What are the elements that have the greatest impact on improving student learning for 11-18 years olds? How do they work together? The session presents each of the elements and explains their significance, then gives examples of these elements in humanities, English and social studies classrooms.
5. Assessment FOR Learning
Purpose: guide instruc6on, improve
learning
Audience: teacher and student
Timing: at the beginning, day by
day, minute by minute
Form: descrip6ve feedback
8. Standard Reading Assessment
Choose a common piece of text.
•
Build background for the reading.
•
Have students respond to common prompts.
•
Have students read a short sec6on aloud and answer several
•
interview ques6ons.
• Code using the Reading Performance Standards
OR
•
• DART, fall assessment FOR learning
9. • Connec7ons: 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.
• Reflec7ng: Was this easy or hard to understand?
How did you help your self understand?
(SD, p.23)
12. The Class Review
What are the strengths
of the class?
What are your concerns
about the class as a whole?
What are your main goals
for the class this year?
What are the individual
needs in your class?
13. Class Review
Learning in Safe Schools
(Brownlie & King, 2000)
Class Review Recording Form
Classroom Strengths Classroom Needs
Teacher:
Class:
Goals Decisions
Individual Concerns
Other
Socio-Emotional
Medical Language Learning
14. From Assessment to Instruction
1 Assess
(against criteria)
2 Set a
Goal
(target)
3 Plan/
Teach
(with the goal in mind)
4 Reassess
Brownlie, Feniak, Schnellert, 2006
15. Bill Juhasz
K-7
Tait
Richmond
4-5 formative assessments/year
Block out 4-5 weeks in school
calendar
All non-enrolling teachers & admin
co-assess with CT
Coding in teams at pro d or in-
school collab time
16. Bill Juhasz
K-7
Tait
Richmond
Sept: Class Review Meetings
Optional Jan. class review
One week later: now what meetings
Non-categorical resource model
25. Mehjabeen Datoo
McMath Secondary, Richmond
Gr. 8 Humani6es ‐ China
3 months
26. The Context
Grade 8 Humani6es class
combined English Language Arts and Social Studies
teacher sees class every day for 75 minutes
SCHOOL CLASS
• 1250 students, Grades 8‐12 27 students
•
• French Immersion and 18 male, 9 female
•
English streams Diversity of needs
•
• Fully inclusive classrooms 6 receiving support
•
• In a suburb south of 2 at risk
•
Vancouver, BC with high ELL
popula6on
27. Performance Based Reading Assessment (PBA)
1. Predicting:
What do you think this passage will be about? How do you know?
2. Summarizing :
Using a web, words, diagrams, and/or drawings, show that you can identify the key ideas and
details from this passage (use the other side of this page).
3. Connections :
How does what you read connect with what you already know?
5. Vocabulary :
Define each of the following words. Explain how you figured out what they meant.
Word Definition How I figured out its meaning
a. Manor
b. medieval
c. Heiress
d. commodity
e. ancestral
5. Inferring :
Read between the lines to find something that you believe to be true, but that isn’t actually
said. Explain your reasoning.
6. Reflecting:
Was this reading easy or hard to understand? How did you help yourself understand? (If
this was easy, what do you do to help yourself understand something more difficult?)
28. Conference Sheet: Humanities 8
Ask, after reading, the following questions:
7. When you come to a challenging word, how do you figure it out?
Word strategies:
_____ reread it
_____ sound it out
_____ look it up in the dictionary
_____ skip it
_____ ask someone
_____ try and figure out what makes sense in the sentence
Other: ________________________
8. If your reading does not make sense, what do you do?
Sense strategies:
