Lesson 3.1: Introduction to Assessment and Concepts About Print
Focus: Read about assessment and learn how to use the Concepts About Print (CAP) assessment. CAP is designed for kindergarten and 1st grade students; however, it can be administered to non-readers or struggling readers in 2nd and 3rd grades.

Standards for Reading Professionals (International Reading Association, 1998, pp. 9-10)
The reading professional will:
1.1 recognize that reading should be taught as a process.
2.3 understand the principles of new language acquisition.
2.6 understand emergent literacy and the experiences that support it.

Materials
Taking a Reading Assessment Tool No. 3, p. 25
Reflection journal
Chart paper or a blackboard for the Collaboration Group meeting

Estimated Time
3.0 hours independent work and classroom application
1.5 hours Collaboration Group meeting

Lesson 3.2: Phoneme Awareness
Focus: Read about and learn the procedures for administering the Phoneme Awareness assessment.

Standards for Reading Professionals (International Reading Association, 1998, p. 10)
The reading professional will:
2.4 understand the phonemic, morphemic, semantic, syntactic, and pragmatic systems of language and their relation to the reading and writing process.

Materials
Reflection journal
Put Reading First: The Research Building Blocks for Teaching Children to Read
Taking a Reading Assessment Tool No. 4
Chart paper or a blackboard for the Collaboration Group meeting

Estimated time
3.0 hours independent work and classroom application
1.5 hours Collaboration Group meeting

Lesson 3.3: Alphabet Recognition
Focus: Learn procedures for administering the Alphabet Recognition assessment.

Standards for Reading Professionals (International Reading Association, 1998, pp. 11-12)
The reading professional will:
3.1 recognize how differences among learners influence their literacy development.
3.3 recognize the importance of creating programs to address the strengths and needs of individual learners.

Materials
A sheet protector to store the alphabet sheet on p.14 in Taking a Reading
Reflection journal
Chart paper or a blackboard for the Collaboration Group meeting

Estimated Time
3.0 hours independent work and classroom application
1.5 hours Collaboration Group meeting

Lesson 3.4: Phonics Inventory
Focus: Read about phonics and learn the procedures for administering the Phonics Inventory assessment.

Standards for Reading Professionals (International Reading Association, 1998, pp. 11-12, 14-15)
The reading professional will:
3.1 recognize how differences among learners influence their literacy development.
3.4 recognize the importance of creating programs to address the strengths and needs of individual learners.
6.2 use phonics to teach students to use their knowledge of letter/sounds in the construction of meaning.
6.5 teach students to recognize and use various spelling patterns in the English language as an aid to word identification.

Materials
Taking a Reading: A Teachers Guide to Reading Assessment
Put Reading First: The Research Building Blocks for Teaching Children to Read
Reflection journal
Chart paper or a blackboard for the Collaboration Group meeting

Estimated Time
3.0 hours independent work and classroom application
1.5 hours Collaboration Group meeting

Lesson 3.5: High-Frequency Words Assessment
Focus: Learn the procedures for administering the High-Frequency Words assessment.

Standards for Reading Professionals (International Reading Association, 1998, pp. 11, 15, 17)
The reading professional will:
3.1 recognize how differences among learners influence their literacy development.
6.5 teach students to recognize and use various spelling patterns in the English language as an aid to word identification.
6.5 employ effective techniques and strategies for the ongoing development of independent vocabulary acquisition.
10.2 administer and use information from norm-referenced tests, criterion referenced tests, and formal and informal inventories . . . to inform instruction.

Materials
Reflection journal
Chart paper or a blackboard for the Collaboration Group meeting

Estimated Time
3.0 hours independent work and classroom application
1.5 hours Collaboration Group meeting

Lesson 3.6: Running Records
Focus: Read about the reading process and learn the procedures for taking running records.

Standards for Reading Professionals (International Reading Association, 1998, pp. 11, 14, 17)
The reading professional will:
3.1 recognize how differences among learners influence their literacy development.
6.5 teach students to monitor their own word identification through the use of syntactic, semantic, and graphophonemic relations.
10.2 administer and use information from norm-referenced tests, criterion- referenced tests, formal and informal inventories . . . to inform instruction.

Materials
South Pacific Literacy Education Course, Unit 2: Exploring the Reading Process
Reflection journal
Chart paper or a blackboard for the Collaboration Group meeting

Estimated Time
3.0 hours independent work and classroom application
1.5 hours Collaboration Group meeting

Lesson 3.7: Individual Literacy Profile
Focus: Ongoing records that include summaries of all of the assessment information gathered will comprise an informative profile of a student’s literacy progress. Create and maintain an individual literacy profile for each of your target students.

Standards for Reading Professionals (International Reading Association, 1998, p. 17)
The reading professional will:
11.1 communicate with students about their strengths, areas for improvement, and ways to achieve improvement.
11.2 communicate with allied professionals and paraprofessionals in assessing student achievement and planning instruction.

Materials
Study folders for each student’s literacy profile
Reflection journal
Chart paper or a blackboard for the Collaboration Group meeting

Estimated Time
3.0 hours independent work and classroom application
1.5 hours Collaboration Group meeting

Lesson 3.8: Evaluation and Literacy Talk
Focus: Share your learning and evaluate the module.

Standards for Reading Professionals (International Reading Association, 1998, p. 21)
The reading professional will:
16.2 reflect on one’s practice to improve instruction and other services to students.
16.3 interact with and participate in decision making with teachers, teacher educators, theoreticians, and researchers.

Materials
Access to the Internet (if available) to complete the module evaluation, post a reflection journal entry, and participate in the online Literacy Talk discussion.

Estimated Time
1.5 hours independent work
1 hour Collaboration Group meeting