Stzuminus First Nation Afl

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An introductory session on using AFL, the grand event, with the SRA, DART and EPRA.

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Stzuminus First Nation Afl

  1. 1. Assessment  for  Learning:    finding   out  what  we  need  to  know   Sept.  17,  2010   Stu-­‐Ate  Secondary  School   Faye  Brownlie  
  2. 2. Purpose   •  To  measure,  to   report  out   Timing   ASSESSMENT  of     Audience   •  Others,  parents,   •  At  the  end   LEARNING   the  public   Form   •rank  order,   marks,   percentages  
  3. 3. Purpose   •  to  inform   teaching  and   learning   Timing   ASSESSMENT   Audience   •  while  the   learning  is   for     •  teachers  and   happening  when   the  informaGon   LEARNING   students   can  sGll  be  used   Form   •  descripGve   feedback  –  NO   MARKS!  
  4. 4. FormaGve  Assessment  Choices   Standard  Reading  Assessment     Choose  a  piece  of  text  from  your   course  that  is  appropriate  for  your   students  to  read  and  ask  5  open-­‐ended   quesGons.    Oral  reading  secGon.    Gr.  2-­‐ forever   EPRA  –  Early  Primary  Reading   K-­‐2   Assessment     2  forms:    common  text  and  leveled  text   Oral  reading,  conference,  thinking   paper.   DART  –  District  Assessment  of  Reading   3-­‐9   Team     2  forms:    formaGve  &  summaGve   Oral  reading,  conference,  paper  and   pencil  responses  to  5  quesGons  
  5. 5. •  ConnecGons:    How  does  what  you  read  connect   with  what  you  already  knew?   •  Summarizing:    Choose  a  way  to  show  the  main   ideas  and  details  in  what  you  read.   •  Inferencing:    Read  between  the  lines  to  find   something  that  you  believe  to  be  true,  but  that   isn’t  actually  said.    Explain  your  reasoning.   •  Vocabulary:    Here  are  3  challenging  words  from   the  text.    Explain  what  you  think  they  mean.   •  ReflecGng:    Was  this  easy  or  hard  to  understand?     How  did  you  help  your  self  understand?        (SD,  p.23)  
  6. 6. •  Students  respond  to  reading  non-­‐ficGon  text   •  Students  read  orally   •  Teacher  conferences  with  each  student  
  7. 7. 1.  Note  taking  &  details   2.  Reading  graphs,  pictures  &  maps  (oral  Gr3)   3.  PresenGng  informaGon  in  a  different  way   (elaboraGng,  extending,  connecGng,  comparing)   4.  Personal  connecGons,  reasoning,  reading  beyond   the  lines   5.  Difficulty  of  text  
  8. 8. •  Read  your  grade  level  text(s)   •  Read  through  the  protocol   •  Read  through  &  answer  the  quesGons,  this   creates  an  answer  key   •  Share  your  answers  with  grade  alike  staff   •  Photocopy  materials   •  Arrange  for  another  adult  to  assist   •  Plan  a  quiet  acGvity  for  early  finishers  
  9. 9. •  Students  respond  to  reading  non-­‐ficGon  text   with  coloured  pictures     •  Students  read  orally   •  Teacher  conferences  with  each  student  
  10. 10. Assessment materials, EPRA:   • grade protocol • real books for each student • oral reading page • conference page • thinking paper

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