C&I 222: Assessing Prior C&I 222: Assessing Prior Knowledge and VocabularyKnowledge and Vocabulary

September 19, 2011

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What are these thingsWhat are these thingsPhonics

◦ Teaching practice that emphasizes how spellings are related to speech in systematic ways

Phonemic Awareness◦ Understanding of spoken language and

ability to manipulate those sounds Graphemes ,Alphabetic principle, morphemes,

etc.Daily 5

◦ Read to self◦ Read to a partner◦ Word work◦ Writing◦ Listen to reading

Today’s ClassToday’s Class

Define assessment bias and identify sources of bias in assessments

Identify vocabulary learning targetsIdentify vocabulary assessments Create a vocabulary assessmentDiscuss strategies for developing

background knowledge and vocabulary

5

Accurate Assessment

1. Why Assess?

Keys To Quality Assessment

What’s the purpose? Who will use the results?

2. Assess What?

3. Assess How?

Design

4. Communicate How?

What are the learning targets? Are they clear? Are they good?

What method? Sampled how? 

Avoid bias how? 

How to manage information? How to report?

Effectively Used

Students are users, too.

Students track progress and communicate.

Be sure students understand targets.

Students can participate in the assessment process

Assessment BiasAssessment BiasAnything within the assessment, the

learner or the environment that causes the assessment data to be misrepresented or distort results

Poorly written test items Cultural, ethnic or social bias Poor lighting, noise and other distractions Poor reproduction of materials Student’s reading or writing level Disposition of the student

What bias do you see What bias do you see here?here?Which of the following sentences BEST

describes the Sun?   A. The Sun looks small because it is so far from

Earth. B. The Sun is a ball of burning gases that gives

the Earth heat and light. C. The Sun is a small star. D. The Sun is not as hot as it looks.

A. Short Vowels1. lat2. ped3. sib4. mog5. vun6. fim7. hep8. yot9. rud10. cag

Other Vowels1. doit2. spoud3. clar4. foy5. jern6. moof7. lurst8. porth9. stook10. Flirch

B. Digraphs, Blends1. sheg2. chab3. stot4. whid5. thuzz6. bruck7. cliss8. smend9. thrist10. phum

E. Multisyllabic Word1. rigfap2. churbit3. napsate4. reatloid5. foutray6. moku7. wolide8. lofam9. pagbo10. plizzle

B P b p

T V t v

G R g r

E D e d

S H s h

N Z n z

C I c i

H Q h q

W L w l

A X a x

Y J y j

K N k n

F O f o

Alphabet Letters and Sounds Recognition(Student Response Sheet)

One More

What do we Assess?What do we Assess?

Quick Write-

What are some skills/concepts we need to assess related to vocabulary? (Make a list)

For WednesdayFor WednesdayReview and be familiar with pgs

140-142; bring your text with you

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What do we Assess?What do we Assess?

Concept wordsAffixes/RootsSynonyms/AntonymsHomographsHomophonesContent Vocabulary

Assessing Vocabulary Assessing Vocabulary DevelopmentDevelopment

How do children learn words?

What tools do you have available to assess vocabulary?

VocabularyVocabularyGenerative process going from the

known to the unknown, from simple to complex, and from the literal to the metaphorical

Vocabulary depthVocabulary breadthNeeds to be taught not just tested—

English language is complex

Word Meaning vs. Word Meaning vs. ConceptsConcepts

“…knowing a word is related to our experiences and that these experiences differ culturally and developmentally.”

Turn and Talk: What does this mean for teachers when assessing a student’s vocabualry?

Several Different Several Different VocabulariesVocabularies

ListeningSpeakingReading Writing

Levels of Vocabulary Levels of Vocabulary WordsWords(Richard Allington)(Richard Allington)1. Everyday, common words that don’t need

to be taught (bed, look, run)2. Words that occur frequently in media,

readings, conversations that need to be taught (freedom, democracy, climate change, etc.)

3. Highly specialized words specific to a content area (unicameral legislature, amorphous solid, science and social studies words)

Vocabulary Development Vocabulary Development AssessmentsAssessments

Content Word Sorting (Fountas and Pinnell)

Synonym & Antonym Vocabulary Assessments

Word Tests

Vocabulary Development Vocabulary Development StrategiesStrategies

Verbal interaction and vocabulary instruction result in an increase in word knowledge, concept knowledge, and reading comprehension

What are some vocabulary development strategies that you have used or that might want to try?

What do these strategies What do these strategies look like look like

3rd grade word detectives (Teaching Reading, 3-5, 12:30)How are these children figuring out

unknown words?How are they discussing word vs.

conceptsHow are they interacting with the

words?Building Background Knowledge

Considerations for Teaching Considerations for Teaching VocabularyVocabularyProvide Students with opportunities to

extend knowledge of words in meaningful ways

Provide direct instruction on how to infer Word Meanings

Provide multiple encountersPromote active processing- give

opportunities to use the words

Assessing Background Assessing Background KnowledgeKnowledge& Vocabulary& Vocabulary Write down all of the words you can

think of related to rainforestVirtual Field Trip

Collecting Words

You Try It! (Use the Steps on pp. 141-You Try It! (Use the Steps on pp. 141-142)142)Select a Text. What vocabulary do you believe

needs to be understood in order to comprehend this text?

How would you incorporate “”prior knowledge” or what type of “knowledge building” might you need to incorporate?

How will you find out if your students know the meanings of these words?

What are some possible assessment methods you could use?

Design an assessment (You can use one from Ch 4)

Next TimeNext Time

Read Chapter 8, Reading Diagnostics and Ch. 5 of Kidwatching

Article presentations: Vocabulary