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MRLC Feb Reading

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Day 3 of series, reading assessment: what counts, what is measured, what is valued, what informs our daily instruction. A sampling of instructional sequences with high ceilings and low floors.

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MRLC Feb Reading

  1. 1. A Systems Look at Reading Growth, Continuing the Conversation MRCL Nov 4,5, 2015, Feb 16, 2016 Faye Brownlie h<p://www.slideshare.net/FayeBrownlie/ mrlc.nov.reading
  2. 2. Learning Intentions-Oct 2015 •  I have a be<er understanding of how to use the data from my reading assessments to guide my teaching. •  We have a plan to use a performance-based reading assessment. •  I have a plan to use the IEYE to help guide my instrucNon. •  I am be<er able to use formaNve assessment, day by day, in my reading instrucNon. •  As a team, we can describe what counts in quality reading and how to teach toward this for all students.
  3. 3. Learning Intentions-Feb 2016 •  I have a be<er understanding of how to use the data from my reading assessments to guide my teaching. •  I have a plan for a new strategic sequence to use with my students to directly support them as readers and thinkers. •  I have a plan to use the IEYE to help guide my instrucNon. •  I am be<er able to use formaNve assessment, day by day, in my reading instrucNon.
  4. 4. •  What have you tried? •  How did it go? •  What did you noNce about the results for your learners? •  10 minutes to tell your story to someone NOT at your table •  15 minutes to share your stories and what you learned from others AT your table
  5. 5. Reading is understanding. Reading is thinking. Reading is making sense in disciplines.
  6. 6. •  Language arts curricula across Canada idenNfy -comprehension, -interpretaNon, -response and reflecNon as major organizing aspects of reading literacy. •  PCAP 2013 Contextual Report
  7. 7. Comprehension: •  Students understand the explicit and implicit informaNon provided by the text. In parNcular they understand the vocabulary, parts, elements, and events of the text.
  8. 8. Interpreta0on: •  Students make meaning by analyzing and synthesizing the parts/elements/events to develop a broader perspecNve and/or meaning for the text. They may idenNfy theme/thesis and support that with references to details, events, symbols, pa<erns, and/or text features.
  9. 9. Response to text: •  In responding, the readers engage with the text in many ways: by making personal connecNons between aspects of the text and their own real/vicarious/prior experiences, knowledge, values, and/or points of view; by responding emoNonally to central ideas or aspects of the text; and/or by taking an evaluaNve stance about the quality or value of the text, possibly in relaNon to other texts and/or social or cultural factors.
  10. 10. Reading Assessment •  The goal of teaching reading is to create readers who read with understanding and who choose to read. •  The goal of a formaNve reading assessment is to determine the strengths and areas to strengthen of a student’s reading with understanding.
  11. 11. Is your data collection counter- productive to good instruction?
  12. 12. Fountas & Pinnell •  Measure accuracy, fluency, comprehension, independent reading level, instrucNonal reading level •  Goal: instrucNonal reading level
  13. 13. •  Some districts measure all students in the fall and in the spring, some measure 4 Nmes a year. •  Is there too much measuring and not enough response to the informaNon? Are we seang teaching/learning goals from this data – or simply collecNng levels/numbers?
  14. 14. •  If we want to change achievement, we must change instrucNon.
  15. 15. Some points to consider: •  It is not the accuracy that is so important it is what you noNce in terms of reading behaviour so you can use this informaNon to teach with. •  M – meaning –  Did that make sense? •  S – sound, syntax –  Did that sound right? •  V – visual –  Did that look right?
  16. 16. •  Self correcNon –  “In the highly proficient reader around the middle of grade 2, we would not expect to hear a great deal of overt self- correcNon if the reading is taking place with ease.” •  Is the student monitoring for sense? •  Students before Level L (mid grade 2) need 90% accuracy; aler need 95% –  As texts become longer, readers need to accurately process in order to maintain the meaning and have built up more automaNcity with recognizing words.
  17. 17. •  Comprehension conversaNon – 3 levels of quesNons •  Within the text •  Beyond the text •  About the text Are these levels of quesNons reflected in your on-going reading with the students?
  18. 18. 20 minutes •  Aler the data collecNon and student reading levels have been established, how is the data analyzed? •  Strengths and areas to strengthen for each student? •  Strengths and areas to strengthen for the small groups? •  Strengths and areas to strengthen for the class? •  Who analyzes the informaNon? •  How is it shared? •  How do you know that your teaching is making a difference? •  When you analyze how a student spends Nme during the day, in literacy situaNons, what is the focus of the Nme?
  19. 19. Support for Vulnerable Students •  Good classroom teaching •  Daily 1:1 or small group teaching –  Word work –  Reading of just right or instrucNonal text –  WriNng about reading Fountas & Pinnell
  20. 20. Sharon Hoffinger, 6/7, Cougar Canyon •  Inquiry-based learning with a focus on skills: – Accessing, comprehending and synthesizing informaNon – New meaning from new and prior knowledge – Think criNcally, creaNvely, and reflecNvely about the new learning
  21. 21. How can I use my new knowledge to transform my thinking or my acNons? •  Modeled: –  noNce, think, wonder with a picture •  Students in groups of 3 – noNce, think, wonder •  Add on to 2nd picture. •  Share out what is going on in your picture, 2 things you noNced, 1 quesNon. •  Modeled: –  explode the sentence •  Explode another sentence in small groups. •  Explain to an adult what you now think is happening.
