The Next Step in Guided Reading : Chapter 2 (Assessment and Grouping)

I hope you guys are enjoying this book as much as I am.

I am loving how so many of these ideas that she talks about are a nice mix of some of my favorite educational ideas and researchers! I knew Dr. Richardson was obviously a bright lady, but she is also PRACTICAL about the classroom, which I adore.


In the second chapter, Assessment and Grouping, she discusses assessment, the PURPOSE for assessment, and how to USE the information from assessments.  I am all about that.  I am not all about assessments for the sake of assessments sake.  I doubt ANY teachers are! LOL



Richardson says that assessment should answer the following questions:


Richardson actually had a suggested list of assessments. Many of the schools that I worked in had a required list of beginning of the year assessments.  I found it very interested (and validating) that many of the assessments I was required to use and the ones suggested overlapped.

Here are the ones she suggested for primary students:


Your school may provide some of the following assessments.  If not, I did find several appropriate and FREE assessments on Teachers Pay Teachers. Click on the pictures to see the freebies!



Purpose: Sort out any letter confusion.  Strong knowledge indicates visual memory and discrimination abilities.  Poor knowledge is related to experiences prior to kindergarten.

Purpose: Helpful for grouping kindergarten students mid-year and first grade students. Recognition of sight words indicates the child is strong in visual memory and should be able to read the sight words in running text. 


Purpose: Determine how students processes and hears sounds, as well as letter formation.  Think about the following questions:

Does the child hear consonants?
Does the child hear sounds at the beginning or end of a word?
Does the student hear any vowel sounds, digraphs, blends, or endings? 


Purpose:  Assess the child's phonemic awareness and analyze language structure, vocabulary and concepts of print.


I do not have an freebies for actual running records, because I am assuming that this is something provided b your district. Analyze running records are essential to determine the appropriate level of text for instruction, as well as strategies and skills that need to be taught.

These freebies are great to help analyze running records and also just coding and scoring running records.


The assessments for transitional and fluent readers are a bit more streamlined.  


Purpose: Can pinpoint areas of instruction, especially for transitional readers.

Richardson also shares her procedure from streamlining assessments for older students.  Much of what she suggests is easily applied to district approved and required running records and reading assessments.

She also included a FREE comprehension interview that can be copied directly from the book.  It was amazing. She states," The purpose of the interview is to identify which comprehension strategies the student has internalized and which ones still need to be taught.  Information from the interview is useful in grouping students for guided reading." She also says that she doesn't grade the interview- she just uses it as a formative assessment.

I shared on Facebook LIVE about the chapter and shared systems to organize your assessment results. I 





Are you ready for the rest of the book study?  Here is the schedule!


Do you feel like you need more help with reading instruction?



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Use this image to pin for later, and visit Erin on Wednesday for Chapter Three!



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