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Reading For The Love Of It Afl 2010

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Backgrounder on assessment for learning and 3 classroom scenarios of 6 AFL strategies in action in classrooms - grades 4-10. Delivered in Toronto, Feb., 2010.

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Reading For The Love Of It Afl 2010

  1. 1. Assessment for Learning @ Reading for the Love of It Feb. 11 & 12, 2010 Faye Brownlie fayebrownlie@shaw.ca
  2. 2. www.slideshare.net   •  Downloads    (2nd  line)   •  faye  brownlie  (type  in  name  and  press   ‘search’)   •  Click  on  =tle  you  want   •  You  may  be  asked  to  sign  up  for  a  free   membership  which  will  allow  you  to  download   the  presenta=on  
  3. 3. Learning Intentions  I can understand and explain to others the concept of assessment for learning (AFL) and assessment of learning.  I can identify six big AFL practices and describe classroom examples.  I can determine a next step.
  4. 4. Assessment FOR Learning Purpose: inform learning Audience: teacher and student Form: descriptive feedback Timing: on-going, throughout the learning
  5. 5. The Six Big AFL Strategies 1.  Learning intentions 2.  Criteria 3.  Descriptive feedback 4.  Questions 5.  Self and peer assessment 6.  Ownership
  6. 6. Descriptive Feedback •  What’s working? •  What’s not? •  What’s next?
  7. 7. Model Guided practice Independent practice Independent application   Pearson  &  Gallagher  (1983)  
  8. 8. Formative assessment to determine students strengths and needs Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006
  9. 9. How can I help my students develop more depth in their responses? They are writing with no voice when I ask them to imagine themselves as a demi-god in the novel.
  10. 10. Students need: •  to ‘be’ a character •  support in ‘becoming’ that character •  to use specific detail and precise vocabulary to support their interpretation •  choice •  practice •  to develop models of ‘what works’ •  a chance to revise their work
  11. 11. The Plan •  Review scene from novel •  Review criteria for powerful journey response •  Brainstorm who you could be in this scene •  4 minute write, using ‘I’ •  Writers’ mumble •  Stand if you can share… •  What can you change/add/revise? •  Share your writing with a partner
  12. 12. Criteria   •  Write in role – use ‘I’ •  Use specific names •  Phrases/words that show feeling •  Particularly descriptive details of the event •  Powerful first line •  What will you change after listening to others?
  13. 13. Questioning
  14. 14. Learning Intentions •I can pose questions based on an image •I can integrate information about an image, based on my own questions and those of others
  15. 15. Secret of the Dance - Andrea Spalding and Alfred Scow, Illustrations - Darlene Gait Orca Publishing, 2006 #9 781551 433967
  16. 16. Sequence: Humanities 6/7
  17. 17. Learning Intention •  To examine and understand children’s rights in different parts of the world
  18. 18. United Nations Rights of the Child 1.  Education 2.  Family 3.  Food and shelter 4.  Health 5.  Name and nationality 6.  Non-discrimination 7.  Own culture 8.  Protection from harm 9.  Rest and play 10.  Share opinions
  19. 19. Middle School En/SS Project Mon. - Model assignment with picture book. Build criteria. Tues. - Read independently, begin assignment. Wed. - Read, descriptive feedback. Thurs. - Return assignments. Teach mini- lesson. Fri. - Hand in assignment for evaluation.          Student  Diversity,  2006  
  20. 20. Criteria •  At least 3 examples of denied children’s rights •  Specific evidence from the story that demonstrates how the right is denied •  Information presented in a clear, organized, and interesting way
  21. 21. How you will earn your mark •  Rights and evidence: 3 denied rights with detailed, supporting evidence from the story (10 marks) •  Presentation: categorized presentation of information (3 marks) •  Conventions: few errors and these do not interfere with meaning (2 marks) **Drafts ready for feedback on Wed!
  22. 22. My  Name  Is  Seepeetza   The  Right  to  Her  Own  Culture   It  was  in  the  law  that  the  Indians  couldn’t  prac=ce  their   own  religion.    The  nuns  taught  them  in  school  and   made  them  prac=ce  the  Catholic  religion.    The  Indian   children  had  to  learn  English;  some  of  them  even   forgot  how  tp  speak  their  na=ve  language.    The  nuns   also  had  them  change  their  Indian  names  to  Catholic   names.          -­‐Clint  
  23. 23. Good-­‐Bye  Vietnam   Share  Opinions   -­‐when  the  Government  broke  down  the  temple,   and  they  didn’t  even  ask  the  neigbors  will  they   like  it  or  not.   -­‐when  Mai’s  family  was  on  the  sampan  the   others  said  now  we  can  say  what  ever  we   want  because  we  are  on  the  sea  and  no  one   can  hear  us.                  -­‐Jian  
  24. 24. Grand Conversations, Thoughtful Responses - a unique approach to literature circles -­‐  Faye  Brownlie        Portage  and  Main  Press,  2004   Student Diversity, 2nd ed -­‐  Brownlie,  Feniak  and  Schnellert        Pembroke  Publishers,  2005   It’s All about Thinking – Collaborating to support all learners (in English, Social Studies and Humanities)  –  Brownlie  and  Schnellert    Portage  and  Main  Press,  2009   Pulling Together – Integrating inquiry, assessment, and instruction in today’s English classroom  –  Schnellert,  Datoo,  Ediger,  Panas    Pembroke  Pub.,  2009   If  the  World  Were  a  Village  –  Smith,  2002  

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