Serravallo’s Lenses of Assessment

Lens What you consider Assessment tools

Reading Engagement  Motivation to read  Book log
 Ability to read for an extended period of time  Reading interest inventories
 Engagement Inventory
Reading Fluency  Reading rate/speed  Fluency record
 Consider-  IRI
o Accuracy-ability to identify words correctly  Running Record
o Automaticity-ability to recognize words right away
o expression (prosody)-ability to apply appropriate amount of
stress, emphasis, and intonation so that reading sounds like
how we talk.
o parsing (phrasing)-ability to accurately break up, or phrase,
longer sentences into syntactically appropriate phrase units
Print work/decoding  What students do when they come to an unfamiliar word/how they  Running Records
figure out those words  IRI
 Cueing systems: What do students rely on to make meaning from  Miscue Analysis
text? (In your ELA standards) 
o Meaning (semantics)-Does it make sense?
o Structure (syntax)-Does it sound right?
o Visual (grapho-phonic)-Does it look right?
o Pragmatics (schematic)-What background knowledge was
used?
Reading  Includes several skills and strategies  IRI
Comprehension  Areas include:  Stop and Jot
o Activating relevant prior knowledge (before/during/after  Turn and Talk
reading)  Conferencing
o Determining importance (themes and ideas)
o Creating visual/sensory images (visualization)
o Asking questions
o Drawing inferences
o Retelling and synthesizing
 o Using a variety of “fix-up” strategies to repair
comprehension when it breaks down.
 Serravallo (p. 13)
Conversation  Gives teachers a chance to observe comprehension and reading  Conferences
skills in action  Conversation transcript
 A strand in the SC ELA Standards for each grade level  Anecdotal notes

Writing Engagement
 A child’s attitudes and beliefs about writing.  Engagement Inventory
 Look at habits and process to consider:
o Volume of writing
o Motivation to write
o Whether a student understands/uses the writing
process
 Serravallo (p. 20)

Qualities of Good  When a child writes any piece (narrative, informational,  On-Demand writing samples
Writing opinion, TDA) consider  Rubrics for writing
o Meaning  Consider the PROCESS and the
o Structure/organization PRODUCT
o Elaboration/detail
o Conventions

Resources:

The Literacy Teacher’s Playbook by Jennifer Serravallo (K-2 and 3-5)

SC State Curriculum Standards