High Impact Literacy Strategies and Assessments for MY & SR

MRLCOct4&5,2016FayeBrownlie

slideshare.net/fayebrownlie.MRLC.MY.SR.oct2016

Learning Intentions •  IhaveabeGerunderstandingofhowtousethedatafrommyreadingassessmentstoguidemyteaching.

•  Wehaveaplantouseaperformance-basedreadingassessment.

•  IambeGerabletouseformaNveassessment,daybyday,inmyreadinginstrucNon.

•  Asateam,wecandescribewhatcountsinqualityreadingandhowtoteachtowardthisforallstudents.

What counts in reading assessment?

•  Writedownthefirst5aspectsthatcometoyou–nottheassessmentsyouareusing,butwhatcountsforyou.

•  Meetinaschool-basedteam(nomorethan4)andshareyourlists.

•  NegoNatetoasharedlist.– Whatishardesttoletgoof?– Howdifferentarethelists?– Arethereanysurprises?– Doesgradelevelmakeadifference?

Weassesswhatwevalue.

Doyourassessmentsreflectwhatyouvalue?

Reading is understanding.�Reading is thinking.�

Reading is making sense in disciplines.�

School Teams •  Consideryourreadingassessments.•  Whatdotheyshowyouvalue?

•  Whathaveyoulearnedaboutyourstudents?

•  HowareyouusingthisinformaNon?– What’sworkinginthereadingassessment?– What’snot?– What’syourplanforwhat’snext?

AssessmentOFLearning

Purpose: reporNngout,summaNve assessment,measuringlearning

Audience: parentsandpublic

Timing: end

Form: leGergrades,rankorder, percentagescores

AssessmentFORLearning

Purpose: guideinstrucNon,improve learning

Audience: teacherandstudent

Timing: atthebeginning,dayby day,minutebyminute

Form: descripNvefeedback

Reading Assessment •  Thegoalofteachingreadingistocreatereaderswhoreadwithunderstandingandwhochoosetoread.

•  ThegoalofaformaNvereadingassessmentistodeterminethestrengthsandareastostrengthenofastudent’sreadingwithunderstanding.

•  Assessmentshouldallowstudentstoexhibittheirstrengths.

•  Studentsshouldknowthepurposeoftheassessment.

•  Assessmentsshouldmirrorthebestofwhatweknowaboutteachingreading.

•  MoreNmeshouldbespentonformaNveassessmentthanonsummaNveassessment.

•  QuesNonsthatguideassessment:– What’sworking?

– What’snot?– What’snext?

How does your data collection guide effective instruction?

Using your data from your assessments:�20 minutes

•  Whatarethestrengthsoftheclass?•  Whatarea(s)doyouneedtostrengthen?•  WhatistheplanofacNon?

•  AberthedatacollecNonandstudentreadinglevelshavebeenestablished,howisthedataanalyzed?

•  Strengthsandareastostrengthenforeachstudent?•  Strengthsandareastostrengthenforthesmallgroups?•  Strengthsandareastostrengthenfortheclass?•  WhoanalyzestheinformaNon?•  Howisitshared?•  Howdoyouknowthatyourteachingismakingadifference?•  WhenyouanalyzehowastudentspendsNmeduringtheday,inliteracy

situaNons,whatisthefocusoftheNme?

No plan, no point

Standard Reading Assessment

•  Chooseacommonpieceoftext.•  Buildbackgroundforthereading.•  Havestudentsrespondtocommonprompts.•  HavestudentsreadashortsecNonaloudandanswerseveral

interviewquesNons.•  CodeusingtheReadingPerformanceStandards

•  DescribedinStudentDiversity,3rded–Brownlie,Feniak,Schnellert&inIt’sAllaboutThinking–collaboraNngtosupportalllearnersinEnglish,SocialStudiesandHumaniNes–Brownlie&Schnellert&It’sAllaboutThinking–collaboraNngtosupportalllearnersinMath&Science–Brownlie,Fullerton,Schnellert&It’sAllaboutThinking–creaNngpathwaysforalllearnersinthemiddleyears–Schnellert,Watson&Widdess

•  Connec3ons:Howdoeswhatyoureadconnectwithwhatyoualreadyknew?

•  Summarizing:Chooseawaytoshowthemainideasanddetailsinwhatyouread.

•  Inferencing:Readbetweenthelinestofindsomethingthatyoubelievetobetrue,butthatisn’tactuallysaid.Explainyourreasoning.

