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Burnaby Primary Jan10


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Differentiation strategies and assessment for learning in primary classes. Also a brief overview of the EPRA levelled text assessment.

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Burnaby Primary Jan10

  1. 1. Primary Literacy and Assessment for Learning an after-school series for school teams Burnaby presented by Faye Brownlie Feb. 1, 2010
  2. 2. Learning Intentions: •I can understand and explain to others the concept of Assessment for Learning (AFL) •I can identify the 6 AFL strategies •I begin to become familiar with the Early Primary Reading Assessment and see how it could guide my teaching •I can determine a next step
  3. 3. The  Six  Big  AFL  Strategies   1.     Inten(ons   2.     Criteria   3.     Descrip(ve  feedback   4.     Ques(ons   5.     Self  and  peer  assessment   6.     Ownership  
  4. 4. Model Guided practice Independent practice Independent application   Pearson  &  Gallagher  (1983)  
  5. 5. Joni Cunningham Grade 2 Spul’u-kwuks Richmond Writing portfolio Monthly samples Performance Standards Growth over time
  6. 6. K  Wri(ng   Leanne  Commons  and  Jeri  Jakovac   Maple  Ridge   Presented  by  Faye  Brownlie  
  7. 7. How can we best use our resource time together? Can we introduce writing in a playful way to a diverse group of K children?
  8. 8. Students need: •  To see themselves as writers •  To have fun •  To develop a sense of sound/ symbol relationships •  To find their stories •  To work with criteria •  Teacher’s Need: What’s Next for This Beginning Writer? – Reid, Schultz, Peterson (Pembroke Pub)
  9. 9. K- Writing: 1 Model - pictures & print Refer to criteria Kids draw & write Refer to criteria   Pearson  &  Gallagher  (1983)  
  10. 10. K  to  2 ©Faye  Brownlie   co-­‐created  with  Jean  Adshead  &  Gina  Rae  
  11. 11. Purpose:   •  used  for  assessing  “reading  for   informa(on”  to  inform  instruc(on     •  can  be  used  as  on-­‐going  assessment    -­‐  in-­‐between  Fall  &  Spring    -­‐  Fall  &  Spring  
  12. 12. Qrick Scale:6rade I Readirg lhisQuickiGle tunnaly is4 ofthe 5(a fol/ow5. desctibe o(hievement Rating lethat Boh tudent inMarch- ofthe April tahaol yeat. txpecationt Not Within Yet Me€rt trp€darions f ully txp€dations lvleets tl(eedrExpeGtiont {MiiimalLevel) Thestudent moy engagc Thettudentrcodsshota, fhe studenarcods short, in rcodingli kebehavlout, butrclies an adultol on sele.tionsbeechatton (tee.hoft on selections peerto reodstotiesot indep.ndentlyioften suppott; beoble noy thooses rcodineeds to selecti nsindependently. o .: 'usuallyconfidentlu5es ' phonkt varlou9nrategies to . predktand lette6;beginnin9 to fqfifdr.Friftan !ng (ontirm meaning matchlnitalconsonant tnes use to phonrcsto .letterandword soundsand lette6 in . sogn€ w_or65 recognilron uses and illustrations . us€s and illustrations ' pitu(onvenlil]ns knowshowbookswork pior knowledgeto pr uses orktlowledge (€.q.,fiontto back predict confirm and sequence, t_to{ight lef ifprompted meanlng prjnt) meanlng b€ginning mat.h to sightwords common .ommonsightword! le.g.,fonily,they) knows prinl basic some ofrightwords recognzesthdt books tell5tories question marksj to suppo(meaning predictionsreoften a preclrcts events story ' predicts storyevents; . pedi( guesses some ..shows lnsight . rctell mayuse plctufe clues I com Letely s a p retel . locate detailt to r€tellsomeevents retellssomekeyev€nts s€quenae;identifies . makeinferences main orideasjidentifies .independently locates mesPecific, so lo.ates somedetail!; rereading,identlfies ano somecharactelS support jdentity rnessage the in a story hasdlfficultynraking . perscnal personal (onnections connectionto gelfafler to own experiefcesif connectonstoown (onne(ion5 exprcsses ordislike like teacherleddilcussioo given a simpleframe . opinions Iike expresses ordislike for a storyand triesto di5like a story;can for opinions;9ive5 some GIIADE I READING
  13. 13. •  Kindergarten  reading  profile   •  Performance  Standards  for  Grade  1  &   Grade  2   •  worksheets  for  each  grade  level  to  plan   your  next  steps  for  instruc(on