_____ reread it
_____ skip it
_____ try another book
_____ make a picture in my mind
_____ make notes on what I’ve read
_____ make a connection between the text, yourself, the world, another
text
Other: ______________________________
9. What was the main idea of the whole passage that you read?
29. Scoring Rubric:
Reading for Informa6on (Gr. 8 )
Rating Scale: Grade 8 Reading for Information
Student achievement in reading for information by March-April of Grade 8 can generally be described as
shown in this scale.*
Aspect Not Yet Within Expectations Meets Expectations (Minimal Level) Fully Meets Expectations Exceeds Expectations
Snapshot
Note: the snapshot The student may need help to read brief, The student is able to read information and The student is able to read information and procedures with The student is able to read elaborated information and procedures
can be used alone as straightforward information and procedures and to procedures with some complexity, specialized some complexity, specialized language, and graphics (as that include specialized language and graphics, as well as complex
a holistic scale for complete required tasks. May provide limited accurate language, and graphics (as described in the chart on described in the chart on page 260). Work is accurate and relationships. Work is thorough and may be insightful, providing
marking some information for some direct, concrete tasks. Work is page 250) with basic understanding. Work is complete, providing specific relevant details and examples as well-chosen details and examples as required.
assignments. often vague, incomplete, inaccurate, or irrelevant. generally accurate but may be vague or omit some required.
required detail.
STRATEGIES
! !
makes logical predictions about content and structure by anticipates content and structure by recalling prior knowledge and
! !
! predictions has difficulty making logical predictions about makes simple logical predictions about content by
recalling prior knowledge and looking at the text features looking at the text features (e.g., heading, diagrams); shows insight
content; may offer illogical guesses recalling prior knowledge and looking at the text
(e.g., heading, diagrams)
features
! !
uses context clues, word structure, diagrams, and classroom draws on a wide vocabulary; figures out unfamiliar words and
! ! !
word skills tends to rely on sounding out and context to deal relies on context clues, word structure, and
resources to figure out unfamiliar words or technical terms technical terms independently using a variety of strategies
with unfamiliar language; often unsuccessful classroom resources to figure out unfamiliar
words or technical terms; sometimes inefficient
! !
checks for understanding and adjusts comprehension checks for understanding; independently selects from a growing
! ! !
checks may check for understanding but have limited checks for understanding and adjusts
strategies to deal with challenging and unfamiliar material; repertoire of comprehension strategies, making adjustments as
understanding repertoire of comprehension strategies; often comprehension strategies when needed; may need
may need some guidance needed; often rereads to clarify
quickly frustrated by challenging material; may specific direction to select appropriate strategies
give up for unfamiliar types of material
! !
uses text features (e.g., headings, diagrams) to preview, uses text features (e.g., headings, diagrams) effectively and
! ! !
text features may need assistance to use text features (e.g., uses text features (e.g., headings, diagrams) to
support understanding, and locate information efficiently to preview, support understanding, navigate the
headings, diagrams) to preview or locate preview and locate information, but may be
selection, and locate information
information inefficient
COMPREHENSION
! !
responses to comprehension questions or tasks are accurate, responses to comprehension questions or tasks are precise and
! !
! accuracy and responses to comprehension questions or tasks are responses to comprehension questions or tasks
clear and complete thorough, and often include insights or interpretations
completion often inaccurate, vague, or incomplete are generally accurate, but may be somewhat
vague, with parts incomplete
! !
accurately restates main ideas in own words accurately restates main ideas in own words; may attempt to
! ! !
main ideas may identify some main ideas; often has difficulty identifies most main ideas; may have difficulty
synthesize the information
distinguishing between main ideas and supporting restating them in own words
details
! !
locates specific, relevant details (including those in locates specific, relevant details (including those in graphics such
! ! !
details may locate some relevant supporting details locates some specific details (including those in
graphics such as illustrations and charts) to respond to as illustrations and charts) as needed; may use quotations and
(including those in graphics such as illustrations and graphics such as illustrations and charts) to
questions or tasks references as appropriate
charts); omits important information respond to questions or tasks
! !
makes accurate notes in appropriate detail using categories makes accurate and detailed notes, using effective formats and
! ! !
note-making needs a template or given categories to make simple makes notes using logical categories or headings;
or headings that reflect the main ideas or topics; may categories or headings
notes; notes often incomplete or inaccurate may include too little or too much information
choose an appropriate format (e.g., mind map, outline)
! !
