Page 40 - iRead EL in Research Paper

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• Spot, Split, Read:
Research Evidence and Expert Opinion
Based on a review of 250 research studies, Black and Wiliam (1998b) found that “strengthening the practice of formative assessment produce[d] signi cant and often substantial learning gains. . . . Typical e ect sizes of the formative assessment experiments were between 0.4 and 0.7” (p. 40). The learning gains attributable to formative assessment are considerable, “amongst the largest ever reported for educational interventions” (Black & Wiliam, 1998a, p. 61). While formative assessment can bene t all students, it has been shown to produce especially good results with struggling students by highlighting troublesome areas and providing them with guidance as to what must be done to overcome them. For such learners, facilitating their metacognitive awareness, that is, helping them understand and strengthen their own learning dispositions and behaviors, can be of particular value (Black & Wiliam, 2009). Black and Wiliam (2009) note that “students’ willingness
to maintain learning intentions and persist in the face of di culty depends on their awareness of and access to volitional strategies (metacognitive knowledge to interpret strategy failure and knowledge of how to buckle down to work)” (p. 14).
More speci cally, research experts stress the value of formative assessment in literacy instruction. Roskos and Neuman (2010) note that “e ective reading instruction revolves around exible grouping practices” (pp. 310–311) and is thus dependent on accurate formative assessment to support such groupings and to enable instruction to be tailored to each group’s abilities. Based on their review of the research on formative assessment, Shepherd and Marzola (2011) conclude that “teachers
who incorporate formative assessment into lessons for achieving and struggling readers produce higher scores on reading achievement tests than teachers who do not use formative assessment” (p. 453).
SCHOLASTIC | iRead > Planning Space > Groupinator RECOMMENDATION
1A
(ROUND 5 / DIRECTION A) Use in-lesson formative assessment to guide instructional pathways, o er appropriate, actionable feedback to students,
WORKFLOW
SCREEN NUMBER
readiness levels.
(ROUND 5 / DIRECTION A)
Bread > Crumb
iRead’s Approach
Home
Welcome, Christine Braco
y Settings
Gateway
Notifications
Log Out
Much of the literature on formative assessment refers to
feedback as an important tool to guide the course of future
instruction, and implicitly assumes that teacDhAeTArs have the
time and ability to use that feedback to make appropriate
Home Welcome, Christine Braco | y Settings | Gateway | Notifications | Log Out KGomez, iRead, Grade 1
its sequence of interactive exercises, and provides them
MA
Current Topic
SCHOLASTIC | iRead > Planning Space > Groupinator WORKFLOW
1A
and encourage the development of metacognitive strategies to promote early literacy success for students at all reading-
Bread > Crumb
TOOLKIT
(voiced and unvoiced)
Lesson A:
• Consonant Digraphs: th
Lesson B:
• Decode Words
Student Name
Block, Zoe Park, Katherine Smith, Tyrone
GroupinatorTM
GROUP LEA®RNING TARGET The Groupinator
Initial/Final Digraph th (voiced and unvGoRiOcUePd)
na
cs Student Analytics
LEARNMINicGhTaAeRlsG, ETric
Initial/Final Digraph th Billingsly, Chandra
ly
ti
E
suitable for small-group or whole-classroom use. In addition, SAM Central includes the Groupinator , a grouping tool that
with immediate and corrective feedback in the course of those
Class Profile Roster&Enrollment Student Profiles
Class Setting
Student Digital Portfolio
LEARNING TARGET
Student Name
Current Topic
activities. SAM Central o ers additional formative assessments
Lesson A: Lesson A: Rodriguez, Allan 31.2
Lessons
Billingsly, Chandra
27.1
27.4 30.3
Resources
Interactive Learning Tools
3 Ending-Bedlo(wckit,hZdouebling) Baines,Max
Favorites
•ConsonantDigraphs:th•Look,RPeadr:k-,edKatherine 27.4 (with doubling) Cruz, Alexa
31.3
• Decode Words • Word Sorts
provides recommendations and supporting resources for small-group instruction based on formative assessment data.
MANAGE CLASS
Class Profile
Roster & Enrollment Student Profiles
Class Setting
Student Digital Portfolio
GROUP
LEARNING TARGET
Student Name
Moore, Simone Chun, Sofia Carter, Marcus Barret, Javier Glass, Louisa
Current Topic
Current Top3i2c.2
DATA
Groupinator Groupinator Current Topic Cycle
NAG
SS
Home > Groupinator
Home > Groupinator
CLA
2
GROUP
3
GROUP
4
4
Lesson A:
32.7 33.2 34.1 34.1
Current Topic
34.2
36.4
KGomez, iRead, Grade 1
LEARNING TARGET Long aS(atyu) dent Name
Ending-ed(withdoubling•)OtherLBoanginVeosw,eMl ax Spellings: ay
Lesson A:
• Look, Read: -ed (with doubling)
30.3 31.2 31.3 31.6
Lesson B:
• Word Sorts
GROUP
5
LEARNING TARGET
Long a (ay)
Lesson A:
• Other Long Vowel
Spellings: ay
McGarrah, Nelson
Ungrouped Students
Lesson B:
Gutierrez, Christina
26.4
27.1
27.4 27.4 30.1
Lesson B: Smith,®Tyrone 30.1 Lesson B: McGarrah, Nelson 31.6
Rodriguez, Allan
• Decode Words Cruz, Alexa
LEARNING TARGET
Closed Syllables Review
Lesson A:
Student Name
Martinez, Fernando Karlin, Tanisha
Miller, Serena Starns, Tania
Lesson B:
32.2 32.7 33.2
• Decodables
Student Name
Current Topic
Closed Syllables
38.5 39.1
Moore, Simone
Chun, Sofia
Carter, Marcus
Student Name
SCREEN NUMBER
Performance
Performance
NOTES:
instructional decisions. With iRead, though, the guesswork NOTES:
PERSONALIZED
is taken out, as its FASTT software design (see previous
PERSONALIZED TEACHING PATH
READING GROUPS
READING GROUPS
section: Personalized, Di erentiated Reading Instruction) seamlessly combines instruction with assessment. Because iRead tailors future instruction on the basis of past and
GROUP
1
LEARNING TARGET
High-Frequency Words: from, me said, us
Student Name
Conyer, Ray
Henderson, Kelly
Current Topic
18.4
19.4
present inputs, feedback is automatically incor
an individualized instructional path.
iRead assesses students’ performance as they engage in
1
LessonCBo:nyer, Ray • Site Word Memory
C
d
into
Henderson, Kelly
p
las
Current Topic Cycle
o
sA
ra
t
e
Class Analytics
LEARNING TARGET Lesson A:
Student Name
High-Frequency Words: from, me said, us
Lesson A:
• See It, Say It, SGRpOeUlPl It Lesson B: 2
• Site Word Memory
Current Topic
DONE
DONE
Student Analytics
TOOLKIT
GroupinatorTM
Lessons
Resources
Interactive Learning Tools Favorites
• See It, Say It, Spell It
GROUP
Michaels, Eric Gutierrez, Christina
22.3 18.4 26.4
19.4
22.3 Current Topic
PERSONALIZED TEACHING PATH