•  Vocabulary:Hereare3challengingwordsfromthetext.Explainwhatyouthinktheymean.

•  Reflec3ng:Wasthiseasyorhardtounderstand?Howdidyouhelpyourselfunderstand? (SD,p.23)

InterviewQuesNons

•  Whenyoucometoachallengingword,howdoyoufigureitout?

•  Ifyourreadingdoesnotmakesense,whatdoyoudo?

•  WhatisthisselecNonmainlyabout?

•  WhatsurprisedyouaboutthisselecNon?Why?

•  (ItsAllaboutThinking,p.32)

ReadAloud

•  SelectaporNonofthetextforstudentstoreadaloud.

•  Recordmiscuesastheystudentreads.WatchforapaGern.

•  Givethestudentacomplimentonhisoralreading.

•  Choseoneofthefollowingdescriptors:– HalNng,careful,confident/fluent,expressive

(ItsAllaboutThinking,p.32)

Performance Based Assessment:�Assessment FOR Learning

•  DescripNvescoring•  Codinginteams

•  Class/gradeprofileofstrengthsandareasofneed–strengthsbasedconversaNon

•  AcNonplansdeveloped-what’snext?•  IndividualstudentsidenNfiedforfurtherassessment

Grade4 Grade5

+’sCanuseawebCanorganizeinformaNonMakesimpleconnecNonsFociTextFeatures–can’tusethemtoextractinformaNonStrategies–needthem

+’sCheckforunderstandingbutmaynotusestrategiesCanusenote-makingframeFociNote-makinginownwordsStrategiesneededMaidIdeas/DetailsTextFeatures

Grade6 Grade7

+’sOneortwostrategiesGetgist–don’tmisreadSomemainideasSimpleinferencesMakesimpleconnecNonsFociNeedmorestrategiesLackdetailsandthoroughnessinnote-makingSupportinferencesNeedtoconnectmorewidely

+’sOneortwostrategiesGetgist–checkforunderstandingMainideasMorethoughhulinferencesConnecNonshaveimpactonunderstandingFociEvidenceanddetailinnote-makingPersonalopinion,withevidence

DART,grade8

Grade9/10

“Studentstaughtbyteacherswhousedassessmentforlearningachievedinsixorsevenmonthswhatwouldotherwisehavetakenayear.”

-Black&Wiliam(1998).“Feedback[is]inthetopteninfluencesonachievement.Whereisthestudentgoing?Howisthestudentgoing?Wheretonext?”

-HaPe(2012).

McKinsey Report, 2007 •  Thetop-performingschoolsystemsrecognizethattheonlywaytoimproveoutcomesistoimproveinstrucNon:learningoccurswhenstudentsandteachersinteract,andthustoimprovelearningimpliesimprovingthequalityofthatinteracNon.

How the world’s most improved school systems keep getting better

–McKinsey, 2010 ThreechangescollaboraNvepracNcebroughtabout:1.  Teachersmovedfrombeingprivateemperorsto

makingtheirpracNcepublicandtheenNreteachingpopulaNonsharingresponsibilityforstudentlearning.

2.  Focusshibedfromwhatteachersteachtowhatstudentslearn.

3.  Systemsdevelopedamodelof‘goodinstrucNon’andteachersbecamecustodiansofthemodel.(p.79-81)

1. Learning Intentions “StudentscanreachanytargetaslongasitholdssNllforthem.”-SNggins-

2. Criteria

Workwithlearnerstodevelopcriteriasotheyknowwhatqualitylookslike.

3. Questions IncreasequalityquesNonstoshowevidenceoflearningWhosequesNons?Whoanswers?

4.Descrip3veFeedbackTimely,relevant,personal,descripNvefeedbackcontributesmostpowerfullytostudentlearning!

5. Self & Peer Assessment Involvelearnersmoreinself&peerassessment

6. Ownership HavestudentsunderstandtheirlearningandCommunicateItwithothers

Reading Moves: What NOT to Do – Allington, EL, Oct 2014, Vol 72, #2

•  InterrupNngstudentstocorrecttheirmistakesduringoralreading– Moreoralreadingthateverinthepast4decades– Goodreadersreadmoresilentlythanstruggling

•  Twiceasmanywords/minutereadsilently

•  Askedtoreadaloudlessoben– DifferenceininterrupNon

•  Good:self-regulaNonandwhatmakessense•  Struggling:soundsandleGers

•  Askingstudentslow-levelquesNonsaberthey’vefinishedreading– “notasinglestudydemonstratesthatthispracNceactuallyleadstoimprovedreadingcomprehension”

