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Ontario Comprehension Assessment (OCA). HWDSB OCA TRAINING. Objectives. Participants will: understand the design and purpose of the OCA understand how the OCA supports the development of student literacy by connecting to the research on proficient readers. - PowerPoint PPT Presentation
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HWDSB OCA TRAINING
Ontario Comprehension Assessment (OCA)
ObjectivesParticipants will: understand the design and purpose of the OCA understand how the OCA supports the
development of student literacy by connecting to the research on proficient readers.
learn how to conduct the assessment moderate student responses to questions in the
OCA connect the OCA to instruction consider strategies for using the assessment with
struggling readers.
The Ontario Reading Comprehension Assessment (OCA)
Design & Purpose
OCA Training Module
Purpose of the OCA
The primary purpose of the OCA is to:
help teachers plan for systematic comprehension instruction
help students learn more about themselves as readers
Key Components
Reading Passages 35 copies of each text
Teacher Guide “Front Matter” Student Response Sheets (Early and Later Grades) Answer Keys (Early and Later Grades) Assessment Summary Sheet (Early and Later
Grades) Appendices (Curriculum Links, Implementation
Models, Data Collection Options)
General Information
Grades 7-10Informational Text2 Assessments per
GradeInitial AssessmentLater AssessmentDescriptive Feedback
Connecting to the research on proficient readers
The Development of Student Literacy
OCA Training Module
What the Research Says
Assessment explicitly designed to promote learning is the single most powerful tool we have for raising achievement.
~ Black and William, 1998
Aspects of Reading
The OCA is designed to provide students and teachers with descriptive feedback in three aspects of reading:use of comprehension strategies
demonstrating understanding
analysis
Proficient Readers … Set a Purpose for Reading Access or Build Background Knowledge Ask Questions Determine What’s Important Synthesize Make Inferences Make Connections Visualize Monitor Comprehension
Aligned Assessment Design
Aspects of Reading Sub-aspects/Skills of Proficient Readers
ReadingTasks OCA
Use of Comprehension Strategies
• Setting a Purpose• Building or Accessing Background • Knowledge• Asking Questions• Monitoring Comprehension
Asking Questions (7-9)Monitoring/Meta-cognition
Question 1
Question 5
Demonstrate Understanding
• Determining What’s Important• Making Inferences• Visualizing
Retrieving InformationSynthesizing, SummarizingMaking Inferences/ Interpreting Text
Question 2
Question 3
Analyze Texts • Synthesizing and Extending Understanding
Analyzing Text and Extending Understanding
Question 4
Reading ExpectationsRetrieve Information (OSSLT skill, 1.4)o The reader locates information explicitly
stated in the text. Demonstrate Understanding (1.4)o The reader uses information provided in the
text and reformulates it in her/his words – summarizing and citing details.
Make Inferences/Interpret Texts (1.5, OSSLT)
o The reader integrates stated and implied ideas and information to explain an interpretation.
Analyze Texts (1.7, 2.1, 2.2)o The reader takes a stance, evaluating,
connecting and explaining how the different elements in a text contribute to meaning and influence the reader’s reaction.
(Numbers refer to the Ontario Curriculum Reading expectations.)
Analyze Texts
Demonstrate Understandin
g
RetrieveInformation
Interpret Texts
Question #5: Metacognition
Sub-strand in the revised Language and English curriculum.
By the end of Grade 7/8, students will: “reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.”
Reading Overall Expectation #4
Connecting Acrossthe Curriculum
All teachers of all subjects, K-12, are teachers of literacy.
Literacy instruction must be embedded across the curriculum.
Connecting Acrossthe Curriculum
All teachers must be equipped with the knowledge and skills to model effective literacy skills in their subject area.
▪ Guiding Principles from Think Literacy Success (2003)
Additional information on Making Connections Across
the Curriculum are located in the OCA Teachers Guide p. 13
and p. 41.
Setting students up for success
Conductingthe OCA
OCA Training Module
OCA: How? When?
Initial AssessmentBeginning of year or semesterAssessment FOR LearningWhere do I go with instruction?
Later AssessmentEnd of term or mid-point in semester, end of
yearAssessment FOR or OF LearningHas my teaching made a difference?
Starting the Assessment
Plan to administer the first OCA early in the year Plan for a 60 minute block of time Administer the assessment to the whole class Distribute the reading passage and the student
response sheet Ask students to answer Question 1 before
reading Give students 45 minutes to complete the
assessment (students may receive additional time but should complete the assessment in a single sitting)
During the Assessment
Students answer questions independently
Allow extra time for students who need it
Students who normally receive accommodations or modifications for assessment tasks should continue to do so on the OCA
Completing the Assessment
Students may complete the assessment on the black line masters, however, space limitations may make it preferable to have student given the option to complete their work on a separate page or use a computer.
After the Assessment
After the assessment: If possible, work in pairs or teams to
moderate assessments and share instructional strategies to respond to results
Use a highlighter to mark criteria in rubrics or on the individual profile sheet
Plan next steps using information in the teachers guide.
Identifying student strengthsand next steps
Teacher Moderation
OCA Training Module
Teacher ModerationGetting Set Up…
1. Click on the following link to access student exemplars: OCA exemplars
2. Click on the following link to access the sample student responses: Student Responses
3. Turn to page 20 in the Teachers’ Guide
Teacher Moderation
With a partner, use the rubric and exemplars to assess the student response and use page 20 of the teacher’s guide to determine instructional next steps.
