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Assessing With a Continuum of Parallel Development in Reading, Writing, and Word Knowledge

Knowing the specific needs of struggling readers and writers is key to providing appropriate instruction. Delays in one area of literacy (such as vocabulary or reading) have implications for proficiency in other areas (such as spelling or writing). The continuum of parallel development of literacy will be shared - showing specific assessment points for planning individualized and group instruction in word knowledge, reading, and writing in K-3. Attendees will be guided through analysis of student writing samples to illustrate the relationship of skills on the continuum of literacy development. A peer supported professional development model will focus on formative assessment to apply the principles presented. Attendees will use mobile devices to connect to assessment and instructional sties. Pinpointing areas of greatest need targets instructional foci and provides support for reaching proficiency for every student.

This talk was presented at:
National Title I Conference
February 2018 in Philadelphia, Pennsylvania
Mary Jo Fresch

Mary Jo Fresch has a Master's degree in Reading Supervision and a PhD in Reading, Language, and Literature. She has been an educator for 43 years, spending the last 29 years preparing teachers of grades PreK-8. Her areas of research include reading and spelling instruction in student-centered classrooms. She is the author of 19 books and 53 articles for teachers. She has presented nationally and internationally on literacy related topics.