– NeedliterateconversaNons• WriNngaberreading•  HavingconversaNonsabouttextsstudentshaveread•  Higher-orderquesNons

Sharon Hoffinger, 6/7, �Cougar Canyon

•  Inquiry-basedlearningwithafocusonskills:– Accessing,comprehendingandsynthesizinginformaNon

– Newmeaningfromnewandpriorknowledge

– ThinkcriNcally,creaNvely,andreflecNvelyaboutthenewlearning

HowcanIusemynewknowledgetotransformmythinkingormyacNons?•  Modeled:

–  noNce,think,wonderwithapicture•  Studentsingroupsof3–noNce,think,wonder•  Addonto2ndpicture.•  Shareoutwhatisgoingoninyourpicture,2thingsyounoNced,1quesNon.

•  Modeled:–  explodethesentence

•  Explodeanothersentenceinsmallgroups.•  Explaintoanadultwhatyounowthinkishappening.

ThreeSyrianbrothers,anewlifeinEuropebringstrialsandtriumphs.

5week,8countries,3400kilometers.

Globe,Nov20,2015NewLinkhGp://www.theglobeandmail.com/news/world/for-three-syrian-brothers-a-new-start-in-europe-and-a-host-of-new-challengestoo/arNcle27393837/

•  Herehewas,inaplacewithconstantelectricity,hewouldtellhimself,whilehismotherandfatherlivedbycandlelight.

Beginning with images…

Marco Cianfanelli, of Johannesburg, sculptor

50tenmetrehighlasercutsteelplatessetintothelandscape,represenGngthe50yearanniversaryofwhenandwhereMandelawascapturedandarrestedin1962(priortohis27yearsofincarceraGon).StandingataparGcularpoint(presumablythespotwherethepeoplearestandinginPhoto#2),thecolumnscomeintofocusandtheimageofMandelacanbeseen.AtNatalMidlands

EndofDayOne

•  Readeachofthefollowingslides.•  NoNcethestrategiesyouuseasyouread.•  Compareyourstrategieswithapartner.

What’sTheQuesNon?

•  Ifthisistheanswer,thenwhat’sthequesNon..A.0m

Q.__________________________________

ThisisMyRock�-DavidMcCord

This is my rock And here I run To steal the secret of the sun;

This is my rock And here come I Before the night has swept the sky

This is my rock, This is the place I meet the evening face to face.

Graphic Novels

Reading is understanding.�Reading is making sense in

disciplines.�

•  ChooseyourgradelevelPerformanceStandardandPerformanceStandardWorksheet.

•  Consideryourclassoroneofyourclasses.•  Strengths?Areastostrengthen?•  What’syourplan?

•  Workwithapartner.20minutes

Google:BCPerformanceStandardsforReadingforInformaNon

Do your students receive individual feedback from you in

every class?

“Themostpowerfulsingleinfluenceenhancingachievementisfeedback”-DylanWiliam

•  Qualityfeedbackisneeded,notjustmorefeedback•  StudentswithaGrowthMindsetwelcomefeedback

andaremorelikelytouseittoimprovetheirperformance

•  OralfeedbackismuchmoreeffecNvethanwriGen•  Themostpowerfulfeedbackisprovidedfromthe

studenttotheteacher

Structures and Strategies

Frameworks

It’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009

It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011

Universal Design for Learning MulNplemeans:-totapintobackgroundknowledge,toacNvatepriorknowledge,toincreaseengagementandmoNvaNon

-toacquiretheinformaNonandknowledgetoprocessnewideasandinformaNon

-toexpresswhattheyknow.

Rose&Meyer,2002

Backwards Design •  Whatimportantideasandenduringunderstandingsdoyouwantthestudentstoknow?

•  Whatthinkingstrategieswillstudentsneedtodemonstratetheseunderstandings?

McTighe&Wiggins,2001

Volcano Surfing Sequence

IntensiveVocabularyBuilding

Before During AWer

acNve

cindercone

erupted

steepslopes

billowing

crater

degree

angle

•  Abermakingthetoughclimbtothetop,volcanosurfersputon___________________clothing–including___________gogglesandsomeNmes_____________jumpsuits–tokeepoutalltheash.

•  Abermakingthetoughclimbtothetop,volcanosurfersputonp___________________clothing–includingp___________gogglesandsomeNmeso_____________jumpsuits–tokeepoutalltheash.

