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MRLC MR/SR Oct 2016


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First 2 days of 3, high impact literacy strategies and assessments. Focus on values, formative assessment, purpose and plan.

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MRLC MR/SR Oct 2016

  1. 1. High Impact Literacy Strategies and Assessments for MY & SR MRLC Oct 4 & 5, 2016 Faye Brownlie
  2. 2. Learning Intentions •  I have a beGer 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 am beGer 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. What counts in reading assessment? •  Write down the first 5 aspects that come to you – not the assessments you are using, but what counts for you.
  4. 4. •  Meet in a school-based team (no more than 4) and share your lists. •  NegoNate to a shared list. – What is hardest to let go of? – How different are the lists? – Are there any surprises? – Does grade level make a difference?
  5. 5. We assess what we value. Do your assessments reflect what you value?
  6. 6. Reading is understanding. Reading is thinking. Reading is making sense in disciplines.
  7. 7. School Teams •  Consider your reading assessments. •  What do they show you value? •  What have you learned about your students? •  How are you using this informaNon? – What’s working in the reading assessment? – What’s not? – What’s your plan for what’s next?
  8. 8. Assessment OF Learning Purpose: reporNng out, summaNve assessment, measuring learning Audience: parents and public Timing: end Form: leGer grades, rank order, percentage scores
  9. 9. Assessment FOR Learning Purpose: guide instrucNon, improve learning Audience: teacher and student Timing: at the beginning, day by day, minute by minute Form: descripNve feedback
  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. •  Assessment should allow students to exhibit their strengths. •  Students should know the purpose of the assessment. •  Assessments should mirror the best of what we know about teaching reading. •  More Nme should be spent on formaNve assessment than on summaNve assessment.
  12. 12. •  QuesNons that guide assessment: – What’s working? – What’s not? – What’s next?
  13. 13. How does your data collection guide effective instruction?
  14. 14. Using your data from your assessments: 20 minutes•  What are the strengths of the class? •  What area(s) do you need to strengthen? •  What is the plan of acNon? •  Aber 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?
  15. 15. No plan, no point
  16. 16. 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 secNon aloud and answer several interview quesNons. •  Code using the Reading Performance Standards •  Described in Student Diversity, 3rd ed – Brownlie, Feniak, Schnellert & in It’s All about Thinking – collaboraNng to support all learners in English, Social Studies and HumaniNes – Brownlie & Schnellert & It’s All about Thinking – collaboraNng to support all learners in Math & Science – Brownlie, Fullerton, Schnellert & It’s All about Thinking – creaNng pathways for all learners in the middle years – Schnellert, Watson & Widdess
  17. 17. •  Connec3ons: 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. •  Reflec3ng: Was this easy or hard to understand? How did you help your self understand? (SD, p.23)
  18. 18. Interview QuesNons •  When you come to a challenging word, how do you figure it out? •  If your reading does not make sense, what do you do? •  What is this selecNon mainly about? •  What surprised you about this selecNon? Why? •  (Its All about Thinking, p.32)
  19. 19. Read Aloud •  Select a porNon of the text for students to read aloud. •  Record miscues as they student reads. Watch for a paGern. •  Give the student a compliment on his oral reading. •  Chose one of the following descriptors: –  HalNng, careful, confident/fluent, expressive (Its All about Thinking, p.32)
  20. 20. Performance Based Assessment: Assessment FOR Learning •  DescripNve scoring •  Coding in teams •  Class/grade profile of strengths and areas of need – strengths based conversaNon •  AcNon plans developed - what’s next? •  Individual students idenNfied for further assessment
  21. 21. Grade 4 Grade 5 +’s Can use a web Can organize informaNon Make simple connecNons Foci Text Features – can’t use them to extract informaNon Strategies – need them +’s Check for understanding but may not use strategies Can use note-making frame Foci Note-making in own words Strategies needed Maid Ideas/Details Text Features Grade 6 Grade 7 +’s One or two strategies Get gist – don’t misread Some main ideas Simple inferences Make simple connecNons Foci Need more strategies Lack details and thoroughness in note-making Support inferences Need to connect more widely +’s One or two strategies Get gist – check for understanding Main ideas More thoughhul inferences ConnecNons have impact on understanding Foci Evidence and detail in note- making Personal opinion, with evidence
  22. 22. DART, grade 8
  23. 23. Grade 9/10
  24. 24. “Students taught by teachers who used assessment for learning achieved in six or seven months what would otherwise have taken a year.” -Black & Wiliam (1998). “Feedback [is] in the top ten influences on achievement. Where is the student going? How is the student going? Where to next?” -HaPe (2012).
