Assignments with middle years, 4 recommended teaching practices and a sequence with Stepping Stones as a mentor text.

1. Literacy, Learning, and Formative
Assessment - a Refresher
Bulkley Valley
April 30, May 1, 2018
Faye Brownlie
Slideshare.net/fayebrownlie/bulkley2018

2. Do classroom assignments reflect
today’s higher standards?
• QuesCon examined by the EducaCon Trust,
2015, in US middle schools
• As quoted by Kelly Gallagher, “The WriCng
Journey” in EL, Feb 17

3. • 38% aligned with a grade-appropriate
standard
• 85% largely surface-level: recall or basic
concepts and skills
• 1% required students to think for extended
periods of Cme
• Almost all could be completed in one period

4. Assessment-Capable Learners
‘Developing “Assessment Capable” Learners – Frey, Fisher, Ha^e in EL, Feb
2018, Vol 75, No 5
• MoCvaCon
– Relevancy, interest, criCcal thinking
– Effect size .72
• Goal se^ng
– From dependence to co-dependence to independent
– Effect size .56
• Self-regulaCon
– Manage your own learning
– Reflect on progress toward your goals
– Effect size .64
• Feedback
– T to S – specific, understandable, acConable, Cmely
– Effect size .75
– Report on your own performance
– Effect size 1.44

5. Self-Assessment of Learning
Visible Learning for Literacy- Fisher, Frey, Ha^e,
p.31
I do not YET understand.
I need coaching.
I am star5ng to
understand.
I need coaching but want
to try some on my own.
I understand!
I made a few mistakes, so
I’m working through those.
I understand VERY well.
I can explain this to others
without telling them the
answers.

7. • When students write, they
generate deeper thinking in any
content area.
• Kelly Gallagher “The WriCng Journey” EL, Feb
17

8. Deepening Thinking, Strengthening Writing
-with Julie Cornell at the Wheelhouse
• Examine a picture as a class
– See? Know? Evidence? CapCon?
• Repeat, if necessary
• Examine your picture in your group
– See? Know? Evidence? CapCon?
• Write the story behind your picture.
• As the students write, move around and highlight a phrase OR write
the phrase on a post-it and leave with the student.
• Share phrases.
• Phrases can move into a found poem.
• Can repeat with different picture or a group of pictures or write
aner seeing/hearing from others.
• Choose the wriCng you are most interested in (different points of
view, theme – hardship, moving, loss, celebraCon, combinaCon of
pictures), edit and take to publicaCon. Discuss your edits through
the lens of the criteria.

11. a man is fishing on a rock alone
In the cold, snow is falling His bait box behind him.
The sun gleams behind him.
He has caught a fish. It give him hope.
Si^ng on some rocks he puts his rod into the freezing water
The shells in the water gleam in the morning light.
Si^ng on the rock he falls vicCm to the cold He must conCnue
Fishing is his only food source.
He is very hungry. But he is always hungry it is no different.
He begins to get Cred.
EP

12. I saw the rest of the pictures I believe they are
slaves having to fish for food, being locked up
Being chased, having to lug things around,
Having to squeeze every liqle bit of happiness they
can out of life.
Being forced to do every thing…
EP

13. My groups stone picture has the stones placed in a very parCcular
formate the stones were shaped like humans heaving heavy bags or
suitcases over there head like people do when they are immigraCng
from different countries or maybe they are working like
construcCon workers and are heaving big heavy stones or concrete
over there heads. The people shaped stones are also shaped like
they are slouching so maybe they are Cered from walking witch
brings me back to the imaginaCon idea, because people from war
torn countries have to walk tremendously long distances to get to a
safe place like our country. I also think like the people are different
ages like the smallest one is a child and the largest one is an old
adult. I also think it is at night because there is a large yellowish
rock over there heads like a moon. And I also noCced that one of
the rocks is very scratched up like maybe it was aqacked or fell I
saw that one of the rock figures was missing a head, so that brings
me to a vey morbid idea that they are trapped in a torture trap
witch weights are put on there head unCl there heads are crushed.
GM

14. • Aner looking at other groups pictures I found two that
caught my eye, one was a picture of a family fishing
and the other one was of a group of people on what
looks to be a boat lost at sea. They way I think those
two connected with my group’s picture is because it
looks as if they are immigraCng and hunCng for food
like fish by well fishing. So I think that it all Ces in, first
they are walking on land then they go to sea for fish
then maybe they get into a storm and are stranded in
the middle of the ocean right on deaths front steps
franCcally looking for other food and trying to stay
aboard the Cny boat…
GM

15. Fear is a fickle thing. It comes uninvited, cold as cold could be. But, for some,
it helps them. It helps them make the decision to flee their war-torn land,
as the people in my picture did. The man and his wife are fleeing as their
home is being destroyed by war, bombs, and hatred. The lady is covering
her head to protect it from any harmful things. As the man is panicking,
wondering if it was the right decision as they run from everything they
have known and loved. Everything they grew up with, their house, family,
work, school. All things that they will long for, as they sleep. Wish for, as
they start anew. Yearn for, as they wake. But, there is no going back to
that war-torn place. For they are alive while others have died. They have
escaped while others are slaved. For they are free.
It was a bright day when the bombing happened. It was the kid of day where
it seemed that it was impossible for something to go wrong. But of
course, something did. It happened at noon, when the sun was high in the
sky…
KS

16. They were captured. Stuck with strangers, relaCves,
friends, and their captors. They were shipped of to a
foreign military base to slave over the soldiers. They
were not treated fairly. The men were told to head out
and fight or fetch heavy bags of grain. While the
women were to be cooks, maids, and to do
unspeakable things. But then it happened. They
escaped. Thy were free. Some went off to fish and live
out their lives. While others fought for their home. But
most started anew. Rejoicing their freedom, their
family who lived, their second chance. For they were
happy. Their kids could leave the house without
worrying about ge^ng shot…
KS