•  Abermakingthetoughclimbtothetop,volcanosurfersputonpro_________(3syllables,root

word,keepyousafe)clothing–includingp______(material)gogglesandsomeNmeso______(colour)jumpsuits–tokeepoutalltheash.

Why is volcano surfing risky?

•  ReadwiththequesNoninmind.•  AnswerthequesNon,withapartner,orally.•  AnswerthequesNoninwriNng,usingasmanyofthekeytermsfromthetextaspossible.Canyougive3reasons?4?

•  InCrazyChallenges–JillEggleton•  KeyLinksLiteracy

Gallery Walk – writing lesson�Goal: building and working with criteria •  Ingroups,3thingsthatcountinwriNng•  Madeclasslistandcategorized•  Focusonmeaningandthinking

–  DescripNon–  ImaginaNon–  Detail–  Knowledge–  Focus–  Ideas–  Passion–  Intriguing–  Understandable

•  Placeaseriesofpicturesaroundtheroom•  Studentsingroupsof3•  3minutesperpicture

•  Chat–HowcouldyouusethisimageinyourwriNng?

•  Buildononeanother’sthinking•  View3pictures

•  EagleDreams-WriYenbySherylMcFarlane;Illustra3onsbyRonLightburn;

•  ISBN:1-55143-016-9

•  Task:apieceofwriNng,chooseyourgenre,thinkaboutthecriteria

•  Asyouaremovingtoyourdesk,keepwalkingunNlyouhaveyourfirstlineinyourhead

•  12minutestowrite

•  AsstudentsarewriNng,moveabouttheroom,underliningsomethingpowerful(criteriaconnected)ineachperson’swriNng

•  Eachstudentshareswhatwasunderlined•  Listentohearsomethingyoumightwanttoborrow

•  Asaclass,decideonwhyeachwasunderlined•  Createthecriteria:– WordsthatareWOW– DetailsthatshowedemoNonormadeapicture

– Hook–firstlinemademewanttokeepreading

Sample1

Onecoolandbreezynight,inaprairie,aboysatontherimofhisopenwindow,lookingoutatthemoon,hopingforsomethingtohappen.Aberafewminutes,hewentbackinandclosehiswindow.Robinsighed.“Iwishedmylifehasmoreexcitementinit,“hethought,beforeheturnedoffhislightandwenttobed,hetookonequicklookathiskiteontopofhisbedthat’sshapedlikeaneagle,andwenttosleep.

Sample3OnceuponaNmetherewasaboythatwasfacinatedbyeagles,he

askedhisfathertogetoneforhimbuthecouldn’t.Thentheboythoughtaboutawaytocatchaneagleandthenadifferentgenderoneformoreeagles.Delightedwithhisideathathethoughtoflastnight,heconNnuedhisplan.Heput3fishesintheopenwithatrap,andwenttobed.Thenheheardanoisethatsoundedlikeaneagle.Whenhehadcheckedthetrap,hefoundaneaglethatwasinhistrap.Happilyjumpingaround,theeaglemadehiminspiredtomakeahomefortheeagle.Hecreatedabondwiththeeagle.Herememberedhowmuchhisfatherdespisedeagles.Heleadtheeagletoasecretplaceintheforestwherehisfatherneverwent.Hecamedownstairsandhisfatherwasinarage.Hethreatenedtogroundhissonifhedidn’tkilltheeagles.Shocked,theboyaskedwhyhetoldhimso.Thefathersaidthey…

Sample4

AtSunday,theXimingandhisfathermothergotravel.On,Ximingsay“I’mseeaeagle!”Hisfatherandhismotherisgoingtohis.Andhismothersay“Oh,Helpit!”OK.Itwasheal.OK.Wearegobackhome!

Athome:Todayisveryfunning.Becausewearehelpaeagle!I’msohappynow!XimingisNmetoeatadinnersaymothersay…

•  Kidscanadd/edit/conNnuetowork•  Setupfornextclass– Workonsamecriteria– Hearagain,piecesthatwork– MovetowherekidscanidenNfycriteriaintheirownworkandaskforhelpwithcriteriathatarestrugglingwith

•  AberrepeatedpracNce,studentschooseonepiecetoworkup,edit,revise,andhandinformarking

•  FeedbackisconNnuous,personal,Nmely,focused

•  WhatissomethinginyourpracNcethataffirms?

•  Whatissomethingthatyoucouldrefine?

•  Whatissomethingthatyoucouldaspireto?

•  WhatopportuniNesaretheretoletsomethinggo?