  25. 25. McKinsey Report, 2007 •  The top-performing school systems recognize that the only way to improve outcomes is to improve instrucNon: learning occurs when students and teachers interact, and thus to improve learning implies improving the quality of that interacNon.
  26. 26. How the world’s most improved school systems keep getting better –McKinsey, 2010 Three changes collaboraNve pracNce brought about: 1.  Teachers moved from being private emperors to making their pracNce public and the enNre teaching populaNon sharing responsibility for student learning. 2.  Focus shibed from what teachers teach to what students learn. 3.  Systems developed a model of ‘good instrucNon’ and teachers became custodians of the model. (p. 79-81)
  27. 27. 1. Learning Intentions “Students can reach any target as long as it holds sNll for them.” - SNggins - 2. Criteria Work with learners to develop criteria so they know what quality looks like. 3. Questions Increase quality quesNons to show evidence of learning Whose quesNons? Who answers?
  28. 28. 4. Descrip3ve Feedback Timely, relevant, personal, descripNve feedback contributes most powerfully to student learning! 5. Self & Peer Assessment Involve learners more in self & peer assessment 6. Ownership Have students understand their learning and Communicate It with others
  29. 29. Reading Moves: What NOT to Do – Allington, EL, Oct 2014, Vol 72, #2 •  InterrupNng students to correct their mistakes during oral reading – More oral reading that ever in the past 4 decades – Good readers read more silently than struggling •  Twice as many words/minute read silently •  Asked to read aloud less oben – Difference in interrupNon •  Good: self-regulaNon and what makes sense •  Struggling: sounds and leGers
  30. 30. •  Asking students low-level quesNons aber they’ve finished reading – “not a single study demonstrates that this pracNce actually leads to improved reading comprehension” – Need literate conversaNons •  WriNng aber reading •  Having conversaNons about texts students have read •  Higher-order quesNons
  31. 31. 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
  32. 32. 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.
  33. 33. Three Syrian brothers, a new life in Europe brings trials and triumphs. 5 week, 8 countries, 3400 kilometers. Globe, Nov 20, 2015 New LinkhGp:// for-three-syrian-brothers-a-new-start-in-europe-and-a- host-of-new-challengestoo/arNcle27393837/
  34. 34. •  Here he was, in a place with constant electricity, he would tell himself, while his mother and father lived by candlelight.
  35. 35. Beginning with images…
  36. 36. Marco Cianfanelli, of Johannesburg, sculptor 50 ten metre high laser cut steel plates set into the landscape, represenGng the 50 year anniversary of when and where Mandela was captured and arrested in 1962 (prior to his 27 years of incarceraGon). Standing at a parGcular point (presumably the spot where the people are standing in Photo #2), the columns come into focus and the image of Mandela can be seen. At Natal Midlands
  37. 37. End of Day One
  38. 38. •  Read each of the following slides. •  NoNce the strategies you use as you read. •  Compare your strategies with a partner.
  39. 39. What’s The QuesNon? •  If this is the answer, then what’s the quesNon.. A. 0m Q.__________________________________
  40. 40. This is My Rock - David McCord This is my rock And here I run To steal the secret of the sun; This is my rock And here come I Before the night has swept the sky This is my rock, This is the place I meet the evening face to face.
  41. 41. Graphic Novels
  42. 42. Reading is understanding. Reading is making sense in disciplines.
  43. 43. •  Choose your grade level Performance Standard and Performance Standard Worksheet. •  Consider your class or one of your classes. •  Strengths? Areas to strengthen? •  What’s your plan? •  Work with a partner. 20 minutes Google: BC Performance Standards for Reading for InformaNon
  44. 44. Do your students receive individual feedback from you in every class?
  45. 45. “The most powerful single influence enhancing achievement is feedback”-Dylan Wiliam •  Quality feedback is needed, not just more feedback •  Students with a Growth Mindset welcome feedback and are more likely to use it to improve their performance •  Oral feedback is much more effecNve than wriGen •  The most powerful feedback is provided from the student to the teacher
  46. 46. Structures and Strategies
  47. 47. Frameworks It’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009 It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011
  48. 48. Universal Design for Learning MulNple means: -to tap into background knowledge, to acNvate prior knowledge, to increase engagement and moNvaNon -to acquire the informaNon and knowledge to process new ideas and informaNon -to express what they know. Rose & Meyer, 2002
  49. 49. Backwards Design •  What important ideas and enduring understandings do you want the students to know? •  What thinking strategies will students need to demonstrate these understandings? McTighe & Wiggins, 2001
  50. 50. Volcano Surfing Sequence
  51. 51. Intensive Vocabulary Building Before During AWer acNve cinder cone erupted steep slopes billowing crater degree angle
  52. 52. •  Aber making the tough climb to the top, volcano surfers put on ___________________ clothing – including ___________ goggles and someNmes _____________ jumpsuits – to keep out all the ash.
