2. What actions can teachers take?

3. Teachers can provide differentiated classrooms and approaches.

4. Differentiated instruction does not mean we are lowering standards. It means we are clear about the standards and we want all students to be successful. The end product may look different, but the learning still occurs. All students are achieving those standards.

5. We need to ensure we continue to modify for students to be successful.

6. We need to adjust teaching and our practice to take into account the results of the assessment.

7. What can teachers do?

8. Teachers can create small groups and provide needs-alike instruction.

9. Assessment in the classroom needs to be effective and efficient. We do not need to mark everything, we should not factor in ‘early tries’ and we need to keep our focus and purpose clear when we mark students work.

10. If we are going to test kids, then the test needs to be worth doing.

11. Are Fountas & Pinnell tests worth doing?

12. Fountas & Pinnell tests are worth doing: they give us an indication of where students are achieving in reading comprehension.

13. By reviewing test results, we can alter instruction to best meet student needs so progress can be made.

14. We should involve students in the assessment. Research on effective assessment explains that we need to provide effective feedback to students and students need to have active involvement in their own learning.

15. How can we do that?

16. We can review assessments with students

17. We can converse with students about the reading process

18. We can set goals with students

19. We can monitor those individual reading goals and make adjustments when necessary.

20. Assessment must promote thinking.

21. Our students are having trouble with high level questioning, we need to create environments where students are thinking higher than a literal level.

22. We are examining our assessment and belief practices because we have changing goals.

23. What are our new goals and how do we attain them?

24. Everybody must learn the critical/core/essential learnings.

26. Three areas that can be influenced by the results of the benchmark testing are:

27. Individualized instruction

28. Small group instruction

29. Guided reading group

30. Your results can guide book choices for independent reading.

31. Effective conferencing with students can be practiced

32. Information from testing results can be used to group students for small group instruction or for guided reading.

33. Teaching points and targets can be decided upon.

34. The analysis can help you select books that can focus on strategic processes.

35. Fluency can be identified and improvement goals can be developed.

36. The analysis can help you select books for your classroom library that take into account the independent reading levels of the students.

37. Mini lessons can be taught to support students.

38. Interactive instruction in interactive read alouds.

40. Another area may be that comprehension was weak in the last section of questions, About the Text.

41. A student was rushing.