LEARNING TO READ...reading to learn

December 1997

ELEMENTARY LITERACY PROFILE: NYS Pilot Assessment

The Elementary Literacy Profile is an assessment (currently in draft format) designed to provide information about students' progress in various aspects of literacy development--reading, writing, listening, and speaking. It is organized around four purposes for language use as outlined in the New York State Learning Standards for the English Language Arts: The assessment consists of a small set of standardized tasks that are to be completed in the context of classroom life. The tasks are grouped into three key components:
  1. Reading Evidence to include a reading sample, reading list, and a written reading response.
  2. Writing Evidence to include a story: first and final draft, and a reading response.
  3. Oral Language Evidence that describes four stages of development along a continuum of progress from "beginning" to "accomplished".
Evaluation of the evidence contained in the Elementary Literacy Profile yields separate scale scores for each of the key component areas (reading, writing, and oral language). This information can support teachers' instructional efforts to improve student learning, prepare students for the New York State fourth grade assessment, as well as provide early warning signs about students who are in need of extra support.

The assessment is currently being piloted in a number of elementary schools throughout New York State. Updates on the NYS Literacy Profile will be provided as additioonal information is received.

CLASSROOM CONNECTIONS

An effective reading program depends equally on establishing time and expectation for independent reading. In the beginning, partner or small-group reading may work better than asking children to use their time well on their own. When sending materials home with beginners, teachers should encourage the parents to share-read (e.g., every other sentence or paragraph) with their children. Remember, too, that for all materials to be read by children, rereading is of enormous benefit. Returning to a text after several days or even weeks is a very good tactic for young readers (Clay, 1991). Research shows that rereadings result in marked improvements not just in children's speed, accuracy, and expression but also in their comprehension and linguistic growth. Rereadings bring not only the opportunity for fluency and the learning thus fostered but also a chance to revisit and reflect on the meaning, message, and the language of a text.
(Excerpted from: "Teaching Reading", Cal. Dept. Of Ed., 1996.)

The following activity, "Friendly Folder" is one way to involve students in repeated readings of their choice. The idea is adapted from Current Best Strategies To Enhance Reading Instruction, M. Howard, BER, 1997.

FRIENDLY FOLDER

What?
A Friendly Folder is a structure for collecting and organizing texts for repeated reading. It can easily be created by binding a couple of pocket folders together and decorating the front cover.

Why?
Rereading familiar text can provide the opportunity for students to develop:

Who? Students are in full control of their personal Friendly Folder by gathering texts for placement in the folder. They are also responsible for removing texts as needed so that the folders do not become overly cluttered. Friendly Folders should contain only texts that children are motivated to read, so self-selection is a critical component. The teacher may also suggest books for inclusion, but ownership should remain with the student.

When?
Friendly Folders can be used throughout the day for independent and collaborative reading. Because of the risk-free nature of the activity, rereading can ready a student for more challenging reading in structured lessons.

Suggested Content for the Friendly Folder
poems journal entries little books
articles dictated writings collaborative texts
notes letters stories
songs cartoons language experiences

INTERNET CONNECTIONS

Check out these websites for some great links to language arts curriculum
The November newsletter listed activities for sentence/story reading and writing using the wh words to organize the information. For nonreaders I suggested picture cards in place of text. Ideas for this approach are further explored in a program called "The Picture Reading Literacy System", a literacy system that allows nonreaders with mental retardation to learn novel tasks with minimal teaching. For more information, access the Special Education Department at the University of Kansas on the internet or contact me: 593-8608 or email borgert@cs.oswego.edu
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