Part 2: A New Assessment Tool for Teachers – Enhancing Literacy Through Observation and Strategy
In this episode, Sharon dives into a new, actionable assessment tool that helps teachers pinpoint where students are thriving in literacy and where they may need more support. Called the 'Listening to Reading, Watching Whilst Writing protocol' by Nell Duke and team, the tool is designed to capture student progress in real-time and empower teachers to collect meaningful observations that lead directly to individualised teaching opportunities.
Breaking Down the Tool: Key Sections and Practical Use
One part of the assessment tool is divided into distinct sections for capturing students' reading and spelling capabilities, ranging from single-syllable words to more complex, multi-syllabic ones. By tracking students' successes, struggles, and approaches to new words, teachers gain a comprehensive picture of each student's literacy journey. Here's how it works:
- Documenting Progress and Struggles: Teachers use designated boxes to note words students read or spelled accurately, as well as those they misread, misspelled, or skipped. This helps teachers quickly identify high-frequency or challenging words for each student. Observing these patterns reveals areas of strength and opportunities for targeted teaching. For example, a teacher might revisit a challenging word and use it as an immediate teaching moment.
- Word Identification Strategies: After identifying a misread or misspelled word, the tool guides teachers in selecting the right strategy. Teachers can quickly check whether the student attempted decoding by individual sounds, used familiar letter patterns, or overlooked an alternative pronunciation. This structured reflection allows for a rapid analysis, directing teachers to the most effective next steps.
Fluency Focus: Small Steps Toward Big Progress
Many teachers have begun implementing the tool by focusing on a particular section, like fluency. Using Tim Rasinski's Multidimensional Fluency Scale, teachers assess students' reading pace, smoothness, phrasing, and expression. By honing in on one fluency aspect, teachers can help students set specific, achievable goals. For example, with phrasing, a teacher might highlight the importance of punctuation, which helps students to read naturally and connect meaningfully with the text.
Real-Time Teaching and Student Reflection
This tool's strength lies in enabling on-the-spot teaching and student engagement. Sharon shares a story of a student using the fluency rubric to self-assess. By identifying that they were reading with limited expression, the student applied immediate feedback, then re-read the text with improved intonation and confidence. Seeing their progress firsthand encourages students to take ownership of their learning and builds intrinsic motivation.
Whole-Class and Individual Use Cases
For some schools, starting small with a focus on fluency has proven effective. In one instance, a Year 2–4 team decided to incorporate fluency assessment into daily reading journals. Teachers record notes on student fluency, set goals, and show students where they stand on the rubric. For schools interested in implementing the entire protocol, each section offers distinct insights—decoding, fluency, comprehension—which allow for broader observations while still remaining focused on students' specific needs.
Connecting to the Personal Word Wall
Sharon also suggests transferring tricky words to a personal word wall, where students can return to challenging words as they progress. For example, if a student struggles with a word, they add it to their wall and revisit it during writing sessions. The process doesn't stop at learning one word; students then make connections to similar words with shared spelling patterns or prefixes, reinforcing both reading and writing skills.
Beyond Fluency: The Role of Comprehension Prompts
Comprehension is deeply connected to fluency. For instance, fluency isn't simply about reading speed; it's about reading with expression, using volume, and paying attention to phrasing. When students read with varied expression and volume, they engage more fully with the text. Sharon recounts an example where a student read a Roald Dahl passage and only then realised that italicised words signalled a specific tone or emotion. This newfound understanding of italics empowered the student to use the technique in their writing.
This insight-driven fluency work directly impacts comprehension. When students engage with text using smooth phrasing and conversational pacing, their comprehension deepens, and they become more active, expressive readers.
Conversational Prompts for Authentic Comprehension Insights
This tool includes prompts that foster rich conversations around comprehension. Unlike standard comprehension checks, these prompts encourage students to share personal reflections. Questions like, "What did you learn from this part of the text?" and "How did this text make you feel?" prompt students to think critically and reflectively. These types of questions go beyond mere recall; they nurture a deeper connection to reading by encouraging students to relate the text to their own experiences and understanding.
In the spirit of the Australian curriculum, which values students' opinions and preferences for texts, these prompts also explore students' reactions and responses, making their reading experience more meaningful. By embedding these prompts into everyday conversations, teachers build a culture of thoughtful reading and purposeful discussion in their classrooms.
Takeaway for Teachers
This assessment tool is more than just a means of documenting progress. It's a dynamic resource that transforms observation into actionable insights, empowering teachers to provide responsive, meaningful instruction. By adopting sections that align with their classroom goals—whether it's fluency, decoding, or comprehension—teachers can effectively scaffold learning and guide students in real-time. The tool's flexibility and simplicity make it a game-changer for literacy instruction, turning each observation into an opportunity for growth and empowering students to take active ownership of their literacy journey.
This new approach is about more than just assessing where a student stands; it's about creating a learning environment where every step is a chance for growth and every word a building block in their journey to becoming confident, capable readers.