makes some general inferences or interpretations supported makes logical inferences and interpretations supported by specific
! ! !
inferences needs specific direction to make simple inferences makes some simple inferences and
by specific evidence from the text evidence from the text
and interpretations; may be illogical or unsupported interpretations; provides some specific evidence
by evidence from the text from the text if prompted
ANALYSIS
! ! !
connection to needs prompting and help to see how new makes simple, obvious comparisons of new ! !
makes some logical connections between new information makes thoughtful and insightful connections between new
prior information connects to prior knowledge or beliefs information with prior knowledge and beliefs and prior knowledge and beliefs information and prior knowledge and beliefs that may go outside
knowledge of the reader’s immediate experiences (e.g., social issues)
! ! !
evaluation/ offers simple reactions or judgements; may be offers simple reaction or judgements; may be able ! !
offers simple judgements or evaluations and offers some makes and explains logical judgements or evaluations based on
reflections vague or unsupported (or may offer no reaction) to give some reasons (may be illogical) reasons prior knowledge; provides reasons or examples
* Student performance that falls within the wide range of expectations for Grade 8 by March-April generally matches the “Purposeful”
description in Evaluating Reading Across Curriculum.
! Saanich additions as per grades 6/7 Performance Standards for Middle School Consistency
30. Grade 8 COMPREHENSION
Male
Group: Male/Female Assessment: Fall 07 Category: All Class: Humanities DG Female
ALL M F
Data (Ac6vity)
Accuracy and IIIIIIIIII
IIIIIIIIII
6
4
Not Yet Meets
Completion IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
22
15
Not Yet Meet /Meets
IIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIII
17
26
Meets 44 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIII
17
15
Meets/Fully Meets 11 IIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
22
26
Fully Meets 33 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
4
Fully Meets/Exceeds 11 IIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
IIIIIIIIII
IIIIIIIIII
6
4
Exceeds
ALL M F
Main Ideas IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
22
15
Not Yet Meets
1. Look over the data
IIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIII
17
11
Not Yet Meet /Meets
IIIIIIIIII
IIIIIIIIII
6
22
Meets 56 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
28
30
Meets/Fully Meets 33 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIII
17
11
Fully Meets
2. What do you no6ce?
4
Fully Meets/Exceeds 11 IIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
Exceeds
ALL M F
Details IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
39
26
Not Yet Meets
IIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
11
15
Not Yet Meet /Meets
3. What are the
22 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIII
17
33
Meets 67 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
Meets/Fully Meets
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
22
15
Fully Meets
strengths of this
Fully Meets/Exceeds
4
Exceeds 11 IIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
ALL M F
Note-making IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
44
30
Not Yet Meets
class?
4
Not Yet Meet /Meets 11 IIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
22
33
Meets 56 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIII
IIIIIIIIII
6
7
Meets/Fully Meets 11 IIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIII
17
15
Fully Meets 11 IIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
4. What areas can be
4
Fully Meets/Exceeds 11 IIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
Exceeds
ALL M F
Inferences IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
22
22
Not Yet Meets 22 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
worked on as a class?
IIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIII
17
11
Not Yet Meet /Meets
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
33
30
Meets 22 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
11
22
Meets/Fully Meets 44 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
IIIIIIIIII
IIIIIIIIII
6
4
Fully Meets
Fully Meets/Exceeds
4
Exceeds 11 IIIIIIIIIIIIIIIIII
IIIIIIIIIIIIIIIIII
What are some instruc6onal goals that you could set
based on what you learn from the data and also taking
into considera6on the aims of the content area?
Student Total = 27 18 Male 9 Female
11/6/2007 Robert Alexander McMath Secondary
31. Instruc6onal Goals
• Social Studies content
– Development and decline of civilisa6ons
– How geography influences civilisa6on
– World religions
• Thinking Strategies
– Note‐making
• Dis6nguishing Main Idea and Detail
– Visualisa6on
• Note‐making
• Paragraph wri6ng
32. September‐October
Visualisa6on with Novels
1. Teacher reads a shared text aloud, models
strategy of recording images that come to
mind as she reads
2. Teacher con6nues to read aloud the shared
text, students read novels in groups and
record the images they see as they read in
their journals
3. Teacher provides feedback on images (do
they iden6fy a main idea? Are they symbolic?
