Elizabeth Dotson-Shupe

1. “I Survived” to Enhance Comprehension and Incorporate Formative and Summative Assessment for Grade Five Elizabeth Dotson-Shupe

2. What do we mean by assessment? • The word assessment means: to gather data. • There are three main types of assessment. • Diagnostic • Formative • Summative

3. Diagnostic Assessment • Diagnostic assessment helps us determine the level of knowledge our students have about a certain topic or content area. • We might use diagnostic assessment to determine current reading levels, for example. • Other types of diagnostic assessment would include: pre-tests, oral interviews/questioning, student self-assessment, writing prompts, and computer tests. • Once we understand our students’ strengths as well as weaknesses, we can plan instruction.

4. Formative Assessment • Formative assessment is an on-going process. This type of evaluation provides us with feedback and responses from our students. Data and information are gathered as instruction and learning are taking place. The learning and evaluation take place at the same time. • The data gathered throughout the lesson helps guide our instruction. • Types of formative assessment might include: class observations, cooperative learning participation, class voting on answers/ideas, question and answer opportunities, Think/Pair/Share, quick writes, reading/writing conferences, and response journals. • Formative assessment helps us gauge student learning as well as effectiveness of instruction as the learning is occurring.

5. Summative Assessment • Summative assessment occurs after the learning process. • The data gathered through summative assessment help us see what our students know or what they still do not have a firm grasp on as to the information presented in class. • Let’s hope we find lots and lots of learning has occurred! • We of course think of standardized tests as summative assessment, and they are, but we also have: benchmark tests, semester/end-of-the-year exams, unit tests, chapter tests, novel tests, quizzes, research papers and projects, and portfolios. • This type of assessment provides data about the learning AND teaching processes.

6. How can I incorporate more formative assessment into my classroom? • Since assessment is an on-going process that can provide a variety of information about learning and instruction, then it makes sense to incorporate a wide variety of assessment tools and strategies. • Assessment does not have to be a scary thing! • In fact, formative assessment can be fun and interesting for our students. • Wait a minute. Assessment? Fun?! Yes! • Let’s vote! • One finger…..yes, formative assessment can be fun. Two fingers….. not so much fun. Three fingers…..I haven’t decided yet.

7. Incorporating Formative Assessment into Lesson Plans • We just did a simple, easy, and fun way to gauge how our lesson is going for our students. • Let’s talk about some of the other ways we can incorporate formative assessment into a language arts classroom. • My students love to read novels and series of novels. • One of our favorites is the “I Survived…” series by Scholastic editor Lauren Tarshis. • Tarshis has written several of these high-interest books that are historical as well as set in modern time periods.

8. “I Survived the Battle of Gettysburg” by Lauren Tarshis • I created a short unit centered around this novel for the Comprehensive Instructional Program for Region 7. • “I Survived the Battle of Gettysburg” has action, history, characters that are interesting, and ample opportunity to get all levels of readers involved. • In fact, formative assessment can help our reluctant students by giving them a safe and fun way to get involved with the information and concepts presented in the lessons.

9. Historical Novels for Comprehension and Writing Activities • Throughout the unit, we focus on comprehension of historical fiction, story elements, and vocabulary development in context. • Writing is a big component of the unit. Research has shown there is a link between reading and writing (Atwell, Ferris & Snyder; Squire; Wittrock). • Students respond in writing to the story, the events, and the characters. • There are plenty of opportunities to get everyone involved with a variety of activities, including formative assessment.

10. Fun with Formative Assessment • Some of the opportunities for formative assessment include: vote, Four Corners, S-O-S Summary, Postcard to a Fellow Character, and Quick Writes. • Choice is important to our students, so there are opportunities for self-selected choice for formative assessment. • Some examples of possible choices for formative assessment toward the end of the unit would include: Players Trading Card, Create Something, Create a Video, Write and Perform a Script, A-B-C Summary, Picture Collage or Picture Captions, and an Art Walk/Gallery Walk.

11. Students Can Choose and Be Creative • A research project is created and shared with the class. • On-line research may be used solely or in combination with the school library as well as a book set within the classroom. • Combining literature with writing and research projects, along with on-going formative assessment, is a dynamic way to highlight all levels of student learning in today’s diverse classrooms.

12. Technology • Today’s classrooms are more dynamic than ever. • Technology offers so many opportunities to enhance instruction and make the story and history come alive. • YouTube videos of actors reading the “The Gettysburg Address” are incorporated in the unit. • Students will practice reading the “The Gettysburg Address” to enhance fluency, and these sessions can be recorded. There is a direct link between fluency and comprehension.

13. Addressing All Levels Within the Classroom • We know there are many different levels of knowledge within each classroom. • Each instructional piece can be presented with extra support for those who may struggle. • All of the formative assessments can be offered with scaffolding for struggling students. • Challenge those students who are ready! Offer creative, abstract, or complex thinking strategies for more advanced students.

14. How does the unit end? • The students will create a project-based presentation as a culminating activity. • Even our most reluctant readers can find success and have fun with this unit utilizing “I Survived the Battle of Gettysburg” by Lauren Tarshis. • Challenging aspects can be added for our more advanced students. • Using a variety of on-going formative assessment in combination with summative assessment will ensure that the unit is successful for both teacher and students.

15. Balanced Assessment • Can we do this in our busy, dynamic classroom??? • Strive for a balance in the types of assessment utilized within the classroom. • Diagnostic, formative, and summative assessment all help create a full profile of what our students know and can do. • Gather plenty of informational data to assist classroom instruction as well as to provide feedback to students. • The goal: better achievement for all students.

16. Now it is your turn! • Please ask questions! • Just like in the classroom, it is much more fun and informative if we can talk and share great ideas.

17. What is next? • We will take a look at a lesson plan as well as a few of the “I Survived…” novels. • We will check out the Comprehensive Instructional Program website. • www.cip.education • Here is my contact information: eshupe@wisek12.org

18. Standards of Learning in the “I Survived” Unit • The English SOL standards addressed include: • 5.2 The student will use effective verbal and nonverbal communication skills to deliver planned oral presentations. • 5.3 The student will learn how media messages are constructed and for what purposes. • 5.4 The student will expand vocabulary when reading. • 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. • 5.7 The student will writefor a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade. • 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.

19. Resources Included in Presentation • Atwell, N. (1998). In the middle: New understandings about writing, reading, and learning. (2nd edition). Portsmouth, NH: Heinemann. • Ferris, J.A. & Snyder, G. (1986). Writing as an Influence on Reading. Journal of Reading, 29(8), 751-756. • Garrison, C. & Ehringhaus, M. (n.d.) Formative and summative assessments in the classroom. Retrieved from: www.measuredprogress.org. • Northern Illinois University. Formative and summative assessment. Faculty Development and Instructional Design Center. Retrieved from: http://facdev.niu.edu. • Squire, J. R. (1983). Composing and Comprehending: Two Sides of the Same Basic Process. Language Arts, 60(5), 581-589. • Wittrock, M. C. (1983). Writing and the Teaching of Reading. Language Arts, 60(5), 600-606. • Writing: Research/Theory/Practice. RoselminaIndrisano and James R. Squire, Eds. Newark, DE: International Reading Association, 2000.

20. Disclaimer: • Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.

21. Presenter Contact Information • Elizabeth C. Dotson-Shupe • School email address: eshupe@wisek12.org