Bellwork

1. Bellwork • Is a letter grade “feedback”? Explain yourself! • Time for reflection: 5 minutes • Megan & Danielle—need to set up? • Some work to return: your quizzes & AILY LP’s

2. SUPER AGENDA280 minutes together… • Bellwork (10 min) • Student Presentations (20 min) • Quiz (10 min) • Finish Planning (10 min) • Assessment Discussion (60 min) • SIOP Chapter 4 (20 min) • UbD (5 min) • Reading Presentation (20 min) • Reading Activity (40 min) • Workshop Time  (60 min) • “Talk-Back” (5 min)

3. Student PresentationsApprox 10 minutes each, please… • “Beauty Lessons”--Megan • “Catch the Moon”—Danielle

4. Quiz… • Check your email! • Email me when you’re done! • Use your books if you so desire! • Time: 10 minutes! LET’S NOT OBSESS, PEOPLE!!

5. Start Time: 10:34 • End Time: 10:45

6. Overview of a Period • BASIC VERSION • Initiation • Content/Lesson/Activities • Closure • ALTERNATE VERSION / WORKSHOP MODEL • Mini-Lessons • Conferences • How do you know how long things will take? • Do you have a timer?! • Hint: Always give students LESS time, then you can look like a “nice guy” when you give them a few more minutes  • How much can you “cover”? • How long are your periods? • What if…?

7. Assessment Blog Highlights • MM “…Everything has the potential to be assessed. Every action, decision, and assignment in a classroom can be assessed to gain a better understanding of what is being relayed and retained” • LS “One professor that I had for Biology would let us write down a sentence or two next to the multiple choice questions that we were unsure about to explain why we chose the answer that we chose. She would give partial credit …” • CT “Assessment is not for weeding out, it's for checking to make sure the teacher has done their job.” • DR “regular assessments that are graded simply on the complete/not complete scale.” “… having students write their own test questions and using some of them is a great idea.” • KM “…all assessments should clearly relate back to the overall objective of purpose of the unit.” • DC “…[multiple choice questions] don’t require deep cognitive thinking for the most part, so it is more a memorization of facts.” • AT: “Giving students options in their assignments or assessments makes them feel like they have a say in their learning (and assessment) and in turn makes them feel less stressed and nervous about getting one and only correct answer on an exam.” • MZ: “Make sure that assessments are consistent, relevant, and fair. How many times have we all been given tests on material that was never covered in class? I feel like this is a betrayal of your students. “

8. Annotating the Fixes • Check mark next to those items you’ve seen teachers DO in your past experiences • Unhappy face (or ouch!) next to those items with which you disagree

9. Pre-Seminar: Content • Ideas & Values: Science, Revolution, Experience, Logic, Quality, Quantity • Content: • Excerpt from A Repair Kit for Grading: 15 Fixes for Broken Grades by Ken O’Connor • 23 year teaching (geography) career in Canada and Australia • Independent consultant from 1996-present • Involved in the ASCD UbD cadre • Ideas have been adopted by my school… have caused a great deal of change regarding how we measure and report grades

10. MINI-Seminar:O’Connor: “15 Fixes for Grading” Round Robin Opening Question Closing Core Questions

11. AssessmentRefer to Burke pp 292-311 & Gallagher pp 144-148 • What kinds of assessments might we utilize in our classrooms? • Who makes the assessments? When are the assessments made? • How do we assess? (could be covered by first question…) • Who does the assessing? When? • What’s a rubric? • When do we use a rubric? • When DON’T we use a rubric? • How do standards (CCSS) fit in to assessments? • Pairs: • Mark & Danielle • Katie & Dana • Lucille & Allie • Cody & Megan • Task: • Consider the pack o’assessments that I’ve compiled for your evaluative pleasure • Answer the questions (on half-sheet) together in your notes • Review your notes, and create a “found poem” from your notes, using somewhere in the arena of 30-60 words  • Time: 15 minutes to prepare

12. SIOP Chapter 4 Comprehensible Input • Feature 10: Speech Appropriate for Students’ Proficiency Levels • How aware are you of the words that you use? • Depending on your current situation, how does your verbal communication modulate? • How can you assure that you are communicating to your students at a level that is appropriate and understandable for them? • Feature 11: Clear Explanation of Academic Tasks

13. SIOP Chapter 4 Comprehensible Input • Feature 12: Use a Variety of Techniques to Make Content Concepts Clear • Gestures, body language, pictures, objects • Provide a model • Preview material (think: content-specific!) • Allow alternative forms for expressing understanding • Multimedia & other technology • Repeated exposures to words, concepts, skills • Nontraditional text options (video, audio) • SUCCINCT • Graphic organizers

14. SIOP Chap 4 Discussion Questions • Have you been in a situation where you were not an “insider,” and therefore you didn’t understand what was being said? How might this inform your teaching practices? • Consider the relationship between discipline problems and students who are confused about what they’re supposed to be doing.

