Reading for the Love of It 2009 Conference Toronto Feb 12 &13, 2009 Faye Brownlie

1. Assessment for Learning
@
Reading for the Love of It
Feb. 12 13, 2009
Faye Brownlie
fayebrownlie@shaw.ca

2. LEARNING INTENTIONS
I can understand and explain to others the
concept of assessment for learning (AFL) and
assessment of learning.
I can iden;fy six big AFL prac;ces and describe
classroom examples.
I can determine a next step.

3. Assessment FOR Learning
Purpose: guide instruc;on, improve
learning
Audience: teacher and student
Timing: at the beginning, day by
day, minute by minute
Form: descrip;ve feedback

4. The Six Big AFL Strategies
1. Inten;ons
2. Criteria
3. Descrip;ve feedback
4. Ques;ons
5. Self and peer assessment
6. Ownership

5. Descriptive Feedback
• What’s working?
• What’s not?
• What’s next?

6. Model
Guided practice
Independent practice
Independent
application
Pearson Gallagher (1983)

7. Lori Zawada Faye Brownlie
Grade 2/3
Tait Elementary
Richmond
Learning Intentions
Questioning
Descriptive Feedback
Ownership

8. Learning Intention:
• I can examine a picture and infer what is
happening
• I can provide ‘because’ reasoning (evidence) for
my inference

13. • Peter’s Poofect Pet ‐ Tina Powell
• www.bigfatpen.com

14. Learning Intentions – Kindergarten
Think of ideas
to
write about
“OLI (our learning inten;on) tells us what we
have to learn”
“He is there to make sure we are learning
what we are supposed to”
OLI

15. Criteria – K/1
Big, Bold, Bright Make a picture
Tell some lebers Try some sounds you
you know know
What’s Next for This Beginning Writer? – Reid, Schultz, Petersen

16. K- Writing:
1
Model - pictures print
Refer to criteria
Kids draw write
Refer to criteria
Pearson Gallagher (1983)

20. Learning Intention: I can write and describe a
small event from my morning.
Gr. 3 Writing:
Model – a small moment
Establish criteria
Kids write
Descriptive feedback on
criteria
Pearson Gallagher (1983)

21. • Choose a topic
• Write in front of the students
• Students describe ‘what works’ in your writing
• Students choose a ‘morning’ topic
• Students write
• Students self-assess
• Students meet with peers to share and provide
feedback

22. All alone, I stepped into my car. With my map in
hand, I began to drive. At the lights I turned
lec, then the map said to turn right. “Oh, no!”
The sign said, “Road closed”.
“Help,” I thought. “What am I going to do?”

23. Notices…criteria
• Mystery
• Opening
• Detailed
• Sounds like you (Voice)

27. TEACHER QUESTIONING
An open‐ended ques;on
How can you show your
number for our number
book?
Carole Saundry, Richmond SD 38

30. QUESTIONING – Grade 2/3
How do spiders eat?
• Grades 2 and 3
• The teacher began the
study by asking “What
ques;ons do you have
about spiders?”
• Students chose one
ques;on a week to
inves;gate by
observing spiders and
using informa;onal
texts
Science IRP/Grade 2/Life Science/Animal Growth and Change
Janice Novakowski, Richmond

31. QUESTIONING - Kindergarten
How does a ladybug hold on to a branch?
• Kindergarten students
observe insect
behaviour
• The teacher asks,
“What are you
wondering about?”
Science IRP/Kindergarten/Life Science/Characteristics of Living Things
Janice Novakowski, Richmond

32. QUESTIONING – All Grades
“Hands Down”
Ask an open‐ended ques;on.
Explain to the class that no one puts up his or her hand to
answer the ques;on ‐ everyone is expected to respond when
asked (even if it is only to say “I don’t have a response yet”).
Give students ;me to meet with a partner and talk briefly about
their thinking.
Ask individual students or pairs of students to respond.

33. QUESTIONING – All Grades
• Present a picture
• Ask students to pose ques;ons about the picture
• Present a second picture
• No;ce how ques;ons change as students link the
pictures
Student Diversity, 2nd ed. ‐ Brownlie, Feniak, Schnellert

37. Lori Johnson
Grade 1
Coldstream Elementary
Richmond
Learning Intentions
Self Assessment
Descriptive Feedback
Ownership

40. Joni Cunningham
Grade 2
Spul’u-kwuks
Richmond
Writing portfolio
Monthly samples
Performance Standards
Growth over time

47. Lori Johnson
Grade 1
Coldstream Elementary
Richmond
Learning Intentions
Self Assessment
Descriptive Feedback
Portfolio Assessment

48. Reading – Gr.1
March Portfolio – Lori Johnson,
Coldstream Elem., Vernon, BC
• I can read this book easily, stopping at the periods for a breath and
also using some expression.
• I can retell the story I have just read in my own words from
beginning to end.
• I can “make pictures or movies” in my head when I read a story that
has no pictures. Ask me to tell you about the pictures and feelings I
had when Ms. Johnson read us “Big Al”. Visualizing helps me
understand beber.
• I can read by using sight words ( the words I know really well are
highlighted on the list in the folder ) and I can also figure out new
words by sounding out the lebers, then blending the lebers
together.
• My goal for next term in reading is to ___________________

49. Writing – Gr. 1
March Portfolio, Lori Johnson,
Coldstream Elem, Vernon, BC
• Here is some of my latest wri;ng. I can write about
things that happen in my life. Usually I print neatly, use
fingerspaces and include details. I have several words I
can just spell easily, others I try to stretch by saying the
sounds, then wri;ng the lebers down.
• I can read my wri;ng to you. Thanks for listening.
• I can tell you about my wri;ng – what criteria I am
trying to meet as I wrote these pieces.
• I can tell you what I want to do next in my wri;ng.
• My goal for next term in wri;ng is to
_____________________________

50. SOCIAL STUDIES – FRIENDSHIP UNIT
• I can tell you the quali;es that make up a good
friend. Let’s do the Friendship Puzzle together.
SCIENCE
• I know how a leaf cuong can grow roots to
become a plant. Ask me to explain my “Plant
Journal” to you.
• I can tell you how magnets work. I know that
magnets abract some things and not others. I
know they have a North and a South Pole. I can
explain my Magnet Map to you.

51. • I can count by ones while doing ac;ons with my hands and
feet. I like to do something different on the fives and tens.
Let’s do it together!
• I can count this bag of _______ by first sor;ng it into groups
of ______ on the coun;ng mat. Sor;ng makes it easier to
count big numbers.
• I can solve a problem using addi;on or subtrac;on. I can
show you how I do this using objects or pictures. Here are
some problems we can solve.
• I can look at a bunch of objects, then es;mate how many
might be there. It won’t be the exact number! Let’s es;mate
the hearts on this paper using an elas;c as a “referent set”.
• I am learning my math facts by playing “Addi;on and
Subtrac;on War”. I can show you how to play.
• My goal for next term in math is to
_____________________________

52. Formative assessment
to determine students
strengths and needs
Brownlie, Feniak Schnellert, 2006; Earl Katz, 2005; Schnellert, Butler Higginson, in press; Smith Wilhelm, 2006