  53. 53. •  Aber making the tough climb to the top, volcano surfers put on p___________________ clothing – including p___________ goggles and someNmes o_____________ jumpsuits – to keep out all the ash.
  54. 54. •  Aber making the tough climb to the top, volcano surfers put on pro_________(3 syllables, root word, keep you safe) clothing – including p______ (material) goggles and someNmes o______ (colour) jumpsuits – to keep out all the ash.
  55. 55. Why is volcano surfing risky? •  Read with the quesNon in mind. •  Answer the quesNon, with a partner, orally. •  Answer the quesNon in wriNng, using as many of the key terms from the text as possible. Can you give 3 reasons? 4? •  In Crazy Challenges – Jill Eggleton •  Key Links Literacy
  56. 56. Gallery Walk – writing lesson Goal: building and working with criteria •  In groups, 3 things that count in wriNng •  Made class list and categorized •  Focus on meaning and thinking –  DescripNon –  ImaginaNon –  Detail –  Knowledge –  Focus –  Ideas –  Passion –  Intriguing –  Understandable
  57. 57. •  Place a series of pictures around the room •  Students in groups of 3 •  3 minutes per picture •  Chat – How could you use this image in your wriNng? •  Build on one another’s thinking •  View 3 pictures
  58. 58. •  Eagle Dreams - WriYen by Sheryl McFarlane ; Illustra3ons by Ron Lightburn; •  ISBN: 1-55143-016-9
  59. 59. •  Task: a piece of wriNng, choose your genre, think about the criteria •  As you are moving to your desk, keep walking unNl you have your first line in your head •  12 minutes to write •  As students are wriNng, move about the room, underlining something powerful (criteria connected) in each person’s wriNng
  60. 60. •  Each student shares what was underlined •  Listen to hear something you might want to borrow •  As a class, decide on why each was underlined •  Create the criteria: – Words that are WOW – Details that showed emoNon or made a picture – Hook – first line made me want to keep reading
  61. 61. Sample 1 One cool and breezy night, in a prairie, a boy sat on the rim of his open window, looking out at the moon, hoping for something to happen. Aber a few minutes, he went back in and close his window. Robin sighed. “I wished my life has more excitement in it, “ he thought, before he turned off his light and went to bed, he took one quick look at his kite on top of his bed that’s shaped like an eagle, and went to sleep.
  62. 62. Sample 3 Once upon a Nme there was a boy that was facinated by eagles, he asked his father to get one for him but he couldn’t. Then the boy thought about a way to catch an eagle and then a different gender one for more eagles. Delighted with his idea that he thought of last night, he conNnued his plan. He put 3 fishes in the open with a trap, and went to bed. Then he heard a noise that sounded like an eagle. When he had checked the trap, he found an eagle that was in his trap. Happily jumping around, the eagle made him inspired to make a home for the eagle. He created a bond with the eagle. He remembered how much his father despised eagles. He lead the eagle to a secret place in the forest where his father never went. He came downstairs and his father was in a rage. He threatened to ground his son if he didn’t kill the eagles. Shocked, the boy asked why he told him so. The father said they …
  63. 63. Sample 4 At Sunday, the Ximing and his father mother go travel. On, Ximing say “I’m see a eagle!” His father and his mother is going to his. And his mother say “Oh, Help it!” OK. It was heal. OK. We are go back home! At home: Today is very funning. Because we are helpa eagle! I’m so happy now! Ximing is Nme to eat a dinner say mother say …
  64. 64. •  Kids can add/edit/conNnue to work •  Set up for next class –  Work on same criteria –  Hear again, pieces that work –  Move to where kids can idenNfy criteria in their own work and ask for help with criteria that are struggling with •  Aber repeated pracNce, students choose one piece to work up, edit, revise, and hand in for marking •  Feedback is conNnuous, personal, Nmely, focused
  65. 65. •  What is something in your pracNce that affirms? •  What is something that you could refine? •  What is something that you could aspire to? •  What opportuniNes are there to let something go?