  22. 22. Three Syrian brothers, a new life in Europe brings trials and triumphs. 5 week, 8 countries, 3400 kilometers. Globe, Nov 20, 2015 New Linkh<p://www.theglobeandmail.com/news/world/ for-three-syrian-brothers-a-new-start-in-europe-and-a- host-of-new-challengestoo/arNcle27393837/
  23. 23. •  Here he was, in a place with constant electricity, he would tell himself, while his mother and father lived by candlelight.
  24. 24. Response to Poetry – Gr 10 with Susan Telfer, Gibsons •  Day 1: As a class, review the performance standard, read a poem, take notes, discuss in small groups, report to class, write response •  Day 2: -choice of 3 poems -take notes -discuss in groups Day 3 & 4: -report to class -individual response -write response -peer & self feedback
  25. 25. •  “What He Took with Him” •  “Short order Cook” •  “Terry”
  26. 26. Images QuesNons Feelings/emoNons QuotaNons ConnecNons: ReflecNons:
  27. 27. Short order Cook – Jim Daniels An average joe comes in and orders thirty cheeseburgers and thirty fries. I wait for him to pay before I start cooking. He pays. He ain’t no average joe. The grill is just big enough for ten rows of three. I slap the burgers down throw two buckets of fries in the deep frier and they pop pop spit spit … pss… The counter girls laugh. I concentrate. It is the crucial point – They are ready for the cheese: my fingers shake as I tear off slices toss them on the burgers/fries done/ dump/ refill buckets/burgers ready/flip into buns/ beat that melNng cheese/wrap burgers in plasNc/ into paper bags/fries done/dump/fill thirty bags/ bring them to the counter/wipe sweat on sleeve and smile at the counter girls. I puff my chest out and bellow: “Thirty cheeseburgers, thirty fries!” They look at me funny. I grab a handful of ice, toss it in my mouth do a li<le dance and walk back to the grill. Pressure, responsibility, success, Thirty cheeseburgers, thirty fries.
  28. 28. Short-Order Cook response I believe that this poem is about something deeper than just burgers. I think that the author is symbolizing that there is a huge challenge ahead and you can do anything you put your mind to. I think pracNce makes perfect and that is exactly what the author is trying to say because the cook had to train hard for this. I can connect to this because I play basketball and I have to pracNce a lot. When it says ‘Pressure, responsibility, success’ I think that it means he had PRESSURE to get it done, a RESPONSABILITY to get it done, and he was SUCCESSFUL. The author was trying to tell you that if you are determined if doesn’t ma<er if people are bringing you down, you can get through it, and the cook proved that.
  29. 29. 6 The six response is superior in its depth of discussion and synthesis of ideas. Demonstrates an insighuul understanding of the texts at an interpreNve level. May make inferences. May show understanding of literary techniques appropriate to genre. Support, explicit or implicit, is thoughuul and well-integrated. Despite its clarity, response need not be flawless. 5 The five response is proficient in its depth of discussion and synthesis of ideas. Demonstrates a clear understanding of the texts at an interpreNve level. May show understanding of literary techniques appropriate to genre. Support, explicit or implicit, is convincing and relevant. 4 The four response is competent in its discussion of ideas. Demonstrates some understanding of the texts at an interpreNve level. Response is organized and straighuorward, but may miss subtle or complex ideas. Supported by relevant details from the texts. 3 The three response is somewhat adequate in its discussion of ideas. Demonstrates some understanding of the texts at a literal level. Response may be unclear, incomplete or lack detail. AsserNons are olen simplisNc or unevenly developed. Support may consist of long references to the texts which are not clearly connected to the central idea. 2 The two response is inadequate. Demonstrates a misreading or significant misunderstanding of the texts or task. Response may be incomplete or restatements of texts, or consists of underdeveloped, limited ideas. Support is absent or flawed, with li<le evidence of relaNonships or connecNons. Does not meet the expectaNons of the task. 1 The one response is unacceptable. Demonstrates a misreading or significant misunderstanding of the texts, or task. Response may be irrelevant. No evidence of support or connecNons between ideas. May be too short to meet the requirements of the quesNon. 0 Makes no a<empt to address the topic or simply restates the quesNon.
  30. 30. Note: This is a first-dra@ response and should be assessed as such. The response is to be assessed holisBcally. WriBng convenBons are to be considered only to the extent that they impede meaning. A variety of types of responses such as graphic representaBons, tables or lists are acceptable and shall be assessed according to the rubric. Students who do not discuss both passages will receive a maximum scale point of 4.
  31. 31. Transportation Now and then An ABC Book -Leigh Hambly & Kirsten Philips Doubledutch Books
  32. 32. A a airplane L l limousine
  33. 33. •  Model together – Answer the leading quesNon – Brainstorm “Did you know?” for ‘now’ and ‘then’ – Read to compare – Research to find the answer to “I wonder” – What other wonders do you have? •  Work in partners to learn about each mode of transportaNon and present to others
  34. 34. K – Building Connections/Response to Reading •  PracNce making connecNons •  Choose a symbol •  Talk about how this helps our reading •  Read together and make connecNons •  Students show their connecNons by drawing and wriNng •  with Jessica Chan, Inman, Burnaby

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