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

Sunday February 11, 2018
12:30 - 1:30 PM
Room 120

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.

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classroom leaders
reading & writing, differentiated instruction