If the child misreads a proper name in a story, the error is noted one time only and not counted on succeeding errors.

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Scoring a Running Record: The accuracy of the child's reading is calculated by dividing the number of words the child reads correctly (including self-corrections, which are not counted as errors) by the total number of words in each selection (running words). The accuracy is calculated as follows:

When analyzing their records of a child's reading, teachers should ask themselves:

• Is the child trying to make sense of what is being read? (semantic information)
• Is knowledge of language patterns being used? (syntactic information)
• Is knowledge of letter-sound relationship being used? (graphophonic information)
• Is knowledge of letters, words, and print conventions being used? (pragmatic information)
• Are confirmation and self-correcting strategies being used?
• Was the reading phrased and fluent?

References: Teachers' Guide Levels D and E Nelson. Thomson Learning Running records. access: http://specialed.about.com/runningrecords/ 4 Blocks Literacy Framework: Running Records. Access: www.k111.k12.il.us/lafayette/fourblocks/running_records.html [24/01/05]. Balanced Early Literacy: Assessment: Reading: Running Records: Miscue coding system conventions. Access: www.philaK12.pa.us/teachers/frameworks/bel/content/bel_k1b5.htm [24/01/05] Running Records. Reading a-z. Access: [www.readinga-z.com/guided/runrecord.htm1 [24/01/05] Assessing using Conferences: A conference can be as informal as a discussion between the teacher and one of the children, or sometimes with a small group. In a one-to-one conference, the teacher can concentrate on skills and strategies that are specific to the child. For example, listening to children give an informal retelling of a story or asking them questions can offer insights into their level of comprehension. Teachers can ask the child about the strategies he or she finds helpful and model new strategies. In discussion a reading selection, teachers may also want to conference with a small group. Use questions such as the following to:

• Prompt them to tell about the reading strategies they use (see prompts)
• Find out about their comprehension (e.g. What is the story about? What happened at the beginning, middle, end?)
• Find about their personal connections to the text. (e.g. How did you like the story? What does reading the story make you think about?)

Teacher Prompt to Support Early Reading Behaviours: Teacher need to use consistent prompt to aid children at various stages of development in the reading process. Prompts are introduced over time and should be appropriate for the child's stage of reading acquisition. Sample prompts include: One to one matching: Teacher Prompt to Support Early Reading Behaviours: Teacher need to use consistent prompt to aid children at various stages of development in the reading process. Prompts are introduced over time and should be appropriate for the child's stage of reading acquisition. Sample prompts include: One to one matching: Read it with your finger. did you have enough words? Did you have too many words? Using known words to help with the reading of the text: You know __________. Does that look like __________? Does ___________ make sense here? Does ___________ sound right? Can you find a word you already know in the new word Cross-checking of information and use of self-monitoring: You said __________. What would you expect to see at the beginning of __________? Were you right? Where's the tricky (hard) part? Check it. Does it look right? Check it. Does it makes sense if you say it like that? Check it. Can we say it that way? Why did you stop? What did you notice? Look at the picture. Do you think it looks like __________? What would fit here? It could be __________, but look at it. Does it look the way you would expect __________ to look? You were almost right. Look at it again and think about what would fit there. Using all sources of information You said __________. Does that makes sense and sound right? Try that again and think about what would make sense and sound right? Do you know something in that word that can help you? What do you know that might help? Phrased and fluent reading: Put the words together so they sound like you are talking. Make your voice go down when you see the periods and up when you see a question mark. What kind of voice do you use when yoiu see dark print? italics? What does it tell you to do? What kind of voice do you use when you see an exclamation mark? What do you do? Teachers' Guide Levels D and E Nelson Thomson Learning.

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Assessing using Portfolios:

• Portfolio assessment is an alternative assessment tool.
• Portfolio raise children's self-esteem, motivate student and encourage them to reflect and take ownership in their work.

Areglado, N. & M. Dill. (1997). Let's Write. New York: Scholastic Professional Books Student portfolios usually contain a cross-section of records and examples of student work gathered over time. The information in the file can be used to analyze the strengths and weaknesses of particular children, to plan instruction, to conduct parent and child conferences, and to assist in making decisions about grouping and placement. The student portfolios might include:

• Audiotapes of children reading and discussing ideas
• Dated entires of self-evaluation formats
• Anecdotal records
• Writing samples and completed reading records with the teacher's and children's comment about what was achieved and newly set goals.
• Include all drafts. Clip the final draft at the front. Put the reflection sheet on top.
• Reading logs, book lists, and completed reading conference sheets
• An index of contents to illustrate the variety of activities included and the reasons for keeping them
• Running records of children's reading
• 'Eurekas' in learning
• Designed attitudinal questionnaires
• Reading log
• The student's toughest assignment and why

Assessing using Portfolios

Teachers' Guide Level D and E Nelson. Thomas Learning Cornerstones 4, Assessment Guide Gage. Speaking and Listening Assessment Speaking is a vital component of each student's communication repertoire and is not adequately assessed with a one-time formal speech delivered before the class toward the end of a term or year. Oracy must develop through process and, in a classroom setting; there are many opportunities for students to practise theri speaking skills. They share information in small groups, ask and respond to questions orally, retell stories, debated, provide explanations, prepare questions orally, retell stories, debate, provide explanations, prepare audiotapes and voiceovers for videotapes, discuss content and social issues, and make formal presentations and speeches. Every one of these activities provides and opportunity to determine growth and development in the area of speaking. Just as with speaking, students have numerous opportunities to hone their auditory skills on a daily basis. From following oral instructions, to responding to questions, to providing feedback after presentations, to retelling based on teacher read-alouds, listening is an important is an important skill that must be taught. Speaking Scale: Level 3 is the goal for most students

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Listening Scale:

Viewing and Representing Assessment (Cornerstones 4, Assessment Guide, Gage.) A viewing and representing assessment taps the student's thinking process when responding to various print and broadcast media, such as audiotapes, television, films, videotapes, advertisements, magazines, newspapers, and so on. Content, organization, issues, concepts, impact, bias, and sterotypes are the key components. The viewing scale can be used to measure the thinking behind a student's written, oral, visual, or performance-based response to media. The representing scale can be used to assess the students' design and creation of material for presentation to others, such as project work across the curriculum. Viewing Scale:

Representing Scale:

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