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Stzuminus First Nation   Afl
Stzuminus First Nation   Afl
Stzuminus First Nation   Afl
Stzuminus First Nation   Afl
Stzuminus First Nation   Afl
Stzuminus First Nation   Afl
Stzuminus First Nation   Afl
Stzuminus First Nation   Afl
Stzuminus First Nation   Afl
Stzuminus First Nation   Afl
Stzuminus First Nation   Afl
Stzuminus First Nation   Afl
Stzuminus First Nation   Afl
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Stzuminus First Nation Afl

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

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

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  1. Assessment  for  Learning:    finding   out  what  we  need  to  know   Sept.  17,  2010   Stu-­‐Ate  Secondary  School   Faye  Brownlie  
  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. 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. 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. •  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. •  Students  respond  to  reading  non-­‐ficGon  text   •  Students  read  orally   •  Teacher  conferences  with  each  student  
  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. •  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. •  Students  respond  to  reading  non-­‐ficGon  text   with  coloured  pictures     •  Students  read  orally   •  Teacher  conferences  with  each  student  
  10. Assessment materials, EPRA:   • grade protocol • real books for each student • oral reading page • conference page • thinking paper

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