The following slides will walk you through the moderation process for each question.
Question #1
Are students previewing text to either build or access background knowledge before reading?
Are students asking themselves quality questions that set a purpose for reading?
Purpose and Connections
Question #1Set a purpose Ask questions Predict
Question #2
Are students sorting and conceptualizing main ideas and supporting details?
Are students creating an accurate synthesis representative of important information in the text?
Purpose and Connections
Question #2Find important ideas Summarize Make
notes
Question #3
Are students reading between the lines and inferring and elaborating on ideas not directly stated in the text?
Purpose and Connections
Question #3Infer Visualize Find important ideas
Question #4
Are students pushing their thinking beyond the information in the text and making meaningful connections that deepen their comprehension (text to self; text to text; text to world connections)?
Purpose and Connections
Question #4Make connections Synthesize Evaluate
Question #5
Are students meta-cognitive and aware of
strategies that could help them “fix” comprehension problems?
Purpose and Connections
Question #5 Reflect on strategies (Metacognition)
Connecting data to instruction
Next Steps
OCA Training Module
Teachers Guide Resources
Appendices Individual Profile (p. 44) Group Profile (p. 45) Class Profile (p. 46) Disaggregating the Data (p. 47) Synthesizing the Data (p. 48)
Recording the Data Rubric categories are titled by achievement
chart categories from the Ontario Curriculum
Class Profile columns are titled based on the reading strategies/sub-aspects assessed.
This may require that the teacher use their professional judgement to determine an overall level by considering one or more of the achievement chart categories for some questions.
Recording the Data
Class Profiles are generic across the grades, not grade specific, so there may be extra columns in some grades.
Disaggregating the Data
Disaggregating the Data
© CI SC, School District 36, Surrey, 2005 Sept 30/05 KP:ld 04/05 Engl LA/ Programs/ RAD 36/ Disaggregating Data Secondary.doc
Secondary Tally Form
Aspect of Reading Not Yet Within Expectations Male Female
Meets Expectations (Minimal Level) Male Female
Fully Meets Expectations Male Female
Exceeds Expectations Male Female
STRATEGIES Text Features (Question 1)
Comprehension Skills/ Metacognitive Awareness (Question 5)
COMPREHENSI ON Main I deas (Question 2)
Details (Question 2)
Note-Making (Question 2)
I nf erences (Question 3)
ANALYSIS Connections (Question 4)
Evaluation (Question 4)
TOTAL NUMBER STRATEGIES
COMPREHENSION
ANALYSIS
Sub Total:
Total:
Total # of Participants: ___________ __
Synthesizing the Data
Recording the Data You may prefer to use the HWDSB
electronic spreadsheets or create one that meets your specific needs.
HWDSB Spreadsheet
Link to HWDSB Spreadsheet
Key Considerations
Supporting Struggling Readers
OCA Training Module
… “most children who struggle to read do not require instruction that is substantially different from their more successful peers; rather, they require a greater intensity of higher quality instruction”.
- Snow, Burns, & Griffin (1998)
Beers (2003)
“There is not a single template for the struggling reader. We cannot make the struggling reader fit one mould or expect one pattern to suffice for all students”.
Reading
If a student struggles with reading grade level passages…the teacher may select a lower grade-level passage that is more appropriate.
The OCA Student Success Kit contains passages and strategies for the struggling reader as low as grade 4 level.
Reading If a student struggles with reading lower
grade-level passages, the assessment may be administered orally (as a documented accommodation) and the student could independently complete the written responses.
Please note that by reading the passage and questions orally to the student, the purpose of the OCA changes to a listening comprehension assessment, which is an indicator for potential growth in reading comprehension.
Writing
If the student struggles with written output…the student may be scribed for as a documented accommodation.
Assistive Technology
The use of assistive technology such as word processing, “Dragon” (speech to text) or “Premier” (text to speech) software may be an appropriate support for students struggling with reading and written output.
Processing
If the student struggles with processing information…the teacher may simplify the language or chunk the assessment as a documented accommodation.
Focus
When a student struggles with maintaining focus…the student may complete the assessment in an alternate setting and/or complete the assessment in stages.
Ensuring Success
In short, students on IEP’s are entitled to whatever modification or accommodations have been deemed necessary in the creation of the IEP and are part of the student’s regular instruction.
Review of objectives & additional support
Wrap-Up
OCA Training Module
ObjectivesThe objectives of this training module were for
participants to: understand the design and purpose of OCA understand how OCA supports the development of
student literacy by connecting to the research on proficient readers
Moderate student responses to questions in OCA Connect OCA to instruction Consider strategies for using the assessment with
struggling readers.
Additional Supports Your Administrator Program Consultants (elementary and secondary) Literacy Improvement Project Teachers Pearson Publisher Representative Ministry of Education Guides to Effective
Instruction; Volume One, Foundations and Volume Five, Reading.
Ministry of Education Think Literacy Guides
Important Links Link to Sample Student Responses Link to Grade 7 publisher exemplars Link to Grade 8 publisher exemplars Link to HWDSB Spreadsheet Link to Ministry Guides
Thank you for your
time & participation!
When learning is the goal, teachers and students collaborate and use ongoing assessment and pertinent feedback to move learning forward.
- Earl & Katz (2006)