35. September – October
Note‐making using fic6on
1. Students take notes on “Character” as they are
reading their novels.
2. Teacher models the note‐taking on post‐its with a
shared “read‐aloud” text, students prac6ce
independently as they read their novels, receiving
constant feedback.
3. The class also watches a movie and takes notes on
character. Together, led by the teacher, the class
creates a mind‐map on the character in the movie.
4. When they complete the novel, they make a mind‐
map about their character using the informa6on from
their post‐its.
37. October‐November
Note‐making using non‐fic6on
1. Class develops a generic mind‐map on
aspects of civiliza6on
2. Teacher models the note‐taking using the
informa6on text on the Shang dynasty and
with a think‐aloud.
3. The class par6cipates in this crea6on of a
mind‐map and then students create their
own on the Zhou Dynasty.
38. Govern
‐ment
People
Transpor‐
ta6on
Civilisa6on
Tech‐ Arts/
nology Culture
Beliefs
39. October‐November
Note‐taking using non‐fic6on
Read pages 77-80 and take notes on the mind-map below:
Read pages 80 and 82 and take notes on the mind-map below:
What did the Zhou say about the Shang?_______________________________________
Upper Class
Upper Class
People
Govern-
ment
People
Govern-
ment
Lower Class
Lower Class
Shang
Zhou Dynasty
Dynasty
_______________
_______________
Arts/
Culture
Arts/
• Turn to a person beside and discuss what you
Culture
Beliefs
Beliefs
see as important and/or interes6ng in this
process?
How were the Shang Kings
defeated?__________________________________________________________________
__
41. Part C: Comparing Dynasties
15. Fill out the table below on the Shang and Zhou Dynasties:
SHANG ZHOU
Government (2 marks)
(write at least 2 points per
column)
People (2 marks)
(write at least 2 points per
column)
Arts/Culture/Technology
(4 marks)
(write at least 2 points per
column)
16. Transfer the above information into the VENN diagram below (3 marks)
Shang Zhou
Both
Datoo – Hum 8 China Test
42. November‐December
Note‐taking using non‐fic6on
1. Class con6nues to take notes on Chinese
dynas6es using the aspects of civilisa6on –
focusing on how each one develops from the
other
2. Teacher models the note‐taking using a table
format by transferring informa6on from the
Shang and Zhou and then adding in the
informa6on on Government and Beliefs, then
the class con6nues to take notes on each
following dynasty on the remaining aspects of
civilisa6on
43. ZHOU DYNASTY
Shang
Zhou
Qin
Han
Sui
Tien
Shang-ti
Many gods
Many Ancestor
Worship
gods
Religion
Ancestor Mandate of
Worship
Heaven
Taoism
Confucianism
Legalism
Feudal
Feudal
land
Govern- land divided
divided
into regions
into
ment
and ruled by
regions
nobles
and ruled
by nobles
44. QIN DYNASTY
Shang
Zhou
Qin
Han
Sui
Tien
Tien
Shang-ti
Many gods
Many gods
Many Ancestor
Ancestor Worship
Worship
gods
Mandate of
Religion
Ancestor Mandate of
Heaven
Worship
Heaven
Taoism
Taoism
Confucianism
Confucianism
Legalism
Legalism
Feudal
land divided in to
Feudal
regions and ruled
land
Govern- by officials
land divided
divided
appointed by
into regions
into
ment
emperor
and ruled by
regions
Legalism
nobles
and ruled
by nobles
45. HAN DYNASTY
Shang Zhou Qin Han Sui
Tien
Tien Tien
Many gods
Shang‐6 Many gods Many gods
Ancestor
Many gods Ancestor Worship Ancestor Worship
Worship
Mandate of Mandate of Heaven
Ancestor
Religion Mandate of
Worship Heaven Taoism
Heaven
Taoism Confucianism
Taoism
Confucianism Legalism
Confucianism
Legalism Buddhism
Legalism
land divided in to
Feudal become an
regions and ruled
Feudal
land
Govern‐ by officials official based on
divided into land divided
