Effective Intervention: Targeting Instruction

From Scholastic Red

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What Test for Which Student? Use assessments to:

Get a baseline reading level for each student (i.e., Oral Reading Fluency Assessment administered to all students, or use assessment scores you already have). These reading levels will enable you to match students to books.

• Determine specific grade-level skill needs (i.e., grade-level diagnostic test—administered to all students, focuses on comprehension and vocabulary).
• Identify special skill needs (i.e., Scholastic Phonics Survey—only administered to students below level to determine foundational skill needs).

See how a baseline test, such as an oral fluency assessment or test scores you already have, can help suggest further assessments and target instruction.

Using the Results: Use the assessment results to form small groups based on specific instructional needs and to identify students needing additional instructional time or intervention. Keep this additional instructional time in mind when establishing your classroom schedule. Note that all small groups should be flexible; that is, groups should change as needed to reflect student performance.

For Struggling Readers: These students may exhibit test anxiety. Clearly explain the purpose of each assessment and how it will assist you in helping the student improve his or her reading this year. In addition, monitor the student's anxiety and stop the test if needed. You can finish it later that day or the next day.

Standardized Tests: Help Your Child Prepare for High-Stakes Exams
What you should know about standardized tests. What these high-stakes tests measure. How to prepare you child and calm his test anxiety.

Independent Reading Contract
Give students ideas for reading aloud or quietly, plus writing responses that you can use for assessing comprehension.

Balanced Literacy:
Illustrates common concerns and practical strategies for teaching basic reading skills, effective grouping and planning, covering content, dealing with assessment, and maintaining balance.

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