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Akhavan after the minilesson handouts slideshare


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Nancy Akhavan shares ideas for student support after a minilesson

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Akhavan after the minilesson handouts slideshare

  1. 1. Now What? What to Do After the Mini-lesson: EffectiveAssessment and Conferring Nancy Akhavan m
  2. 2. Teaching After theMini-lesson Conferring Assessment
  3. 3. Teaching After theMini-lesson Conferring •Re-teaching •Differentiating •Sticky teaching
  4. 4. Focus What did you want to teach in themini-lesson? One Point Only
  5. 5. Instruction During Conferring • Think of thenext teaching step • Isthechild in an appropriatetext? • Isthechild ready to moveto another level? • Isthechild using strategiesfor unknown words? • Isthechild comprehending? • Isthechild fluent at thecurrent level? • Can thechild discusshisthinking about hisreading? Reading
  6. 6. Instruction During Conferring • Think of thenext teaching step • Do thestudentsunderstand how to writein different genres? • Can they visualizeand discussthesetypesof writing? • Do thehavewriting muscles- can they writewith stamina? • Do they turn to mentor text to improvetheir understanding of how to write? • Can theyoung writer usestrategiesto get wordson the page? Writing
  7. 7. Strategy Don’t teach what students already know. If thestudentscan do what you haveasked, then quickly plan subsequent mini-lessonsto dig deeper.
  8. 8. Strategy •Reflect on your instruction •Did you stick to oneteaching point? •Did you avoid throwing in too much at theend of the lesson? •Did you tiethereading strategy to learning going on at thereading table? •Did you unpack thewriting strategy so that thestudents knew what to do?
  9. 9. Focus How will you differentiateto meet student needs? Decide Before they Leave the Carpet
  10. 10. What’sin their Backpack? • Fix-up strategies • Comprehension strategies • Ability: – Read accurately and fluently – Write about reading – Talk about reading • With depth • With understanding
  11. 11. Responsibility ReleaseDuring Instruction Mini-lesson Coaching and helping students think-aloud Responding to text, discussing texts Analyzing and scoring writing pieces Using graphic organizers, purposely thinking about strategy use, referring to mentor text Independent reading and writing work Teacher Responsibility Student Responsibility
  12. 12. Focus How will you ensureyour teaching sticks? Assess at the Reading Table Take notes when conferring
  13. 13. Coach your students- Help them do with you what they can’t yet do alone. •Remind them of their goals •Remind them of strategiesthat work •Prod them to apply themselveswhile giving encouragement Sticky Teaching
  14. 14. Tip •Keep track of your oneimportant point by writing it on a sticky noteand put it on top of your clipboard. •List thepoint in aconferencenotebook and writeanote about each child’sprogresstoward thepoint. •Doublecheck that theteaching chart explicitly modelsthe teaching point. •Haveolder studentswritetheteaching target on their strategy/genrerecording sheet.
  15. 15. Teaching After theMini-lesson Assessment •Formative •Summative •Testing Slice
  16. 16. Focus What doesformative assessment look like? It is ongoing
  17. 17. FormativeAssessment Reading Running record Quick Takereading records Vocabulary word cards Vocabulary self-assessment sheet Analysisof writing about reading
  18. 18. FormativeAssessment Writing Rubrics Anecdotal notes Self-reflection sheets Writing checklists
  19. 19. Focus What doessummative assessment look like? It is a culmination
  20. 20. SummativeAssessment Reading District Reading Assessments StandardsBased SeriesBased Strategy Based StateReading Assessments No Child Left Behind
  21. 21. SummativeAssessment Writing District Writing Assessments Prompt Based & GenreDriven StateWriting Assessments No Child Left Behind
  22. 22. Preparing for SummativeAssessment Analyze Student resultsfor: • Student subgroupsto monitor progressof all student groups • Overall strengthsin subtests •Reading comprehension •Literary analysis, etc. •Writing progresstowardsa pro mpt
  23. 23. Focus What doestheTesting Slice look like? It builds from summative assessment
  24. 24. Preparing for SummativeAssessment The Testing Slice Analysis Examinetest items& unpack for: • format • vocabulary • an understanding theof ‘tested’ standard
  25. 25. Preparing for SummativeAssessment •Noticehow thestandardsfor reading comprehension and word analysisaretested.
  26. 26. Strategy To prepare forsummative assessments: Analyzereleased test questionsin relation to thestandard. Develop an understanding of the differencebetween effectively teaching standardsand how your stateteststhesame standard.
  27. 27. Tip Testing slice: Uselanguagefrom released test questionsin your workshopsastesting nears. Usereleased test questionsto model thinking and teach testing tips.
  28. 28. Strategy Where do you fit assessment into an otherwise busy day? In reading: Assessduring •Guided reading (for fluency, accuracy, comprehension check) •Sustained reading (for comprehension, just right book, engagement)
  29. 29. Strategy Where do you fit assessment into an otherwise busy day? In writing: Assessduring •Independent writing (stamina, structure, word choice, voice, genredevelopment, ideadevelopment) •Group discussion (rubrics, structure, ideadevelopment, vocabulary use)
  30. 30. Support Materialsby Nancy Akhavan