appointed by
“MERIT” by
ment regions and into regions and emperor
ruled by nobles
ruled by wri6ng exams
Legalism
nobles
46. SUI DYNASTY
Shang Zhou Qin Han Sui
Tien
Tien Tien Tien
Many gods
Shang‐6 Many gods Many gods Many gods
Ancestor
Many gods Ancestor Worship Ancestor Worship Ancestor Worship
Worship
Mandate of Mandate of Heaven Mandate of Heaven
Ancestor
Religion Mandate of
Worship Heaven Taoism Taoism
Heaven
Taoism Confucianism Confucianism
Taoism
Confucianism Legalism Legalism
Confucianism
Legalism Buddhism Buddhism
Legalism
land divided in to
Feudal become an con6nued
regions and ruled
Feudal
land
Govern‐ by officials official based on
exam system
divided into land divided
appointed by
“MERIT” by
ment regions and into regions and emperor
of Han
ruled by nobles
ruled by wri6ng exams
Legalism
nobles
47. November‐December
Note‐taking using non‐fic6on
1. Class con6nues to take notes on Chinese dynas6es using the
aspects of civilisa6on – focusing on how each one develops
from the other
2. Teacher models the note‐taking using a table format by
transferring informa6on from the Shang and Zhou and then
adding in the informa6on on Government and beliefs, then
the class con6nues to take notes on each following dynasty
on the remaining aspects of civilisa6on
3. This process is repeated for following unit in January‐
February.
4. By March, students are quite proficient at note‐making
(using images, mind‐maps, tables, etc.) and are beginning to
show evidence of deep inference and synthesis as they note‐
make. They are selec6ng their own categories and using
mul6ple texts.
48. Paragraph wri6ng
1. Teacher models paragraph wri6ng using
content (Chinese beliefs)
2. Students prac6ce with a second paragraph
3. Students receive feedback from teacher and
peers and set a goal for the next paragraph –
using specific criteria
51. Paragraph wri6ng
1. Teacher models paragraph wri6ng using content
(Chinese beliefs)
2. Students prac6ce with a second paragraph
3. Students receive feedback from teacher and peers
and set a goal for the next paragraph
4. Students con6nue to write incorpora6ng feedback
and goals, receive more feedback and set new goals
5. Students are summa6vely assessed on one final
paragraph
6. Students have to do one paragraph on demand on the
China test
52. Test!!!
Part E: Paragraph Writing (5 marks)
Choose ONE of the topics below and write a PARAGRAPH on it. Make sure you have a
topic sentence, at least three points and a concluding sentence.
Explain in detail ONE of the beliefs from the Shang and Zhou Dynasties (Mandate of
Heaven, Ancestor Worship or Confucianism).
What did you think was the most interesting thing that we learned about in this unit so far?
Explain what it is and why it is interesting.
57. Day 2 ‐ teacher
Same big ques6on (goal)
•
Choose learning targets for the day
•
Access prior knowledge (facts remembered)
•
Individually ask 3 ques6ons and take notes
•
Reflect on accomplishments
•
Meet as a class to check off learning targets
•
that have been accomplished
69. Resources
• Learning in Safe Schools – Brownlie & King
• Student Diversity, 2nd ed – Brownlie, Feniak, Schnellert
Stenhouse/Pembroke
• Assesssment and Instruc6on of ESL Learners – Brownlie, Feniak, McCarthy
• Grand Conversa6on, Thoughwul Responses – a unique approach to
literature circles – Brownlie
• It’s All about Thinking – Humani6es & English Language Arts – Brownlie,
Schnellert (in press, fall, 2009)
Portage and Main Press
• Reading and Responding – grades 4,5,&6 – Brownlie, Jeroski
Nelson Canada
• Adolescent Literacy – Field Tested – Parris, Fisher, Headley, ed.
“Finding out what we need to know” – Brownlie
IRA