ASSESSMENTS
| retelling_evaluation_guide_1_.docx |
Test of Reading Comprehension - 3 (TORC-3)
Brown, Hammill & Wiederholt (1995)
The Test of Reading Comprehension is a standardized test composed of eight subtests (General Vocabulary, Syntactic Similarities, Paragraph Reading, Sentence Sequencing, Mathematics Vocabulary, Social Studies Vocabulary, Science Vocabulary, and Reading the Directions of Schoolwork.) The TORC-3 gives information about students' strengths and weaknesses in each component of comprehension.
Woodcock-Johnson III Diagnostic Reading Battery
Woodcock, Mather & Schrank (2004)
The Woodcock-Johnson III Diagnostic Reading Battery is administered to diagnose student strengths and weaknesses for instruction. Subtests measure brief reading, reading comprehension, phonics knowledge and oral language comprehension.
Gates-MacGintie Reading Tests (GMRT)
MacGintie, MacGintie, Maria & Dreyer (2000)
The Gates-MacGintie Reading test is administered to help screen students. The GMRT helps calculate a lexile score.
Degrees of Reading Power (DRP)
Koslin, Zeno & Koslin (1987)
The Degrees of REading Power is a standardized test that uses a cloze format. Students are given passages with missing words and under a time restraint have to fill in the midding words.
Informal Reading Inventories (IRI)
Informal Reading Inventories can be given to students and used for several purposes. Oral reading comprehension can be gauged, silent reading comprehension can be measured, or listening comprehension may be assessed. IRIs can contain expository or narrative selections.
Student Observations
An educator can measure comprehension through observing the student. The teacher asks if the student can answer questions about what they read, can the student retell information from the story, can the student answer literal, interpretive, application or discussion questions, how often does the student participate, what kind of writing work do they provide, and can the student draw pictures that are relevant to the passage?
K-W-L
This chart is used mostly with expository texts. Students track information that they Know, what they Want to know and what they Learned. As an assessment tool, this chart helps teachers see what the student has learned from the text and how they progressed through the process of reading.
Propositions Recalled
This is a strategy of retelling information from an expository text. It is not a summarizing activity. The procedure is to choose a passage, identify the key points, have student read the passage and identify key points without prompts or looking back in the story and then let them look back and use prompting. This allows the teacher to see if students can track and remember important information from the story and retell the events that occurred.
Brown, Hammill & Wiederholt (1995)
The Test of Reading Comprehension is a standardized test composed of eight subtests (General Vocabulary, Syntactic Similarities, Paragraph Reading, Sentence Sequencing, Mathematics Vocabulary, Social Studies Vocabulary, Science Vocabulary, and Reading the Directions of Schoolwork.) The TORC-3 gives information about students' strengths and weaknesses in each component of comprehension.
Woodcock-Johnson III Diagnostic Reading Battery
Woodcock, Mather & Schrank (2004)
The Woodcock-Johnson III Diagnostic Reading Battery is administered to diagnose student strengths and weaknesses for instruction. Subtests measure brief reading, reading comprehension, phonics knowledge and oral language comprehension.
Gates-MacGintie Reading Tests (GMRT)
MacGintie, MacGintie, Maria & Dreyer (2000)
The Gates-MacGintie Reading test is administered to help screen students. The GMRT helps calculate a lexile score.
Degrees of Reading Power (DRP)
Koslin, Zeno & Koslin (1987)
The Degrees of REading Power is a standardized test that uses a cloze format. Students are given passages with missing words and under a time restraint have to fill in the midding words.
Informal Reading Inventories (IRI)
Informal Reading Inventories can be given to students and used for several purposes. Oral reading comprehension can be gauged, silent reading comprehension can be measured, or listening comprehension may be assessed. IRIs can contain expository or narrative selections.
Student Observations
An educator can measure comprehension through observing the student. The teacher asks if the student can answer questions about what they read, can the student retell information from the story, can the student answer literal, interpretive, application or discussion questions, how often does the student participate, what kind of writing work do they provide, and can the student draw pictures that are relevant to the passage?
K-W-L
This chart is used mostly with expository texts. Students track information that they Know, what they Want to know and what they Learned. As an assessment tool, this chart helps teachers see what the student has learned from the text and how they progressed through the process of reading.
Propositions Recalled
This is a strategy of retelling information from an expository text. It is not a summarizing activity. The procedure is to choose a passage, identify the key points, have student read the passage and identify key points without prompts or looking back in the story and then let them look back and use prompting. This allows the teacher to see if students can track and remember important information from the story and retell the events that occurred.
ACTIVITIES/INTERVENTIONS
| request_strategy.pdf |
| retelling_rubric.docx |
| summary_strategies.docx |
| summarizingstrategies.pdf |
| literature_circles.pdf |
| comprehension_jigsaw__2_.pdf |
| story_grammar.pdf |
| improving_rdg_comp_k-3_ies_practice_guide.pdf |
| reading_comprehension_dld_hot_sheet.pdf |
| one-sentence_summaries.pdf |
| wwc_reciprocal_teaching.pdf |
| teaching_comprehension_strategies.pdf |
| high_5_strategies_to_enhance_comprehension_of_expository_text.pdf |
| reading_comp_high_school.pdf |
| close_reading_as_an_intervetnion_for_struggling_middle_school_readers.pdf |
