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| pulled from real life settings/problems |
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| anecdotal observation forms |
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| prepared forms or teacher made forms made maybe use for observing and recording children’s behavior |
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| allow teachers to meet with a child on a one on one basis to assess skills |
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| closely observing and recording children’s oral reading behavior and planning for instruction |
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| # of literacy anchor standards |
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| does it make sense (example; took/cold) |
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| they know how to use phonics but not paying attention to meaning (example; said stepped but meant spilled) |
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| is the syntax correct (example; went instead of ran) |
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| informal reading inventory(IRIs) |
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| tests to determine a child’s independent, instructional level and consists of paragraphs of graded reading materials to read silently and answer comprehension questions; emphasis on comprehension |
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| collection of child's work |
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| all the student's works are electronically |
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| an assessment measure, commercially prepared and norm-referenced, that reports results in terms of grade-level scores and percentile ranks |
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| administered to large number of students when they are created to develop norms |
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| it evaluates what the test should evaluate |
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| are the scores accurate and dependable |
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| raw scores converted into grade-level scores |
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| raw scores converted into percentile rank |
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| standardized tests that school districts are graded on |
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| How to follow directions and how to fill answers |
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Definition
“Children must have the advantage of knowing what the test is like. They need to learn
How to follow directions and how to fill answers.” |
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Term
| IRA/NAEYC(1998) position statement |
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Definition
| Learning to Read and Write: Developmentally Appropriate Practice for Young Children. Suggests that evaluate procedures used with young children be developmentally and culturally appropriate and that the selection of measures be based on the objectives of an instructional program. |
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| defines what students should know about and be able to do with reading and writing |
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| Common Core State Literacy Standards |
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| list expectations for reading and writing every grade level |
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| grades K-3; describe what children should be able to demonstrate at the end of each grade |
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| National Early Literacy Panel to determine what precursors, predictors, and foundational or emergent literacy skills children needed from birth to age 5 to predict successes in reading and writing; created by NAEYC |
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| physical, social, emotional and cognitive |
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Definition
| “Early childhood education has always been concerned about the physical, social, emotional and cognitive development of the child.” |
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