15. UbD: Understanding by Design • Some extra cool materials… • Templates for HS & Elementary • Excerpt from the UbD “Bible”: Understanding by Design by Grant Wiggins & Jay McTighe • Please scan it for Session 5’s class…

16. Reading: A Preview of Our Agenda • Reflection • Definition of Reading • Reader Response Theory • Reading Discovery Self-Directed Activities • Closure

17. Literacy Reflection • (From Burke p. 31) • Write a list of the different literacies you use within the course of an average day? • Where/How did you learn these skills? • Share your thoughts with a friend… • What does this activity reveal to us about our students? How might the literacy list differ for your students?

18. Reading… LOTS to consider in the English Classroom • Decoding & Comprehension • Types of readers • Readers’ self-confidence • Range of Texts—mark p. 43! (Use ‘em in planning units!) • Affective Responses • Strategies to Assist LITERAL act of Reading • P. 34, pp. 98-108 MARK ‘EM! • Pre-Reading, During Reading, Post-Reading Considerations • When Kids Can’t Read by Kylene Beers • 7 Habits of Proficient Readers from Mosaic of Thought • Literary Analysis • New Criticism • Reader-Response • Structuralism • Deconstruction • Psychoanalytic • Feminism • Marxism • New Historicism

19. 7 Habits of Proficient Readers(Ellin Oliver Keene) • http://prezi.com/dp6u3kecgkcc/7-habits/

20. Transactional Theory (Reader Response)Louise Rosenblatt • A “mutually shaping” exchange between reader and text • Both text and reader are changed as a result of the reading • “Transactional theory proposes that the relationship between reader and text is much like that between the river and its banks, each working its effects upon the other, each contributing to the shape of the poem. “

21. The Elements of the Transaction: The “Players” • MEANING • Meaning is made when the reader’s mind and the text TRANSACT; meaning can be: • symbolic • evocative • imagistic • emotional • conceptual • the “meaning” happens only in the reader's mind and it occurs via the act of reading • reader selects to have an efferent or aesthetic stance toward his/her transaction with the text READER • Reader brings their version of the world to the reading experience • Literacy skills • Personal experiences • Educational experiences TEXT • Simply ink and paper until a reader reads it… no “intrinsic” meaning

22. Efferent Reading: • Rosenblatt states, "the reader's attention is primarily focused on what will remain as a residue after the reading -- the information to be acquired, the logical solution to a problem, the actions to be carried out.”

23. Aesthetic Reading: • Rosenblatt states, "In aesthetic reading, the reader's attention is centered directly on what he is living through during his relationship with that particular text.”

24. Implications for Literacy Instruction • Teachers may not lead classes along to preordained conclusions. • Primary responses are considered and examined by themselves and others • Classroom atmosphere is cooperative • The conception of literary knowledge is expanded (Who “owns” knowledge?)

25. Reading! • Please number the activities from 1-4 in the order that you’d like to “tackle” it • Efferent to Aesthetic Text Sort • Shakespeare • Narrative Text • Poetry • 1 = “I would LOVE to do this one… I hope I get it!” • 4 = “Ummm… if I hafta, I guess I’ll do it…”

26. Some notes on my organization for this activity • Strategies I Used: • Student Choice • Jigsaw • Cooperative Learning • What else??

27. Text Sort: Efferent to Aesthetic • Danielle & Cody

28. Shakespeare: a scene from A Merchant of Venice • Dana & Lucille • STANDARD DEVIANTS SERIES  FUN AND SILLY AND INFORMATIVE!!

29. Narrative • Megan & Katie

30. Poetry • Mark & Allie • Wordsworth’s “The World is Too Much With Us”

31. WORKSHOP TIME • Your choices for workshop time: • Work on Short Story Unit • Work on AILY Lesson • Work on Blog Entry for the upcoming week • Work on other course-related reading

32. What’s our homework!? • Burke (7: pp. 156- 181: & “The Writing Product: The Process of Working with Words” – “The Journal: Practice Makes Writers” AND pp. 210-216: “Responding to Writers”) • Gallagher (1: pp. 9-23); (3: pp. 49-62); (5: pp. 90-118); (6: pp. 132-139); (Appendices) • Complete Blog Post #3 • Actively read AILY: “An Hour with Abuelo” & “The One Who Watches” • Work on AILY Lesson • Work on Short Story Unit • (UbD for Session 5)

33. C’est le fin… quellehorreur! • Please write me a quick note responding to: • Are there term/terms have been used in class that you don’t feel “proficient” with? (Where are your “knowledge lapses”?) I’ll write you an email with my best explanation… • Your favorite part of today’s class 