Blog Hero Image

Assessment as the Gateway to Responsive Literacy Teaching

The improvement of literacy outcomes for every child will require sound educational approaches and highly effective teachers who are able to make moment to moment decisions in response to each child’s learning needs. Responsive teaching paired with effective assessment makes it possible to situate your instruction in the “learning zone” so children can use their strengths as they expand their reading and writing competencies. 

The Responsive Teacher 

Responsive teaching is a sophisticated and very satisfying task because you can actually observe student learning as feedback to the quality of your instructional decisions. And responsive teaching always begins with the effective assessment of each learner’s unique profile. Your knowledge of literacy processes (reading, writing, language) gives you the vision of what to teach and when to teach it for maximum impact.

Assessment is not simply a required task for teachers in schools. Teaching without effective assessment is like teaching without the children. Detailed and accurate information on the learners is required for you to make sound instructional decisions and detect evidence of learning.  

Essential Elements

Three essential elements of assessment include: 1) authentic texts; 2) student-centered, text based talk and; 3) a comprehensive understanding of what literacy development looks like over time. If you are expecting students to read continuous text with accuracy, fluency and deep comprehension, it makes sense for you to assess their progress by observing those exact processes. Observe, code and analyze reading behaviors as your students read real texts. Gather evidence of understanding from real talk about the reading or writing about the reading to gain information about how the reader thinks, comprehends and is able to articulate understandings. You also need a clear picture of the precise reading, writing and language behaviors to notice teach for and support  (for example, The Fountas and Pinnell Literacy Continuum or other document). Your observations and analyses will be nested in a deep understanding of the language and literacy processes and you can see what students have learned, what they need to learn next and what teaching moves will support them.  

Teacher Expertise

The research has been clear for decades – the single most important factor in students’ literacy success is skillful, informed teaching. While assessment is not teaching, it is essential because you are gathering information for teaching. It makes evidence-based, student-centered, responsive teaching possible. When you respond precisely to each students’ observable behaviors, you meet students where they are and lead them forward, with intention and precision. With effective assessment tools, you are able to teach – not a book or a program – but the unique group of children in front of you. 

Join Us for Professional Learning 

Gather a team of educators to learn how to use the Benchmark Assessment Systems to inform your instruction on January 13-14, 2022!


PinLinkedIn

You might also be interested in

May 5, 2025 Cindy Downend, Associate Director of Literacy Programs

How Will They Learn to Read if They Never Read? 

Four ways that school leaders can encourage children to read every day, in and out of school.

April 15, 2025 Nikki Drury, Literacy Trainer

The Joys and Benefits of Interactive Writing in Early Literacy

Interactive writing is a powerful and engaging literacy practice for young learners. It is a collaborative approach where you and the children share the pen to compose text together. This process not only supports early writing development but also strengthens foundational literacy skills in an authentic and meaningful way.

March 28, 2025 Heather Rodman, Literacy Trainer

Celebrating the Small Wins

Creating learning environments requires strength-based observations, time to celebrate, and facilitative language that guides, encourages, and energizes learners. Time pressures in schools often interfere with educators’ ability to observe for and celebrate learning. However, securing time to create and sustain learning environments that appreciate, acknowledge, and celebrate learning journeys is possible.