A 2 day seminar with 17 rural schools in Manitoba considering a systems look at reading growth. Day one the discussion focused on the what and why of our assessments while day two moved toward how to use the data we collect as part of our planning and instruction.

1. A Systems Look at Reading
Growth
MRCL
Oct
2
&
3,
Dec
8,
2014
Faye
Brownlie
www.slideshare.net

2. Learning Intentions
• I
have
a
beDer
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
beDer
able
to
use
formaLve
assessment,
day
by
day,
in
my
reading
instrucLon.
• As
a
team,
we
can
describe
what
counts
in
quality
reading
and
how
to
teach
toward
this
for
all
students.

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. • Meet
in
a
school-­‐based
team
(no
more
than
4)
and
share
your
lists.
• NegoLate
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. Reading Assessment
• The
end
goal
of
teaching
reading
is
to
create
readers
who
read
with
understanding
and
who
choose
to
read;
the
end
goal
of
a
reading
assessment
is
to
determine
the
strengths
and
areas
to
strengthen
of
a
student’s
reading
with
understanding.

6. • 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
Lme
should
be
spent
on
formaLve
assessment
than
on
summaLve
assessment.

7. • The
skills
required
for
fluency
and
effecLve
decoding
are
important
as
building
blocks
to
understanding,
not
as
independent
aspects
of
reading.
• Background
knowledge
affects
understanding
tremendously.
• When
assessing
fluency,
students
should
have
had
an
opportunity
to
pracLce
first.

8. Formative Assessment
• InformaLon
gained
from
an
assessment
should
be
used
to
influence
instrucLon
–
or
the
assessment
is
not
worth
doing.
• Assessments
should
not
be
too
Lme-­‐
consuming
as
we
need
to
get
on
with
the
teaching.
• Feedback
is
the
heart
of
assessment
–
– Feedback
from
the
student
to
the
teacher
– Feedback
from
the
teacher
to
the
student.

9. • QuesLons
that
guide
assessment:
– What’s
working?
– What’s
not?
– What’s
next?

10. Assessment:
The
bridge
between
teaching
and
learning.
(
Wiliam
2011)

11. School Teams
• Consider
your
reading
assessments.
• What
do
they
show
you
value?
• What
have
you
learned
about
your
students?
• How
are
you
using
this
informaLon?
– What’s
working
in
the
reading
assessment?
– What’s
not?
– What’s
your
plan
for
what’s
next?

12. Assessment
OF
Learning
Purpose:
reporLng
out,
summaLve
assessment,
measuring
learning
Audience:
parents
and
public
Timing:
end
Form:
leDer
grades,
rank
order,
percentage
scores

13. Assessment
FOR
Learning
Purpose:
guide
instrucLon,
improve
learning
Audience:
teacher
and
student
Timing:
at
the
beginning,
day
by
day,
minute
by
minute
Form:
descripLve
feedback

14. No plan, no point

16. • How
do
we
help
every
student
to
become
a
beDer
reader?

17. “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?”
-­‐HaDe
(2012).

18. Assessment FOR Learning
• DescripLve
scoring
• Coding
in
teams
• Class/grade
profile
of
strengths
and
areas
of
need
• AcLon
plans
developed
-­‐
what’s
next?
• Individual
students
idenLfied
for
further
assessment

19. 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
secLon
aloud
and
answer
several
interview
quesLons.
• Code
using
the
Reading
Performance
Standards
• Described
in
Student
Diversity,
2nd
ed
–
Brownlie,
Feniak,
Schnellert

21. • ConnecIons:
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.
• ReflecIng:
Was
this
easy
or
hard
to
understand?
How
did
you
help
your
self
understand?
(SD,
p.23)

22. A
Way
in…..GET
COMFY
with
the
Performance
Standards

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GIIADE I READING

26. Reading is Thinking
Read aloud Individual practice
Teresa Fayant
K
Stzuminus First Nation

33. Fort
St.
John
Reading
Assessments
• Chemistry
12
• AccounLng
• Children’s
Services
• Science
10
• Applied
Math
10
• Social
Studies
11

34. 1. Learning Intentions
“Students
can
reach
any
target
as
long
as
it
holds
sLll
for
them.”
-­‐
SLggins
-­‐
2. Criteria
Work
with
learners
to
develop
criteria
so
they
know
what
quality
looks
like.
3. Questions
Increase
quality
quesLons
to
show
evidence
of
learning
Whose
quesLons?
Who
answers?

35. 4.
DescripIve
Feedback
Timely,
relevant,
personal,
descripLve
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

36. Assessment
for
Learning
is
Evidence-­‐Based
PracIce

37. The 10
A Scholastic Series for Inquiry
Editor: Jeff Wilhelm
• 100
Ltles
grades
6-­‐10
• 50
Ltles
grades
4-­‐8
Smartest Adaptations in Nature
-Scholastic

38. What is the smartest adaptation
for the environment?
How do animals adapt?

39. Why is this adaptation the best?
• QuesLoning
from
pictures
–
whole
class
• Examine
the
pictures,
the
capLons
and
the
graphics,
the
text
• Look
for
what
strikes
you,
what
jumps
out
as
unique
and/or
important
to
remember
• Place
3
post-­‐it
notes
on
3
different
points
that
support
your
inquiry/argument
• Come
to
the
circle
to
start
the
conversaLon
with
the
informaLon
behind
the
post-­‐it
notes

43. Critical Literacy, Gr. 12 with Amy
Stevenson
The Glass Castle-Jeannette Walls
• Analyzing
habits
of
thinking,
reading,
wriLng,
speaking
• Understanding
social
contexts
and
consequences
• Deep
meaning
• Applying
deep
meaning
to
self

44. Goal: begin an exploration with
critical analysis/critical literacy
• Set
a
scene
• Personalize
this
scene
and
sketch
• Write
2
minutes
in
response
to
your
sketch
–
feeling,
acLon
• Pass
your
paper.
2nd
student
reads
and
responds/
adds
on
–
2
minutes
• Repeat
2
more
Lmes
• Read
your
own
paper,
others
responses,
and
discuss
–
5-­‐10
minutes

49. Resources
• Assessment
&
Instruc-on
of
ESL
Learners
–
Brownlie,
Feniak,
&
McCarthy,
2004
• Grand
Conversa-ons,
Though<ul
Responses
–
a
unique
approach
to
literature
circles
–
Brownlie,
2005
• Student
Diversity,
2nd
ed.
–
Brownlie,
Feniak
&
Schnellert,
2006
• Reading
and
Responding,
gr.
4,5,&6
–
Brownlie
&
Jeroski,
2006
• It’s
All
about
Thinking
–
collabora-ng
to
support
all
learners
(in
English,
Social
Studies
and
Humani-es)
–
Brownlie
&
Schnellert,
2009
• It’s
All
about
Thinking
–
collabora-ng
to
support
all
learners
(in
Math
and
Science)
-­‐
Brownlie,
Fullerton
&
Schnellert,
2011
• Learning
in
Safe
Schools,
2nd
ed
–
Brownlie
&
King,
Oct.,
2011