mrlc dec 2014
DESCRIPTION
Day 3 in seminar on reading assessment - what works in supporting and improving student learning.TRANSCRIPT
A Systems Look at Reading Growth
MRCL Oct 2 & 3, Dec 8, 2014
Faye Brownlie h>p://www.slideshare.net/FayeBrownlie/mrlcoctreading
Learning Intentions • I have a be>er 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 be>er able to use formaNve assessment, day by day, in my reading instrucNon.
• As a team, we can describe what counts in quality reading and how to teach toward this for all students.
• Select a statement from one of the following slides.
• Write down 1-‐2 sentences about why you chose this statement: – How does it resonate with you? – What does it look like in your pracNce? – What is the challenge inherent in the statement? – What is the significance of the statement?
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.
• 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 Nme should be spent on formaNve assessment than on summaNve assessment.
• The skills required for fluency and effecNve 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 pracNce first.
• Find a partner and discuss your chosen statement with them. – 10 minutes
Formative Assessment • InformaNon gained from an assessment should be used to influence instrucNon – or the assessment is not worth doing.
• Assessments should not be too Nme-‐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.
Putting into Practice • Reconsider the learning intenNons from Oct. – What worked?
– What did you find out about your students? – How did you use the informaNon? – What were the challenges?
– How did you conquer the challenges? • 20-‐30 minutes
• Quick share: ONE success, ONE challenge
Learning Intentions • I have a be>er 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 be>er able to use formaNve assessment, day by day, in my reading instrucNon.
• As a team, we can describe what counts in quality reading and how to teach toward this for all students.
Learning Intentions • I have a be>er understanding of how to use data from reading assessments to guide teaching.
• I am be>er able to use formaNve assessment, day by day, in reading instrucNon.
• I have a plan to try a new strategy or structure to enhance reading.
• How does the informaNon I am collecNng INFLUENCE my instrucNon?
– Not numbers – Not sorNng – Not reporNng out – INFORMATION – can do and needs to do
• So I need to know TARGETS
• What does the research say? • What counts?
“The most powerful single influence enhancing achievement is feedback”-‐Dylan Wiliam
• Quality feedback is needed, not just more feedback • Students with a Growth Mindset welcome feedback
and are more likely to use it to improve their performance
• Oral feedback is much more effecNve than wri>en • The most powerful feedback is provided from the
student to the teacher
You’re born with what you got…
and that’s that!
It’s fixed......or…
Your brain is like a muscle. It can grow…and will with pracNce
• How do you find Nme in each lesson to provide 1:1 feedback for all students?
Features of High-‐Engagement Learning Environments
• available supply of appropriately difficult texts • opNons that allow students more control over the texts to be read and the work to be accomplished
• the collaboraNve nature of much of the work • the opportunity to discuss what was read and wri>en
• the meaningfulness of the acNviNes
• Allington & Johnston, 2002; Presley, 2002; Wigfield, 1997; Almasi & McKeown, 1996; Turner, 1995
Model Guided practice Independent practice Independent application
Pearson & Gallagher (1983)
Response To Intervention: Literacy Framework
[Whole Class – Small Group – Individual]
[Small Group – Individual]
[One-‐to-‐One]
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 MulNple means: -‐to tap into background knowledge, to acNvate prior knowledge, to increase engagement and moNvaNon
-‐to acquire the informaNon and knowledge to process new ideas and informaNon
-‐to express what they know.
Rose & Meyer, 2002
Backwards Design • What important ideas and enduring understandings do you want the students to know?
• What thinking strategies will students need to demonstrate these understandings?
McTighe & Wiggins, 2001
“Every Child, Every Day” – Richard Allington and Rachael Gabriel
In EducaNonal Leadership, March 2012
6 elements of instrucNon for ALL students!
1. Every child reads something he or she chooses.
2. Every child reads accurately.
-‐intensity and volume count!
-‐98% accuracy
-‐less than 90% accuracy, doesn’t improve reading at all
3. Every child reads something he or she understands. -‐at least 2/3 of Nme spent reading and rereading NOT doing isolated skill pracNce or worksheets -‐build background knowledge before entering the text -‐read with quesNons in mind
Merchant of Venice, Act 1, Scene ii with Mark Smith and Ben Pare
• Antonio • Bassanio • PorNa • Nerrissa
• Merchant of Venice
• Themes: – Love – Roles – Prejudice
Lesson Design • Whip around from yesterday (Act 1, Scene i) • ClarificaNon and quick write • Themes introduced • Think aloud (PorNa’s second speech) • Quick write – from phrase • Overview with graphic text • Quick write – would you open the lid? • Read scene with a partner or alone
Building Deeper Connections • Grade 2 with Kinder Mann, Burnaby
• Explain how connecNons help us deepen our understanding of a story.
• Make connecNons with the cover • Give kids a post-‐it note with their name • Read the story as kids silently place their post-‐it notes when
they make a connecNon. • Reread the ‘improved’ story now that it is richer with all our
connecNons. • Write about your connecNon with the story – one that
really helped you think more deeply about the story.
Ralph Tells a Story – Abby Hanlon
How can I help my students develop more depth in their responses? They are writing with no voice when I ask them to imagine themselves as a demi-god in the novel.
How can I help my students develop more depth in their responses? They are writing with no voice when I ask them to imagine themselves as a demi-god in the novel.
Students need: • to ‘be’ a character • support in ‘becoming’ that character
• to use specific detail and precise vocabulary to support their interpretation
• choice • practice • to develop models of ‘what works’ • a chance to revise their work
The Plan • Review scene from novel • Review criteria for powerful journey response
• Brainstorm who you could be in this scene
• 4 minute write, using ‘I’ • Writers’ mumble • Stand if you can share… • What can you change/add/revise? • Share your writing with a partner
4. Every child writes about something personally meaningful. -‐connected to text -‐connected to themselves -‐real purpose, real audience
5. Every child talks with peers about reading and wriNng.
6. Every child listens to a fluent adult read aloud.
-‐different kinds of text
-‐with some commentary
1. Every child reads something he or she chooses. 2. Every child reads accurately. 3. Every child reads something he or she
understands. 4. Every child writes about something personally
meaningful. 5. Every child talks with peers about reading and
wriNng. 6. Every child listens to a fluent adult read aloud.
• Reading Next: A Vision for Action and Research in Middle and High School Literacy – Biancarosa & Snow, 2004
• Instructional improvements
1. Direct, explicit comprehension instrucNon 2. EffecNve instrucNonal principles embedded in
context 3. MoNvaNon and self-‐directed learning 4. Text-‐based collaboraNve learning 5. Strategic tutoring 6. Diverse texts 7. Intensive wriNng 8. A technology component 9. Ongoing formaNve assessment of students
• Working together, teachers can develop lessons and acNviNes that reach more learners. Most importantly, we design learning sequences that be>er engage our students while we become more strategic in our teaching.
• It’s all About Thinking – Brownlie & Schnellert
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